1. The object of teaching a child is to enable the child to get along without the teacher WELCOME! -Elbert Hubbard-

2. ESCUELA INTERNACIONAL SAMPEDRANA SCHOOLWIDE SYSTEMATIZACION AND IMPLEMETATION OF THE “ 9 EDUCATIONAL COMPONENTS ” Based on Bonnie Campbell Hill ’ s Classroom Based Assessment: Putting the pieces Together

3. Long-term vision at the start of the project Develop and systemize an optimum Early Childhood learning program, based on “9 Educational Components” by Bonnie Campbell, which will benefit the entire EIS and EILL community in a safe environment.

4. Long-term goals at the start of the project School-wide standardization of all “9 educational components” by Bonnie Campbell, based on our common goals and standards. Create an environment where parents feel comfortable with the reporting presented by teachers, in order for them to understand the value of this information. Guide parents through the correct use of the information presented in the reporting documents so that they can use it wisely and become an active part in the child’s learning process.

5. How our project has tied in with what we learned through Mano a Mano Learning theory We have reassured our practice´s and our school´s philosophy. We have reflected and grounded our beliefs on current research and sound theories of learning as a result the readings, discussions, and all the information we have been exposed during this time.

6. Brain Development We have gone in depth through all the brain development stages by: making schedule modifications (time blocks) design educational activities and environments for the students, that reflect what we know from current brain research: emotional safety, appropriate challenge, self constructed meaning. How our project has tied in with what we learned through Mano a Mano

7. Early Childhood Program Structure We have reaffirmed our knowledge and understanding of what the components of a high quality early childhood program are. We have taken actions towards empowering all early childhood teachers and help them meet the program´s requirements. As a final product we have created “Instruction and Assessment Manual” for teachers which will be placed in each of all early childhood classroom for convenient and easy access. We have a hard copy of the sample manual for your easy reference. Digital copies are also available upon request. The ECERS-R & SACERS have help us accomplished important steps towards achieving early childhood best practices, for that reason, we have motivated administrators to purchase several copies of the CLASS, ECERS-R and SACERS manuals and the NAEYC “Developmentally Appropriate Practices”. These will be available in our libraries for the use of the early childhood staff.

8. How our project has tied in with what we learned through Mano a Mano Curriculum After the Mano-a-Mano we gained better understanding of the relationship between all the curricular components how they must interact together to make a whole. We have explored top notch curriculum models that have common pillars with our school. We view the curriculum as: Emergent Dynamic Living Document

9. Team-Building, Change & Mentoring How our project has tied in with what we learned through Mano a Mano As mentors, bring ideas to our different divisions to promote positive changes. As mentors, bring ideas to our different divisions to promote positive changes. We have influenced the following changes: - Schedule changes that will help teachers meet the standards and benchmarks (two proposals). We have influenced the following changes: - Schedule changes that will help teachers meet the standards and benchmarks (two proposals). With the means of improving the educational experiences for the students, 3 professional development sessions have been planned for the following school year : - getting acquainted with the ECERS-R & SACERS rating scales and - presentation and implementation of literacy agreements for nursery, prekinder and kinder teachers. With the means of improving the educational experiences for the students, 3 professional development sessions have been planned for the following school year : - getting acquainted with the ECERS-R & SACERS rating scales and - presentation and implementation of literacy agreements for nursery, prekinder and kinder teachers.

10. Adaptations made to the original plan A big portion of the original plan was focused to support parent’s involvement in the early childhood program. However we now think that, first, we need to align the school’s staff under the same umbrella of knowledge and skills, with well-grounded philosophical and conceptual understanding, before we move to bear parent´s participation.

11. How have we changed as EC professionals? After Mano-a-Mano we have acquire a different professional perspective.  We have become active listeners,  we have learned how to view difficulties as possibilities,  we have enriched our technical knowledge,  we have strengthen our learning dispositions and our character traits in order to be able to function well within a team and to then, make a team function.

12. How the children’s experiences have improved because of what we have learned and what we have implemented? We are constantly aware and looking for more active, physical learning. We are conscious that we need to design and to develop learning environments that offer emotional safety to the students, in order to get their attention which drives learning.

13. Accomplishments Present project to school’s administrators. Creation of Literacy and Assessment Survey. All 3 school libraries purchased the latest edition of the “Developmentally Appropriate Practices” book. “Philosophy” Art project from grades N-3. Blocking of schedules from grades N-5. Purchase of ECERS-R, SACERS and CLASS manuals for each classroom. Development and standardization of literacy agreements from grades N-3.

14. Accomplishments  Standardizations of assessment procedures.  All teachers from grades N-3 will receive the online DAP workshop offered by NAEYC.  Banners with school’s BELIEFS, PHILOSOPHY, MISSION and VISSION, statements were designed and purchased to be hanged in every classroom.  Implementation of “TEACHERS NOTEBOOK.”  Creation of “Assessment and Instruction Teachers Manuals”.  Creation of proposals to modify Nursery and Pre-K schedules.

15. Where our plan goes from here? It has been a wonderful journey, not easy, but fulfilling. We want to complete what has been planned; we want to review and revisit our projects goals and make sure that every single step taken will influence our students in a meaningful way.

16. Teachers Manual for grades ECC. Modify report cards of all grades from the ECC (accordin g to benchmarks and standards) and 3rd grade. Professional Development and Mentoring. Implement “literacy agreements”. Presentation of proposal to change schedules in grades N and Pre-K. Where our plan goes from here?

17. How do we plan on sharing (mentoring) with others? One important component of effective mentoring is validating individuals within a social context. We plan to keep sharing the information, the attitude, the disposition, & the technical knowledge. We would like to share our knowledge and skills to create a learning community where shared responsibilities, shared goals and accountability are constantly in place.