Whole Child Education & Collaborative Leadership: Community School Lessons from REACH Academy

Institution	Stanford University, John W. Gardner Center for Youth and Their Communities (JGC); Oakland Unified School District (OUSD)
Titel	Whole Child Education & Collaborative Leadership: Community School Lessons from REACH Academy
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Principals; Administrator Attitudes; Community Schools; School Community Relationship; School Districts; Financial Support; Charter Schools; Disadvantaged; English Language Learners; Barriers; Educational Strategies; Program Descriptions; Access to Health Care; Partnerships in Education; Decision Making; Outcomes of Education; Strategic Planning; Family School Relationship; Inclusion; Goal Orientation; Middle Schools; Language Arts; Educational Trends; Wellness; Instructional Leadership; California (Oakland) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Community school; ; Gemeindeschule; Gemeinschaftsschule; School district; Schulbezirk; Finanzielle Förderung; Charter school; Charter-Schule; Lehrstrategie; Hochschulpartnerschaft; Decision-making; Entscheidungsfindung; Lernleistung; Schulerfolg; Strategy; Planning; Strategie; Planung; Inklusion; Zielorientierung; Zielvorstellung; Middle school; Mittelschule; Mittelstufenschule; Sprachkultur; Bildungsentwicklung; Well being; Well-being; Wohlbefinden; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	When Principal Natasha Moore saw the application for Community School funding from Oakland Unified School District (OUSD) during her first year as principal at REACH Academy, she jumped on the opportunity to apply. East Oakland's REACH Academy serves a student body of just under 400, and is co-located with Cox Academy, a charter school. Ninety-four percent of REACH students are considered socio-economically disadvantaged and nearly 40% are English Language Learners. Over the past four years, REACH has implemented a number of community school strategies to redress some of the barriers to success many of their students face. These strategies--integrated student supports, strategic partnerships, and collaborative leadership--are foundational to OUSD's community schools approach. They have also allowed REACH leaders to make headway in key school and district priority areas, such as increasing student and family access to health and wellness services, building partnerships to support learning outcomes, and developing inclusive goals and decision-making practices that engage students, families, partners, and staff. In addition, over the last three years REACH's ELA and Math scores increased over 20 points each, and suspensions dropped from 3.8% to 1.8%. These positive trends have occurred simultaneous to REACH's transition to becoming a full-service community school. This brief highlights key lessons from Principal Moore, and Community School Manager (CSM) Camila Barbour, as they reflect on their experiences. [For the companion brief about the Bridges Academy, see ED611760. For the companion brief about the Elmhurst United Middle School & New Highland RISE Community Elementary School, see ED611762.] (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