School Philosophy: 

• The mission for Echo Mountain Intermediate School is to provide a safe, supportive learning environment wherein all students can feel confident as learners and contributors. We are committed to a partnership, where the school, family, and community act in collaboration to support
standards-based academic achievement and respect for individual differences. 

• EMIS parents and faculty share the goal to “educate the whole child”.  We share a commitment to help each child reach his/her full potential.  We believe that children develop as individuals when nurtured in a climate that promotes self-esteem, self- confidence, and the desire for knowledge that will make learning a lifelong activity.  We believe that students should be provided with opportunities to develop the ability to think logically, independently and creatively.

---

School Wide Programs:  • EMIS instructional programs support the learning needs of all students.We use Flexible Groupings to insure that students are taught at their individual instructional level.	• EMIS homeroom design is based on a Cluster Group Model.  These cluster groups occur at each grade level.  All teachers are expected to learn about and implement gifted strategies in their classroom and to obtain a gifted endorsement.
• EMIS implements a Response to Intervention model (RTI) to support the diverse learning needs of our students.  Every teacher is expected to participate.  Open time outside of a thirty minute lunch and a forty minute prep will be utilized for this instructional intervention program.	• EMIS teachers are trained in the use of Cooperative Learning Structures and Thinking Maps.  It is expected that every teacher will seek the training and use the strategies in these programs.
• EMIS is a Make Your Day school.  Teachers are expected to include themselves in points and to actively facilitate the development of positive student conduct by consistently following our school-wide citizenship program.  Parents are our partners in this effort.  Teachers are expected to communicate with parents as issues arise.	• EMIS relies heavily on Teacher Collaboration and Planning. Special area and grade- level teams include up to six teachers.  We have standing committees including collaborative cadres that share in decision-making.  Our school staff participates in school-wide assessment and improvement planning including on-going staff development

top of page

Highly Qualified Teachers:

EMIS attracts and retains highly qualified teachers with programs that offer structure and support to new and veteran teachers. 
    EMIS has a core school wide philosophy of Make Your Day (MYD) and Kindness and Caring.  MYD is a citizenship program that provides an environment of learning and safety for teachers and students.  Our Kindness and Caring program has been developed through our social worker.  It promotes positive student and staff interaction.
    A collaborative approach to shared decision making is supported at EMIS by continuous staff development.  Collaboration time within grade levels and departments is provided to support and mentor new teachers to the staff.  Administrative leadership offers an open door policy for instructional leadership and guidance.
    A variety of opportunities are offered at EMIS that support our diverse population of students.  The Title I staff supports students and teachers with instructional strategies.  The experienced Title III (Language Acquisition) staff provides instruction to our English Language Learners as well as instructional strategies to classroom teachers.  

School Needs Assessment:

The Standards and Rubrics for School Improvement is anchored in scientifically research-based principles and indicators that consistently distinguish top-performing schools. The indicators are defined within the following four standards:

Standard 1:  School and District Leadership
Standard 2:  Curriculum, Instruction, and Professional Development
Standard 3:  Classroom and School Assessments
Standard 4:  School Culture, Climate, and Communication


top of page

Data Analysis:

SMART Goals

1) EMIS will improve reading scores of the current 4th grade by increasing the percent proficient by 5% as measured by the 2009 AIMS.

2) EMIS will improve math scores of the current 4th-6th grade by increasing the percent proficient by 5% as measured by the 2009 AIMS. 

3) EMIS will improve writing scores of the current 4th-6th grade by increasing the percent proficient by 2% as measured by the 2009 AIMS.
 
Per NCLB 1114(B), Title I Schoolwide programs are required to have adopted a reform model that includes scientifically based research (SBR) methods and instructional strategies to
•    strengthen the core academic program
•    increase the amount of and quality of learning time, and
•    meet the educational needs of under served populations.

EMIS flexibly groups students (4th-6th) for the 80-minute block for language arts instruction.  Students are also placed in flexible groups for the 70-minute math instructional time.  Students are evaluated for movement within the groups by regular assessment.
The Response to Intervention (RTI) model is used to identify students for Tier 2 and Tier 3 interventions.   Students are progress monitored to measure progress, identify the need for further intervention and/or evaluation for special education. 


Academic Assessments:

All teachers are trained in assessing students with reading and math probes through the RTI training.  Teachers input student scores on AIMSweb in order to better analyze student growth.
    

Parental Involvement Policy
                    NCLB Title I

Echo Mountain Intermediate School believes that parents, guardians, and family members who are involved in supervising a child’s education are critical partners in the educational process.  When families are involved, students achieve higher grades and test scores, better attendance, more positive attitudes, and higher graduation rates.  Student-Parent-School compacts will include a shared responsibility for improving student achievement and be written with the input of parents.  Parents will be encouraged, on an annual and ongoing basis, to participate in a comprehensive process of planning, reviewing, and evaluating our Title I plan.  Full realization of the partnership will be achieved through the ongoing commitment and active participation of both the home and the school.


Additional Support Activities

Title I Reading Specialists
EMIS provides two reading specialists to work with targeted students in 4th -6th grades.  Teacher rankings, referrals and AIMS data identify students.  Students receive small group instruction in reading strategies, writing skills and fluency. 
    Reading specialists participate in grade level team meetings to aid in identifying students in need.  They also work with teachers to provide instructional strategies.

Title I Math Specialist
    The math specialist provides small group instruction to targeted 4th-6th grade students.  Students are identified for small group instruction through AIMS data, teacher referrals and rankings.
    The math specialist works with the grade level teams to offer math instructional strategies.  He coordinates a family math night and parent math academies.

NCLB Summer School
    Summer school is available to our students.  Students showing the greatest need in reading are selected for attendance.  Pre and post assessments are given to measure growth.  The goal of summer school is to increase student achievement on the AIMS assessment. 

RAP
    Reaching All Parents is a district funded Title I program.  Communication is increased through regular home visits with selected families.  Participation is determined by recommendations from teachers.  RAP teachers provide communication from the school and strategies for parents to help their students be successful.
top of page

Coordination of Resources

Echo Mountain coordinates and integrates federal, state, and local services and programs, including programs supported under the NCLB Act, violence prevention programs, Head Start, housing programs, nutrition programs, adult education, vocational and technical education, and job training.

Title I
    Title I funds the salaries of one reading specialist and one math specialist.  Both teachers coordinate with classroom teachers to provide intervention strategies for students working below grade level in reading and math.  Funding is used to provide supplies for parent involvement activities and instructional supplies for interventions in math and reading.  Title I funds an extended day teacher working with the 21st Century grant program. 

Title IIa
    EMIS continues to use Title IIa funds to provide professional development for teachers to the skills needed to implement the school wide Title I plan.  Professional development plans are created annually to support the Title I goals.

Title III
    Title III funds provide our ELL students with program materials and extended day tutoring.  Summer school is provided with combined Title I and Title III funding.

District- Funded Reading Specialist
    The district-funded reading specialist works in collaboration with the Title I plan of instruction for students in need.

21st Century Grant
    EMIS was awarded the 21st Century Grant in July 2007.  The grant monies are used to create a learning community.  It extends a learning time for students by providing academic classes.  Enrichment classes are offered before and after school.  Parent classes are offered during the school day and in the evening.

Technology:

Did you know? The Paradise Valley Unified School District has the highest computer-to-student ratio (3:1) of any school in the state? Every PVUSD classroom is equipped with a multimedia cart (a wireless laptop computer, LCD projector, document camera, and audio speaker, housed on a mobile cart) and teachers have access to more than 400 software titles available ranging from business and multimedia to curriculum support.
top of page