What is your Journal-focused Indicator?

3.2.1  CIVIC GOAL

What is your Journal-focused Goal?

• Collectively assess and determine practices that embed the civic outcome in all school operations

Why did you choose this Goal?

I picked this goal for my first year in the program because I want the parents of English Language Learners and Newcomer students from different countries have a voice at the table when discussing academic plans and school-wide events. I want the parents to learn how our space is welcoming and democratic in various languages. When we make civic learning a part of everything we do in school, we help students/families become responsible and aware members of society. It's important for us to figure out the best ways to do this together, so our whole school benefits. My aim is to create a caring space where students not only do well in their studies but also grow into kind, responsible, and socially aware individuals. This foundation will prepare them for success and making a positive impact in our community and it takes all of us to make that happen. 

October:

During my first year as assistant principal, I realized how important it is to involve families in school events, right from the planning stage. It's not just about organizing activities; it's about making sure parents actually participate. In the past, we struggled because, no matter the timing, some parents wouldn't show up. However, during Hispanic Heritage Month in October, we hit a breakthrough. We amped up our efforts, spreading the word far and wide. We used ParentSquare, student pamphlets, and even went out during arrival and dismissal to personally invite families.

This extra outreach made a huge difference. More parents got involved, and it felt amazing to see them actively participating in their children's education. The success of Hispanic Heritage Month showed me the power of effective communication and community outreach. It taught me that when parents feel informed and invited, they are more likely to engage. Moving forward, I plan to use these strategies for other events, ensuring that we continue to create a strong bond between our school and our students' families. It's all about building a supportive community where everyone feels valued and included.

From this experience, I learned the importance of consistent and proactive communication. I realized that engaging families requires not just inviting them but also making them feel genuinely welcome and valued. Next time, I would start planning well in advance, involving parents in the decision-making process. I would also diversify our outreach methods, exploring different channels to reach parents who may not be active on ParentSquare. Additionally, I would consider organizing events at various times to accommodate different schedules, ensuring more parents can participate. Learning from the success of Hispanic Heritage Month, I would continue to prioritize inclusive advertising and personal invitations, fostering a sense of belonging among all families. Adaptability and openness to feedback would be my guiding principles, ensuring that our school events truly resonate with our diverse parent community.

November:

Today was an important moment in my mission to enhance our school's English Language Development (ELD) program. I've been pondering ways to make a real difference, and today marked the start of something good. 

Meeting with the families of our English Language Learners (ELLs) was an experience that I wish my parents had when I was younger. At first, there was a feeling of anxiousness and nervous families. A mix of anticipation and hope it seemed because parents were not sure how things would go. As we dove into discussions about their experiences, it became clear how essential their insights are to shaping the ELD program's future.

The meeting wasn't just about sharing information—it was about creating a space where their voices could resonate. I watched as these families poured their hearts out, expressing their joys, challenges, and aspirations for their children's education. And the gratitude they showed for being heard was incredibly moving.Their perspectives highlighted crucial aspects we need to address—like better communication, resources in multiple languages, and fostering a stronger connection between home and school. What struck me most was their genuine eagerness to be more involved in their kids' learning journey. They weren't just passive observers; they wanted to actively contribute.

Leaving that meeting, I felt an immense sense of optimism. Their enthusiasm and willingness to collaborate have ignited a fire within me. I'm more determined than ever to build upon this foundation and work with these incredible families to shape an ELD program that's inclusive, supportive, and truly impactful for every student. This journey has just begun, and I'm ready to embrace the challenges and successes that lie ahead.

December:

Today was a good day because teachers learned and discussed with each other how to infuse civic education into their teaching methods—it was all about collaboration and technology! I had the privilege of meeting with three more teachers this time, and our discussions were nothing short of inspiring. We delved into innovative ways to integrate civic education seamlessly into their teaching methods and classroom activities. The eagerness and dedication these educators showed were truly heartening. It's amazing to see their passion for nurturing active citizenship among our students. Teachers mentioned that they were doing this work in isolation here and there but they had not brought it up as a team before. 

But that's not all—our 4th graders started using technology platforms to share with their  peers in 3rd grade on vital civic issues. They were enthusiastic about the process and using  and tech. Students were into it because they love technology.  Some students took charge, creating blogs and social media campaigns to share their viewpoints and spark dialogues. The level of engagement and the depth of their discussions were impressive. It's incredible how these young minds are embracing technology as a tool for positive change and meaningful conversation. It was evident that the students were genuinely interested in the topics and were eager to express their thoughts. Watching them engage with such enthusiasm filled me with hope for our future generation. The creativity and empathy they displayed were remarkable.

Today reinforced the importance of hands-on learning and technology in fostering civic engagement. The progress we've made is motivating, and I'm excited to see how these initiatives continue to evolve, shaping responsible, informed, and active citizens of tomorrow. This journey towards a more civically engaged school community is definitely on the right track!

January:

So, this month, I organized two meetings for families to get the lowdown on the ELPAC exam. I wanted parents of English Language Learners and Newcomer students to really understand what this test is all about. It's crucial for them to be in the know. So, I set up two workshops where we broke it all down, no jargon or fancy talk, just plain and simple. We talked about why the test matters, what it covers, and how it can help their kids.

I made sure to create a welcoming space where everyone felt comfortable asking questions in whatever language they preferred. I wanted them to see that our school is all about inclusivity and making sure everyone's voice is heard. It was a success! Parents left feeling more informed and empowered to support their kids through the exam process.

These meetings were just the start. My goal is to keep finding ways to make sure every family feels like they're part of the conversation when it comes to their child's education. Because when we work together like this, we're not just helping our kids succeed in school, we're building a stronger, more connected community. And that's something we can all feel good about.

February:

This month, I've been dedicated to fostering a sense of community and collaboration within our school, particularly among families of English Language Learners (EL) students. Rather than simply passing out information, I decided to host two meetings aimed at empowering parents to dream big and share their ideas for shaping the future of our school. These gatherings weren't just about discussing existing issues or concerns; they were about envisioning positive changes and brainstorming innovative solutions together. This was important to me because parents were asking a lot of questions about ELD because they did not know what it was and it seemed like it was more seen as a "bad thing" than good. 

During these sessions, parents were eager to share their thoughts and aspirations. Some expressed the need for a more robust multilingual support program to ensure that language barriers didn't hinder their children's academic success. Others advocated for the creation of more cultural celebration events throughout the school year, where the rich diversity of our student body could be honored and celebrated. They mentioned that we only celebrate Hispanic Heritage month, but it also leaves a lot of families who are Indigienous and do not consider themselves Hispanic. Additionally, many parents suggested the implementation of regular family engagement workshops focused on topics such as navigating the education system and supporting learning at home. 

The enthusiasm and creativity parents brought during these meetings were truly inspiring. It was clear that they were deeply invested in their children's education and passionate about contributing to the development of our school community. Moving forward, I'm committed to exploring ways to incorporate these ideas into our school's operations, whether it's as early as this year or in the near future. By valuing and prioritizing parent input, we can work together to create a more inclusive, supportive, and enriching educational experience for all students.

March:

To engage parents of English Language Learners (ELL) students and deepen their understanding of our school's educational practices, I initiated a unique approach this month. I arranged for small groups of parents, typically 2-3 individuals at a time, to visit our school on different days and observe English Language Development (ELD) lessons taught by various teachers. With the teachers' permission, these sessions offered parents an invaluable opportunity to gain firsthand insight into the instructional methods and strategies employed in our ELD program.

Following each observation session, I facilitated a debriefing session where parents and I discussed their observations, reflections, and any questions or wonderings they had about the lesson. These discussions proved to be immensely valuable, as parents shared their perspectives, identified strengths in the teaching approach, and raised insightful inquiries about the instructional techniques utilized.

The response from participating parents was overwhelmingly positive. They expressed appreciation for the opportunity to witness their children's learning environment firsthand and gain a deeper understanding of the instructional practices tailored to support ELL students. Many remarked on the effectiveness of the teaching strategies observed and expressed newfound confidence in our school's commitment to providing quality education for their children.

These observation sessions not only fostered greater transparency and communication between parents and school staff but also empowered parents to play a more active role in supporting their children's academic journey. Moving forward, I plan to continue organizing these observation opportunities as part of our ongoing efforts to cultivate meaningful partnerships between parents, educators, and the school community.

April: I spent 45 minutes meeting with families to ensure their voices are heard in our school’s planning and events. During this meeting, we filled out a needs assessment survey together. I wanted to understand their concerns and gather their input on how we can better support English Language Learners and Newcomer students. After completing the survey, we reviewed the results as a group. I shared the findings with the families, discussing their thoughts and insights on what we had discovered. This collaborative approach allowed us to identify key areas for improvement and develop actionable next steps. By involving parents in this process, we’re not only making sure that their perspectives shape our academic plans but also fostering a welcoming environment where they feel valued. It’s crucial that we work together to create a caring space where our students thrive academically and grow into responsible, socially aware individuals. This way, we can build a strong foundation for their future success and positive community impact.

May: I recently held a meeting to develop recommendations for the School Site Council (SSC) regarding the English Language (EL) section of the Local Control and Accountability Plan (LCAP). This session was crucial for ensuring that our plans for supporting English Language Learners and Newcomer students align with our school’s goals and address the needs of our diverse community.During the meeting, I gathered input from key stakeholders, including teachers, parents, and community members, to discuss our current EL programs and identify areas for improvement. We reviewed data and feedback from recent assessments to understand how well our strategies are working and where adjustments might be needed. I emphasized the importance of considering various perspectives to create a comprehensive and effective set of recommendations.We examined the specific needs of our EL students, such as additional language support, culturally relevant materials, and family engagement strategies. Based on our discussions, I led the group in developing targeted recommendations that address these needs. This included enhancing professional development for teachers on best practices for EL instruction, increasing access to resources for students, and improving communication with parents to ensure they are fully involved in their children’s education.

I also encouraged participants to think about how our recommendations could be implemented in a way that supports the broader goals of the LCAP and integrates with other school initiatives. By the end of the meeting, we had a clear set of actionable recommendations to present to the SSC, aimed at improving the academic success and overall experience of our EL students.

This collaborative process not only helped us develop practical solutions but also ensured that we are making informed decisions that reflect the needs and aspirations of our school community. It’s important that we continue to engage with all stakeholders as we refine our plans and work towards creating an inclusive and supportive environment for all our students.

June: I recently held a special meeting to celebrate our English Language (EL) students who achieved significant milestones. We took this opportunity to recognize those who reclassified from EL status by scoring a 4 on the ELPAC, as well as to honor all students who demonstrated growth across the different language domains.

During the event, we highlighted the achievement of our one student who reclassified, celebrating their hard work and progress with certificates and applause. This individual’s success was a testament to their dedication and the support they received from their teachers and families.In addition, we celebrated the remarkable growth shown by all our EL students. Each student had made progress in various domains—listening, speaking, reading, and writing. We acknowledged their improvements with individual awards and group recognition. This collective celebration underscored the commitment and effort of both the students and their support systems. 

By celebrating these accomplishments, we not only recognized the achievements of our students but also reinforced our commitment to supporting their continued success. It was a wonderful reminder of the positive impact we can make when we work together to foster a supportive and motivating environment for all our learners.