A Student- and Family-Centered School: Community School Lessons from Bridges Academy

Institution	Stanford University, John W. Gardner Center for Youth and Their Communities (JGC); Oakland Unified School District (OUSD)
Titel	A Student- and Family-Centered School: Community School Lessons from Bridges Academy
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; School Districts; Spanish Speaking; Low Income Groups; Student Centered Learning; Bilingual Education Programs; English (Second Language); Second Language Learning; Attendance; Program Descriptions; Access to Health Care; Family School Relationship; Language Arts; Mathematics Tests; Achievement Gains; Achievement Tests; School Culture; Suspension; Principals; Administrator Attitudes; Community Schools; School Community Relationship; Barriers; Instructional Leadership; Financial Support; Trauma; COVID-19; Pandemics; Educational Change; Capacity Building; Disadvantaged; English Language Learners; Elementary Schools; Organizational Change; California (Oakland) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Anwesenheit; Sprachkultur; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulkultur; Schulleben; Ausschluss; Schulausschluss; Principal; Schulleiter; Community school; ; Gemeindeschule; Gemeinschaftsschule; Instruction; Leadership; Bildung; Erziehung; Führung; Finanzielle Förderung; Bildungsreform; Elementary school; Grundschule; Volksschule; Organisationswandel
Abstract	Located in East Oakland, Bridges Academy serves nearly 430 students, the majority of whom are Spanish speakers. Students who are considered socio-economically disadvantaged comprise 98% of the population and English Learners make up 83%. The school also hosts one of Oakland Unified School District's (OUSD) bilingual programs. In 2016, Bridges applied for and was awarded district support to become a full-service community school. Over the past three years, Bridges has implemented an array of strategies to remove barriers to learning and increase student success. These strategies--collaborative leadership, strategic partnerships, and integrated student supports--undergird OUSD's community schools approach, and have profoundly reshaped the school community. They have also allowed Bridges to make notable headway in key school and district priority areas: redressing student attendance, increasing access to health and wellness supports, engaging families, and building school systems. In addition to positive shifts in school culture and climate and progress on attendance, Bridges has increased its ELA and Math scores over 20 points, and its suspension rates have decreased to 0.8%. This brief highlights lessons shared by Principal Anita Comelo and her Community School Manager (CSM) Rosana Covarrubias, on the transformation of their school. [For the companion brief about the Elmhurst United Middle School & New Highland RISE Community Elementary School, see ED611762. For the companion brief about the REACH Academy, see ED611765.] (ERIC).
Anmerkungen	John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01