Daniel Boone Elementary is the home of the Warriors!  Daniel Boone Elementary School is one of three elementary schools Kindergarten through 5th grade in the Warren County School District. Our mission is to educate all students and develop lifelong learners by expecting excellence everyday. Our school culture revolves around the premise that when we establish meaningful relationships with students and partner with parents, all will achieve at high levels. Our school motto “Together We Can” is lived every day where staff and students have created a strong learning collaborative culture.  

Our mission at Daniel Boone Elementary is to educate all students and develop lifelong learners by expecting excellence every day. We created our mission, vision and collective commitments together as a staff. We worked in teams to generate ideas for these pillars. Then we came together to share our ideas from our groups. Through true collaboration we created our mission, vision and collective commitments. Each year when we kick off the school year we revisit these.  We have added more language as the years have gone by with our staff as our understanding of PLC has grown. Through a carousel activity we have defined what appreciation and support looks like, feels like and sounds like. We have also defined collaboration. We have had rich discussions about each of these and continue to refine them as the needs of our students and staff change. 

Our vision for Daniel Boone Elementary is to be a school that has a respectful, responsible and safe learning environment where students achieve at the highest academic levels. We are a caring, collaborative community where the focus is on developing the whole child to be independently successful learners and where students take pride in their school. This vision drives our focus for student achievement. We utilize this same process when creating our goals. We take a look at data that identifies our current reality. We then discuss in our small grade level groups and departments what our focus should be for the year.  The discussion is then brought back to the entire staff to collaborate about what  our needs are for the year to determine our building wide goal. Each grade level and department identify their goals to support the building goal. The goals are progress monitored each month at our data teams and benchmarked three times a each year. These four pillars of our PLC drive our daily work alongside our students. 

The learning collaborative culture is evident in all of our school practices that is driven by our collective commitments.  Our collective commitments at Daniel Boone Elementary are  to use common language, practice 4 to 1 positive reinforcements, teach our core instructional programs with integrity,  collaborate using data and best practices, differentiate instruction, use clear and positive communication and presume positive intentions. Daniel Boone Elementary monitors the learning of every student regularly by meeting with every team at least twice a month.  During this collaboration, the teams utilize documents to collect and chart reading data and to determine results indicators. Student data is color-coded.  Teams focus on prioritizing steps, selecting effective reading instructional strategies, adult behaviors, students behaviors, and “look fors” in student work.  This has been effective in increasing student reading achievement. It is a powerful tool for teams to share effective practices to help all students. “Together We Can” is evident when teachers are collaborating as teams to help all students grow in the grade level.  

Teams study grade level standards by utilizing a Data Analysis Worksheet during Data Team collaboration.  It is a four step analysis process.  Teams study the standards taught, pick two or three standards to address, decide how the standards will be addressed, identify new strategies for reteaching or embedding the standards, and decide when or how the standard will be assessed. Next, students set goals.  Student goal setting has been effective in students monitoring their own learning.  “Together We Can” is evident when students and staff are setting individual and grade level goals to achieve high levels of success.  We partner with our students and teach them the importance of learning and tracking theirprogress towards their goals. This invites rich conversations with students regarding their progress and what steps they need to take to reach their goal. 

Daniel Boone Elementary ensures high levels of learning for all students by planning, monitoring student and staff SMART goals, assessing the 4 corollary questions  often, allocating time, honoring and celebrating.  Daniel Boone Elementary loves to celebrate! Celebrations reinforce work and values, leading to continued effort.  It keeps staff energized and resourceful.  At  Daniel Boone Elementary celebrations embrace recognizing students’ learning results and adult behaviors that advance the vision, mission, motto, and goals.  “Together We Can” is more than a motto, it is a way of life at Daniel Boone Elementary!

1. Monitoring student learning on a timely basis.

Daniel Boone Elementary K-5 students are assessed using formative and summative assessments in math and reading. These assessments are written by curriculum writing teams that meet four times a year. Curriculum teams are made up of 3 teachers from each grade level. Teams write the curriculum and create assessments that are aligned with the Missouri Learning Standards. Kindergarten and first grade teachers, second and third grade teachers, and fourth and fifth grade teachers work vertically within these curriculum writing teams to ensure that we do not have gaps in our curriculum.Working vertically also creates an open dialogue ensuring that standards are taught and assessed using a variety of questions stems and DOK Levels. Grade level teachers provide feedback on curriculum and assessments to curriculum team members. 

Daniel Boone teachers monitor student understanding based on formative and summative data. Our intervention block is designed to reteach and reinforce concepts that students struggle with either in the whole group setting with the classroom teacher or in a small group setting for tier 2 students with the Instructional Support Teacher. Classroom teachers can also provide enrichment opportunities for those who are performing at or above benchmark. 

Daniel Boone Elementary monitors learning on a timely basis with our built-in district level collaboration time.  Grade-Level Teams/Reading Specialists/Administrators meet to monitor students learning by utilizing a Data Analysis Sheet during Data Team Meetings.  It is a four-step analysis process. The Teams study the standards taught, choose standards to address/discuss, decide how the standards will be addressed, assign new strategies for reteaching/embedding the standards, and collaborate when/how the standard will be assessed.  Next, students set goals.  Student goal setting has been effective in students monitoring their own learning. 

2. Creating systems of intervention to provide students with additional time and support for learning.

Daniel Boone Elementary has created and implements a system of intervention and extension to provide students with additional time and support for learning.  The backbone of the systems of intervention is the collaboration within our professional learning community.  Students demonstrating a concern with learning or behavior are discussed at our problem-solving team.  The team collaborates about best-practices and then assigns targeted specific skill-based interventions to ensure learning. Goals are also established during the problem-solving team meeting for the students, every 3-4 weeks the goals are revisited and new goals are set. Student progress is measured frequently through a variety of assessments. Students at tier 2 or 3 for academics receive an extra dose of reading instruction from our Instructional Support Specialists, during their intervention block on a daily basis.  This time is called WIN time. This stands for What I Need.  Students are provided with targeted interventions during WIN time. Students needing support with social skills receive instruction on social skills from our Refocus Room Teacher. Another support we have for students is the "Check-in and Check out" programs, students who participate may need more support socially, emotionally, and/or academically. Students with attendance concerns participate in the Attendance Club Program. 

Daniel Boone Elementary has an intervention block time to ensure students receive additional time and support in areas of deficit.  During the intervention block time, students also receive above grade level/individualized learning as needed.  

The pyramid of interventions serves as a guide to make sure extra supports are put into place to support our students.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Daniel Boone Elementary's high performing, collaborative teams focus their efforts on improved student learning by collaborating with one another to promote student learning.  Student learning is the number one focus at Daniel Boone Elementary. The collaborative teams truly have a sense of collective responsibility for student learning.  At Daniel Boone Elementary, during grade-level team meetings, you will see a teacher on the team showing and sharing with other teachers how to teach a mini-lesson about the main idea and supporting details.  The teacher sometimes models for the group.  The staff will share with their team ideas and strategies for practicing sight words to advance to higher reading levels.   Staff participates in reflective dialogue, observe another's teaching, help develop curriculum and assessments, work together to implement programs and strategies, share lesson plans, problem-solving and improvement practices. 

Collaboration is systematically embedded into the daily work of Daniel Boone Elementary. As a staff, we have been studying Jennifer Serravallo’s reading and writing strategies books for the past two years. Certified Staff meet in cohorts to examine reading strategies and skills using Serravallo’s online learning tools, such as Strategies in Action: Reading and Writing Methods and Content. 

Daniel Boone Elementary is a trauma informed school in which staff focus on a caring adult for every child.  Staff has had district and building wide professional development on how to empower and support students that have experienced trauma. Staff also completed a book study using the book The Trauma Sensitive Classroom.                    

Achievement Data Files

• national-plc-model-school-data.xlsx

Additional Achievement Data

Daniel Boone Elementary has made great strides in reducing the number of students that are scoring below basic. Our staff has used data to focus on the areas of improvement students have in Math and Reading.  Along with the classroom teacher, the Special Education Teacher, and the Instructional Support Teacher we have provided targeted intervention to improve these areas.  Students and staff are setting goals around these specific areas of improvement.  Staff members are using specific feedback with students to provide a clear target for learning.

Missouri Exemplary Professional Learning Communities Award

Gold Level Positive Behavior Support School

Award of Excellence Sustaining Fidelity PBS - 10 Year Award

Warren County Record Reader's Choice Award - Favorit School Daniel Boone Elementary 

Images

• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 

Files

• pyramid-of-intervention-strategies-docx.pdf
• daniel-boone-elementary--mission-vision-collective-committments-and-goals-20-21.pdf
• copy-of-plc-leadership-team-agenda-3-11-21-5986.pdf
• plc-staff-training-19-20-5599.pdf
• march-9th-district-plc-agenda-8961.pdf
• copy-of-kn-academic-pst-form-6087.pdf
• plc-staff-training-19-20.pdf
• copy-of-plc-leadership-team-agenda-3-11-21.pdf
• march-9th-district-plc-agenda.pdf
• copy-of-kn-academic-pst-form.pdf