This week's article brought to you by Chris Hollister, Asst. Supt. of Alternative Instruction Research indicates that the teacher in the classroom has the greatest impact on student achievement. Fortunately for us, exceptional teachers are the strength of our District. But what happens when students struggle? What happens when students don’t get it the first time or in the traditional way? That’s where the Assistant Principals of Achievement get to roll up their sleeves and make an impact, and their role is the same as yours -- to prepare students to be successful after they graduate. The APAs make an impact by supporting our teachers and they also ensure students receive plenty of assistance outside of the classroom walls. They strive to ensure any student can get help in any subject at any time.They work with school staff to develop effective intervention systems and processes to monitor individual students as they progress towards completing graduation and A-G requirements. They oversee all of our on-site supports for students including before and after school classes, tutoring, and Saturday School. Some students need more intensive intervention, and the APAs work to ensure these are extensions of the classroom. They help to provide assistance for our students with disabilities, especially the growing population of 504-identified students. They know many students face significant challenges outside of school that impact their achievement and they work to remove barriers and provide scaffolds to help to our growing number of low-income, homeless students, Foster Youth, and our pregnant and parenting teens. In addition to our inspiring staff, we know students need support at home, and the APAs work not only to provide opportunities for parents and community members to become engaged participants with our schools, but also to train and educate them so they can become effective and informed advocates and mentors for their kids. Student achievement is at an all-time high in the Chaffey District and yet we continue to have students who struggle. The APAs speak and act on behalf of these students and their success after high school. They can’t do it alone, and they very much depend upon teaming up with staff to accomplish the significant tasks laid before them. Our Assistant Principals of Achievement have certainly made an impact since we added them in July 2014. Notable accomplishments include:
This week's article is brought to you by Susan Petrocelli, Director of Community RelationsAs educators, we know that parent/family engagement is one of the strongest factors in helping our students succeed in school, yet often we are not sure how to re-engage families that have felt disconnected from students’ academic communities. In the beginning of a child’s education, parents are often involved and engaged in their student’s school activities. However, somewhere around middle school, that interconnectedness dwindles as students grow older and parents’ lives become busier. Unfortunately, this distance can take a toll on student achievement. Fortunately, the implementation of the Local Control Funding Formula (LCFF) and creation of our Local Control Accountability Plan (LCAP) has allowed us to formally revisit the importance of school/parent/community partnerships and direct our efforts toward building these relationships. Goal four of our 2016-2017 District LCAP Goals now addresses the importance of this outreach and these connections: “CJUHSD will provide effective communication and strong relationships with all stakeholders.” As the Director of Community Relations, it is my responsibility to support, plan, guide and collaborate with the site programs and activities that address parental engagement. I have now had the opportunity and privilege to meet with parents throughout our District, and have found through heartfelt conversations that there is a renewed interest on the part of parents and community members to re-engage with our school to help not just their own students, but to support all students.Parents and community members have shared many positive stories involving the positive impact our teachers and sites have had on students. Their positive comments far outweigh any concerns expressed, and this positivity is a direct result of the community relations that take place in our classrooms, offices and play fields every day. But we can do more. Through strong and healthy collaborations that involve parent training programs and parent/community participation in campus life, we will provide the greatest opportunity for our students to succeed. When our students succeed, our entire community succeeds. Thank you for taking time to read my news article. Please do not hesitate to contact me if you would like more information regarding parent/community partnerships and training opportunities. Follow me on Twitter @CJUHSDCommunity for district-wide information about all the great things happening at our schools and in our community. The following link will take you to a very informative policy brief written by the National Educational Policy and Practice Department about Parent, Family, Community Involvement in Education: Did you know...
|
Writing Team:These tips and ideas are a compilation of ideas from the Instructional Coaching Team and from teachers who have contributed Archives
April 2017
Follow Us on Twitter:
|