Wendell Phillip's elementary 1163 North Belmont Ave Indianapolis Indiana, 46222 "We are best known for strong community support" Presented By Nicholas Rader & Eddie Pierson i n
t I a r o b a ith l l W Co n Davis, Tangela; Nelson, Jillian; Rader, o Nicholas; Konate, Mouhamed; Waligora,
Amanda; Leap, Amy; Perry, Tiffany; Johnston, Brianna; Whitley, Amber; Luttrull, Trent; Pierson, John; Andrews, Xenya; Carter-Mendoza, Donpaul; Reighley, Tiffany; Badua, Phoenix; Kirkhoff, John; Washington, James; Casey, Tanner; Kim, Julie A History Of Wendell Phillip's Elementary School Wendell Phillips . Born in Boston Massachusetts on November 29th, 1811 Attended Harvard Law School First spoke in 1837 at an anti-slavery
society meeting Anne Green inspired him to be a professional abolitionist Campaigned against Lincoln in 1864 After the 13th amendment passed he became a labor radical Died in Boston on February 2, 1884 Student Diversity 387 Students This school State average Black 70%
12% Label Value Black 70 Hispanic 14% 10% Hispanic
14 White 12% 72% White 12 Multiracial 4% 4%
Multiracial 4 0% 0% American Indian 0 American Indian Asian
0 Asian 0% 2% Native Hawaiian or Pacific Islander 0 Native Hawaiian or Pacific Islander 0%
0% Mission & Vision The mission of Wendell Phillips School is to develop and maintain for all children a safe, caring, effective, and disciplined environment that is conducive to their learning and maximum achievement. We will consistently provide rigorous, standards-based instruction to help students achieve at levels of excellence. Wendell Phillips is committed to providing students with a caring and stimulating learning environment, preparing them for excellence, scholarship, respect and courage as they achieve their fullest potential. Faculty Total Staff: 33 5 Male/27 female 4 African American
29 Caucasian B Bonner, Lori Brinkley, Terri Burkle, Susan C Clark, Antwon Cope, Kayleigh Curry-Akiboh, Evelyn D Darby, Montinia Devoe, Carolyn Dumas, Anthony E Eck, Morgan Eckerley, Beth
Ely, Jean F Fox, Gwendolyn Fritchie, Valerie G Glenn, Mary H Harney, Crystal Hoffman, Lisa K Koch, Ramona L Lavery, Amanda M Mclaughlin, Myllicent N Nichols, Christina Niebur, Shannon
Norvell, Phyllis P Pena, Elda R Ratcliffe, Robert Raynor, Alexandra S Sallier, Brenda Sedam, Deborah Seidman, Whitney Smiley, Laurie Soliman, Dena Swim, Scarlet T Taylor, Leonard Thatcher, Jenni W
Woods, Laura Paul Wirth September 24, 2014 Masters in School Administration From The University of North Carolina Fundraiser To Raise For school Uniforms Jillian Nelson Amy Leap Tanner Casey
Tiffany Perry Trent Luttrull Tiffany Reighley Yankee Candles Total Sale: Less Profit: Subtotal: Total Tax:
Total Raised: $962.00 $384.80 $577.20 [Tax-Exempt] $384.80 Quantity Product Price
13 items priced at $6.50 $84.50 26 items priced at $7.50 $195.00 Total Sales Order Sub Total: Profit: $111.80
$279.50 Other Donations Oaklandon Community Association Thank you for Thank you for Two $25.00 gift certificate Staples, Staplers, Folders Etc. Thank you for $200 Check Donation
Cash Donations Class Room $75.10 Total Raised $823.10 ISTEP For 3rd Grade Classes Math 3rd Grade ISTEP Scores 38% 2011 63% 2012 43%
2013 34% 2014 0% 10% 20% 30% 40% 50%
60% 70% English Language Arts 3rd Grade ISTEP Scores 63% 2011 75% 2012 55% 2013
44% 2014 0% 10% 20% 30% 40% 50% 60% 70%
80% The Intasc Model Core Teaching Standards Standard #1: learner development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: learning differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 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 selfmotivation. Standard #4: content knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: application of content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6: assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making. Standard #7: planning for instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: instructional strategies The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9: professional learning and ethical practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: leadership and collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. References Wendell Phillips. (2014, October 13). Retrieved from http://www.myips.org/wendellphillips63 Sponsored By Ivy Tech Community College Yankee Candles Fun Pasta Fundraising
School Zone Vision Solutions Oaklandon Community Association The End
Garstang's Model. Garstang further modified Treanor's model by introducing an exponential atmosphere and directly relating the atmospheric molecular content to the aerosol content. N. a a = 11.11 N m m. K e-cHwhere N is the number density, is the...
Grasslands are found where there is not enough regular rainfall to support the growth of a forest, but not so little as to form a desert. Rangelands and Pastures. Greg Shine, Bureau of Land Management, Cattle grazing on rangeland east...
Definitions. The modern state emerged in the 16th century in western Europe. Max Weber defines it as ' a human community that successfully claims the monopoly of the legitimate use of physical force within a given territory'. Andrew Heywood (2002)...
Located within 2 miles of La Grange Park Public Library District, Thomas Ford Memorial Library and Brookfield Public Library. Staff of 16 full-time and 27 part-time employees. Interim Director Stephen Bero started in January 2018.
Labourproductivity in Spain. Labour productivity and the difficulty of creating new jobs have contributed to Spain´s stagnant convergence with advanced economies. Figure 3. GDP per capita and . labour. productivity. Convergence, 1960-2015 (US=100) Source: AMECO, World Bank, EU KLEMS, TCB...
A university agenda of students as researchers was the inspiration for a student conference based on listening to children's and young peoples voices. (Wood, Bruner and Ross 1976). Students need to complete a small piece of research with children or...
Ready to download the document? Go ahead and hit continue!