Intasc standard, Description, and Rationale Standard #3 Learning Environments



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School and Community Project

Education 101 Class

Ivy Tech Community College



INTASC Standard, Description, and Rationale

Standard #3 Learning Environments

The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.



Name of Artifact: School and Community Project

Date: December 11th, 2013

Course: EDUC 101

Brief Description: The school and community project consists of a combination of a service learning project, a power point presentation, and a paper. As a class, we decided that it would be beneficial to donate and organize a book drive for the students at Indianapolis Public School 15. Therefore, our service learning project was a book drive. The power point presentation and the paper consisted of information specifically about our service learning project, the community in which IPS 15 is located in, and information about the school in general.

Rationale: To document our understanding of Standard #3, Learning Environments, we included information about our service learning project and the community. This information included ways in which the service learning project and the community positively affect Indianapolis Public School 15.

Introduction

It is likely that every teacher can recall the first time they stood in front of a classroom of their very own, and looked out onto the faces of their eager students. Their nerves racing in hopes of doing a good job combined with the excitement of years of studying and hard work finally coming to fruition make it an everlasting memory for most teachers. And though that monumental day may be a few years away for all of us in Education 101, we were blessed to be able to get a small view of what it is going to be like to be at the head of the class as we completed our service learning at IPS 15 this semester. In addition to coordinating and executing a benefit project for the students of IPS 15, each student in our class had to log a mandatory 16 hours of service learning in order to successfully complete the course. Many of us enjoyed our experience so much that we actually wound up exceeding the required hours. Although each and every one of our experiences was a little different, we all came in with the same mindset; we are here not for ourselves, but for the children of Thomas D. Gregg Elementary.



IPS 15: Thomas D. Gregg Elementary

For our first true classroom experience, we as a class were incredibly fortunate to be able to work at IPS 15. Located on the near east side of Indianapolis, the Thomas D. Gregg Elementary school was built in 1895 and named after a local teacher from the Marion County Seminary School for boys. The school has recently been renovated and currently provides a vibrant and inviting atmosphere for the students to come in and enjoy their learning experience. Led by their Principal, Dr. Teresa Baker, the school’s mission statement is simple and eloquent, “WE BELIEVE.” They believe that reading and writing are the foundation of academic success and that it is the responsibility of all staff members to ensure literacy for each and every student that walks through their door (IPS, 2013).

The student to teacher ratio at IPS 15 is roughly 13 students to every teacher, though that number is a bit skewed as some classes are fortunate to have a number of special assistants and aids to assist in their classroom, while others take on larger classrooms on their own. Like the majority of Elementary schools around the country, IPS 15’s faculty, largely consists of female educators. Of the 48 certified teachers, only five are male and 43 are female. While almost 80% of the faculty members are Caucasian, the ethnic make-up of the 622 students that attend School 15 is a little more diverse: 42% are Hispanic, 38.1% are African American, 15.1% Caucasian, and 4.8% are multiracial. The large Hispanic make-up of the school means that there are also a large number of ESL students. In fact, 33.1% of the students at School 15 are ESL learners (Compass, 2013).

Inside of IPS 15, the atmosphere is very inviting, which was a bit different than many of us were expecting. Going into the experience, a lot of the students in our Education 101 class believed that the school would appear a bit more run down, and dark. We were all delightfully surprised to find that the faculty and administration had done a great job of making the school feel welcoming and fun. Each hallway is designated by the name of a local College or University. There is Indiana Boulevard, Ball State Avenue, and Butler Way just to name a few. In addition to the creative hallway names, paintings and art work created by the students adorns the hallway walls, and the images and stories of past leaders help the students understand the history of their school. Not just so the children know where they come from, but perhaps more importantly, where they can go in the future. While these children are blessed with a wonderful school and a caring faculty, those are not the only factors in their future. The community they live in has a great deal of influence on who they are when they come to School 15, and who they will be when they leave. In order for a school to be truly successful, they need the support of their community



Community

The socio economic level of the community that surrounds IPS 15 is not the most stable or flourishing area of Indianapolis, however the community as a whole pitches in to help give these children a school and community they can be proud of. Thomas D. Gregg Elementary has over 35 partnerships with local businesses, churches and educational groups around the city that provide services and volunteer work year round. Earlier this year, on September 3, two of our own Indianapolis Colts visited 1st and 2nd grade classrooms and spoke about the importance of literacy, and read with the children. Another local partner, Allison Transmission, decided to lend a hand by volunteering to do the landscaping work for the school. Employees from the local business helped to mulch and trim the bushes, as well as plant flowers and trees around the school. But perhaps, the partnership that means the most, to all of us, is the partnership the school has with Ivy Tech. Because of that partnership we were able to have a wonderful and influential experience inside of School 15. And to give back a little of what those students and faculty gave to us, our class planned a local book drive for the kids, with the goal of being able to hand a new or gently used book to every student at the school.



Class Project: Book Drive!!

We believed that a book drive was both an influential and educational community project to provide for IPS 15. By doing a book drive we were able to provide each child with a new piece of reading material, and also be a positive influence on their lives. The designated project group consisted of five people from our education class, which were, Olivia Hardin, Cassie Kennedy, Taylor Stevens, Emily Haddix, and Lizzie Wickstrom. This particular group of people came up with the idea to do a book drive, made flyers to assist class members in getting book donations, and scheduled the time and date when the book drive took place. Kiley Pardieck, Emily Haddix, and Hannah Drury donated over one thousand books to the book drive.

The book drive took place on November 22nd, 2013 from 9:00 a.m. to 2:00 p.m. in the library of IPS 15. The books were organized by grade level. Two classes came into the library at one time for approximately twenty minutes. Each child got to choose a book, in their grade level, that looked appealing to them. We then wrote their names inside the front cover of the book that they chose. The students at IPS 15 left the library with smiling faces; they really enjoyed getting a new book!

Although many members of our own class were unable to attend, the book drive was a great success! After completing the project, many of us discussed the different ways in which we could improve the preliminary, planning, and execution phases of the project. The collective opinion of the group was that if done over again, we would have planned the book drive a little earlier in the semester, and created a sign-up sheet so we would have had a more precise number of who was able to attend. Overall, we are thrilled with the success and the positive outcome of the book drive.



Conclusion

As our fall semester comes to an end, we begin to reflect on our time at Thomas D. Gregg Elementary, the experiences we had are ours to keep, to remember, and to learn from. Each of us has a memory that we will cherish, whether it was working with a student and helping them through a moment of struggle, reading aloud to eager ears, or simply observing the pure joy of a child at recess. For some, the lasting memory may lie in a moment we wish we could have to do over again. But the truth remains that we all made an impact this semester just by walking through those doors once a week and showing those kids that we care. And in the end our benefit project gathered over a thousand books for the students of IPS 15. As a class we may have been flawed in our preparation, but our execution was flawless, because every student that walked in that day left with a book and a smile. And as future teachers we all agree that there are no greater gifts to give a child than a smile and a chance to learn.

References

Indianapolis Public Schools. (2013). Thomas D. Gregg, School 15. Retrieved from

http://15.ips.k12.in.us/

DOE Compass. (2013). Thomas D. Gregg, School 15. Retrieved from

http://compass.doe.in.gov/

Koch, J. (2014). The students: a changing landscape. In Ganster, L. (Ed.), Teach 2 (pp. 90-93).



Belmont, CA: Cengage Learning.

School Data Chart

School contact Information –name, address, phone, website

IPS School 15 – Thomas D. Gregg.

2302 East Michigan St.

Indianapolis, IN 46201

(317) 226-4215

www.15.IPS.K12.IN.US


History of School – year built/started, remodeled, traditions

Year Built- 1895. Built in honor of Thomas D. Gregg, a local teacher in the early 1820’s. Gregg worked as a teacher at the Marion County Seminary, a school for boys. The Gregg fund, established in his name, is currently used to increase the training and education of elementary level teachers.

Mission and Vision

WE BELIEVE: Reading and writing are the foundation of academic success. Students have a right to learn through reading. All students have the capability and the need to be literate citizens. It is the responsibility of all staff to ensure literacy for all students.

Grades taught and

Special Programs

Kindergarten through 6th grade

Special Education programs




Faculty – total teachers gender, race

48 Teachers-- 43- Female 5- Male

Ethnicity – 79.2% Caucasian – 14.6% African American – 2.1% Asian – 4.2% Hispanic

Years of Experience (0-5 yrs- 28, 6-10 yrs- 3, 11-15 yrs- 7, 16-20 yrs- 4, 20+yrs – 6)


Administration/Support Staff – total number, gender, race

30- Support/Administration

26- Female

4 – Male


Students – total students, gender, race, age


622 students

Ethnicity – 42% Hispanic – 4.8% multiracial—38.1% African American—15.1% Caucasian.



Students – SES, Language, grade level

English Language Learners 33.1% -- Non-English Language Learners 66.9%

General Education 81% -- Special Education 19%



Free meals 93.9% -- Reduced Meals .6% -- Paid Meals 5.5%

Community Partnerships

Allison Transmissions, Big Car, Camp Tecumseh YMCA, Camp Waycross, Christ Temple Apostolic Faith Assembly, City Mosaic, Community Crime Watch, Dr. Arthur Fisher Optometry, Dr. Jordon Dentistry, East Tenth Street Children’s Ministry, East Washington Street Library, Gleaners Food Bank, IMPD – East District, John H. Bonner Community Center, Kroger – East 10th Street, LensCrafters Vision Van, Little Red School House, Love and Happiness, Marion County Prosecutor’s Office, NESCO, Net Literacy, New, Haven Missionary Baptist Church, New Psalms Missionary Baptist Church, New Unity Missionary Baptist Church, Peace Learning Center, Read-UP, Tutoring, Riley Hospital, Shepherd Community Center, St. Paul’s Episcopal Church, Westminster Ministries



Community Fact Sheet
Businesses

  • Sherman Commons Shopping Center

  • Cintas

  • Linwood Square Shopping Center

  • AAA Roofing

  • Fish Bowl Pet Center

  • M Jones Plumbing


Churches

  • St. Philip Neri Catholic Church

  • Neighborhood Fellowship Church

  • St. Peter Luteran Church

  • Brookside Community Church

  • St. Matthew Lutheran Church

  • Shepherd Community Church of the Nazarene

  • Family Bible Baptist Church


Community Centers

  • Rivoli Theatre

  • Arsenal Tech High School 

  • Shepherd Community Center


Library

  • Arsenal Tech Media Center

  • Indianapolis Public Library - Spades Park branch

  • Indianapolis Public Library - East Washington branch

  • Indianapolis Public Library - Central branch

Service Learning Project

Type of Project: Book Drive

Purpose: Give each child K-6 one book in their reading levels. Let them choose a book so they actually want to read it

Time Span: November 22, 2013—9:00 a.m. to 2:00 p.m.

Participants: Project Group- Olivia, Taylor, Cassie, Emma, and Lizzie

Book Donators- Kiley, Emma, Hannah

Summary: We set the books up on 5 different tables. One for k-2, 3rd, 4th, 5th, and 6th. We spread them out so they could be seen easier. Two classes came in at a time and had 20 minutes to pick a book. Once a child picked a book one of us wrote their name in it for them. And then they started reading until the twenty minutes was up.

The book drive was a huge success because the kids were so excited to get to pick a book and know that it was their own. Most of the kids started reading without any teacher telling them too. A lot of the kids come from poorer homes and I think they were just excited to get to have something. Plus it was a book they chose, not something they were being forced to read in class.



Recommendations: Plan things way ahead of time and not last minute. Some classes didn't get to pick a book because they were on a field trip. Also because of it being last minute not many kids from class were there so it was stressful for the 5 people who did go and we're forced to stay all day. Next time I would do a sign-up sheet on what times people can go.

Criteria

Points Possible

Provided detailed information for each section of assignment

Information provided is accurate; however there is a lack of depth.

Information missing or incomplete.

Cover/Title Page

(ppt. and paper)

3 points










INTASC Standards,

Description, Rationale

(ppt. and paper)

7 points










PAPER with Subtitles

Introduction (5)

School (5)

Community (5)

Service Learning (5)

Conclusion (5)


25 points










Reference Page

(ppt. and paper)

4 points










School Data Chart

(ppt. and paper)

4 points










Community

Fact Sheet

3 points










Service Learning Project

20 points










PowerPoint Presentation

20 points

All points from paper discussed, presentation delivery is engaging, graphics and pictures used, within time limit of 1 hour

1-2 components missing from previous panel, points unclear and time limit exceeded or significantly shorter than allotted time

3+ components missing, time not used appropriately

Mechanics- Overall style of written work is professionally presented in APA style.

10 points

No misspellings or grammatical errors. There are no errors in mechanics.

1-2 misspellings, grammatical or mechanical errors.

3 or more misspellings, grammatical or mechanical errors.

APA Format

3 points




Score Sheet

1 point




Total Points

___/100



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