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Dream school

The document describes The Stephens' Primary Institute, a proposed lower primary grade school for students in kindergarten through 2nd grade. It details the school's vision of developing lifelong learners and its mission to facilitate hands-on, individualized, and integrated learning. The document outlines the typical characteristics and needs of students in each grade level and describes the school's proposed morning, afternoon, enrichment, and intervention curricula. It also discusses the planned use of technology resources and includes a school map layout.

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THE STEPHEN’S PRIMARY INSTITUTE A LOWER PRIMARY GRADE SCHOOL FOR GRADES K TO 2 PICTURE SOURCE: HTTP://WWW.THEFORECASTER.NET/CONTENT/N-FALART-052710 “Where Early Learning is Our Lifelong Goal” Elizabeth Stephens February 17, 2012
THE STEPHENS’ PRIMARY INSTITUTE Vision Statement Mission Statement In order to achieve our goal; the The Stephens’ Learning students, parents, and staff will Institute is a community of facilitate and encourage the following: diverse students, parents and  Thematic unit studies of interest to staff. We are dedicated to the the children. early childhood development of  Group instruction focused on learning responsible, self starting, life- objectives. long learners. Collectively, we  Hands-on learning through play and strive to provide an age real life experiences. appropriate environment which  Individualized instruction. respects each individual’s  Integrated instruction in literacy, unique personality, set of math, science, social studies, the arts experiences, and learning and technology. style. Our goal is to create individuals committed to learning in the 21st century.
THE LOWER PRIMARY GRADE SCHOOL  The Dream School created by Elizabeth Stephens is a Lower Primary Grade School.  This is a concept based on the fact that typical elementary schools are loosely divided between the lower grades (K-2), and the upper grades (3-5). The needs of a Kindergarten student are much different than those of a 5th grade student.  The Lower Primary School would be very developmental, allowing for lots of play and activity in Kindergarten, progressing to play and structure in 1st grade, and moving on to more independent work time in 2nd grade.  The Stephens’ Primary Institute would “hum with activity as students busily engage in learning.” (http://nextgenerationshcool.com/#/our-schools/lower-primary). Each classroom would be staffed by a teacher and an assistant. Their job would be to help each child to develop to their fullest potential.  The next few slides will explain the typical students in grades K though 2nd, and how the staff would prepare these children for the Upper Primary Grade School.
THE KIND KINDERGARTEN STUDENT Kindergarten Students are typically 5 years old and may have attended preschool. They love to help and please others. They usually like school and want to please others; such as teachers, parents and friends. At the Stephens’ Primary Institute, we believe that Kindergarteners are ready to move away from the preschool years and start to establish their social groups, yet they still need the support and guidance to accomplish this. It is the Kindergarten Teacher’s job to prepare each child for 1st grade work. Source: www.pbs.org Pictured: Jane Elizabeth Stephens, age 5; taken by Elizabeth Stephens, 8/2007
THE FUN 1ST GRADER First Grade Students suddenly start to feel “big”. They are ready to learn. They can work independently, but still need some playtime and supervision from a teacher who can facilitate learning. The true magic of 1st Grade happens as children develop the ability to understand what letters and numbers mean. They start to understand and “crack the code” to be able to read words and solve math problems. It is the First Grade Teacher’s job to introduce the skills needed to begin to read and calculate. Source: www.pbs.org Pictured: Charlotte Ann Stephens, age 6; taken by Elizabeth Stephens, 8/2002
THE SUCCESSFUL 2ND GRADE STUDENT The 2nd grade student is very confident. In 2nd grade, they practice the skills learned in the earlier grades and begin to use them with ease. Some children may not have been ready to master the skills in 1st grade, but now they can. Other children mastered the 1st grade skills and they are now ready for more challenging work. It is the job of the second grade teacher to emphasize fluent reading and more complex math problems. Source: www.pbs.org Pictured: Katheryn Harvard Stephens, age 7, taken by Elizabeth Stephens, 3/2002
MORNING CURRICULUM Language Arts Math 90 minutes per day 60 minutes per day Students will: Students will:  use their experiences to listen,  be exposed to an environment to speak, read and write. foster critical thinking skills.  be exposed to “print rich  be immersed in an environment environments” to expand on their with various manipulatives. knowledge.  become communicators, readers and  solve problems. writers.  become confident in the language  practice and master these skills in all and world of mathematics. subjects.  practice basic skills. Source: Microsoft Word2007 Clipart
AFTERNOON CURRICULUM Social Studies Science 30 minutes per day 30 minutes per day Students will: Students will:  explore their immediate  predict surrounding.  experiment  discover the world around  test them.  Solve problems  expand on their knowledge as Source: Microsoft Word2007 Clipart they begin to venture further into knowledge of their community, city and county.
 Art, Music, and Physical Education will be integrated within the classroom activities.  There will also be weekly pull out programs with a special area teacher. Pictured: Jane Elizabeth Stephens, taken by Bob Stephens, 2/2012 ENRICHMENT CURRICULUM Art Music Physical Education
The Vision of the Since students come to school with their Stephens’ different personalities, experiences, and Institute is to remember that: learning style; as teachers, we know that INTERVENTION STRATEGIES •Each child has a they will all have different needs. unique personality. To address these needs, we will plan to •Each child has a implement Intervention Strategies. set of experiences that they come to When lessons are taught, children who school with. need more help , or are ready for more •Each child has his or her own will be identified. learning style. At some point each morning, children will • be sent to different classrooms where To prepare all they can receive the needed intervention. students to be committed learners for the The goal of this is to always know what 21st century, we each child needs, to understand that it will honor these differences. changes by skill level, and to be able to address these changing needs.
Computers Visual Displays Classroom sets Promethean Smart boards In Offices White Boards Computer Lab Easels of Paper Training E books and Tablets Teachers Available for checkout by the Parents children Students Computer Lab 30 computers For whole class time research TECHNOLOGY Technology will be used school wide. An IT director will be hired for the purpose of keeping all technology up to date, and for maintaining the equipment. All teachers and staff, and students, will be trained to use the technology.
I chose this floor plan because of the layout of the classrooms. I like the way each group of classrooms is grouped together with a common area, office space for the teachers. These common SCHOOL MAP areas could be used for gatherings, or for teacher meetings. In the front of the school there is a welcome area with offices, and the cafeteria area nearby. In the back right corner, there is a nice area which could be the media center. This map has many multi purpose areas. Source: http://www.ohcg.net/sa nMarco/images/6floorpl an.gif
SCHOOL ADMINISTRATION AND FINANCING OF THE SCHOOL Leadership Financing  The school will have a principal  The plan would be for this to be a and an assistant principal. They will public school, so there will be divide the duties as they see fit. funding from taxes.  There will be a curriculum resource  There will be a PTA. The PTA will teacher, in charge of curriculum choose a project each year, with and testing. advice from the school leaders.  Each grade level will have a grade They will then raise funds for this level chairperson who will receive project. They will include all of the instruction from the principal, school community to instill a sense assistant principal and curriculum of working together for a common resource teacher. goal.  The school will have a PTA, and  There will be partnerships with the executive board of this PTA will businesses, who can assist be leaders also, alongside, and in throughout the year with donations respect of, the school leaders. of goods, or with money.
THE FUTURE The goal of the Stephens’ Primary Institute is to create individuals committed to learning in the 21st century. We feel it is a MUST for our students to leave us with the skills to learn individually and in groups. Since we are a school for just ages 5 to 8, our immediate goal is for our students to be ready for the upper primary grades, then middle school, high school, and finally college. The ultimate goal for our students would be for them to be life-long learners and productive citizens able to contribute to the global world.