The recently release reports also pointed to the need to adjust how the school teaches English Language Arts. While some students did make gains in this area, the gains were not shared across the whole school. The link below will take you to www.greatschools.org so that you can see additional detail on our academic performance compared to other schools in the region and the State.

http://www.greatschools.org/california/san-francisco/6435-Starr-King-Elementary-School/

We have much work to do! I want to extend a special thanks to the Parent Teacher Association for supporting two additional days of planning time for teachers this year. We put it to good use. In our planning work prior to the start of the 2010-2011 school year, we re-shaped the structure of the instructional day to bring additional focus to the English Language Arts block.

The biggest change was in shifting the scheduling for Unification activities at the 3^rd and 4^th Grades to times outside of this core academic block. This revised instructional schedule will be posted in the 1^st Floor Bulletin Board case this coming week. As a staff, we believe the revised schedule will allow us to achieve both academic and unification goals with greater clarity and increased impact.

We also signed on to participate in an every-nine-week assessment process at grades 2 through 5 called MAP (Measuring Academic Progress). This cycle of assessments will give us frequent updates on the impact of teaching strategies in English Language Arts and Math.

This list of changes is only a partial one. I will be touching on the next steps for our school in greater detail during Back to School Night on September 3rd. At this point I want to restate the obvious: Everything we do as a staff and school community is done so that students learn at progressively higher levels. The most powerful and important thing we can do as a school community is to support a sustained focus on academic achievement. Our strategies and investments in student wellness, school technology, community building, unification, attendance, and school safety are done so that students can learn well.

Learning is both a privilege and a right for our students. Every single child deserves to be challenged and a chance to be in a position to make his or her own choices in the world that is unfolding before us. Starr King is, in many ways, leading the charge in preparing students for the 21st Century.

I invite your continued partnership in supporting children and the school in staying focused on its teaching and learning goals as this exciting year of change picks up speed.

Friday, August 27th, from 1:30PM to 6:00PM, the playground will be closed so that the lines can be repainted through a corporate-school partnership made possible through Playworks.

What follows is a set of frequently asked questions that may help you know more about the PlayWorks program and why it’s a great deal for our students. THANKS to the PTA and the School Site Council for making the resources possible for this program!

FREQUENTLY ASKED QUESTIONS

The mission of Playworks is to improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play. Playworks currently operates its on-site program in 170 low-income schools in 10 cities across the United States. The organization will expand to serve schools in 16 cities by the 2010-11 school year, and to serve 27 cities by 2013. This FAQ is designed primarily for principals, teachers, parents and others who are affiliated with schools and would like to know more about how Playworks works within the school environment.

How many staff are assigned to a school?

One full-time, caring and consistent Playworks program coordinator implements the entire program. They work Monday through Friday, usually 9:00–5:00, depending on the school bell schedule. (For Starr King, our schedule will be 8:00AM to 4PM to allow for the expansion of our before-school offerings). Through a selective hiring process, intensive and thoughtful training, and an ongoing support process, our staff is provided with a comprehensive set of tools and resources to help them run successful programs.

Who are your staff members? What are their qualifications?

Energetic, fun, and consistent are three words that capture a Playworks program coordinator, or “coach” as they are known to students. A common thread among our staff is a commitment and passion to support the health and well-being of children. All program coordinators come to Playworks with prior experience working with children and generally have worked within afterschool programs, youth leagues and summer camps, or within other youth service agencies in the non-profit sector.

Do we still need to provide supervision at recess periods?

Yes. The role of the program coordinator on the playground is to create structured, safe opportunities for play. They will not be a substitute for a “yard supervisor.”

Does your staff teach PE classes?

No. Our program coordinators are not PE teachers and are not required to have a teaching credential. Playworks does offer 30-45 minute structured physical activity classes. During these “class game times” students and teachers are able to learn and practice the games and physical activities that will be provided during recess periods. The degree to which this physical activity times meet or support California Fitness Standards is determined by the teacher.

How would you work with our existing before and after-school program?

The Playworks after school program model works with the same 20-25 students for the entire school year with the goal of developing a strong, on-going relationship with students and their families. We have found that our format often complements larger after school collaborative programs by working with those students who would benefit from being a part of a smaller community were they will receive greater attention during the after school hours.

Do you work with Kindergarten?

Yes. We work with all grade levels through our recess and class game time components.

Do you work with middle schools or K-8 schools?

We work solely with elementary and k-8 schools in our expansion cities.

Do you provide part-time staff?

No. One of the essential aspects to our program’s success is that our staff becomes a part of the larger school community. By having a consistent presence during the in-school and after school hours, our program coordinators build strong relationships with students, families, and staff, throughout the school year.

Who is responsible for supervising the Playworks staff person?

Playworks provides each school site with an area director, whose role is to supervise and support a group of 8-12 program coordinators. Area directors are responsible for overseeing and maintaining program quality at each school site and serve as the primary contact person for school administrators.

How much does it cost?

The total cost for your school to have the program is $25,000. This covers a full-time program coordinator for the entire school year. We also ask schools to provide a basic set of playground equipment (balls, cones, jump ropes, etc) that usually cost no more than $500 and can be supplemented by existing equipment at the school site.

http://www.playworks.org/make-recess-count/play/playworks-san-francisco

Professional:
A child in a school uniform may take school seriously. Some schools report that when students dress in “work clothes” rather than “play clothes” they take a more serious approach to their studies.

Promotes Good Discipline:
Uniforms may help schools maintain school discipline, decreasing the amount of discipline problems.

Reduces Fighting and Violence:
In the same vein, school uniforms may serve to decrease fighting and teasing directed at who do not have trendy clothes.

Distractions:
School uniforms look nicer and can help to ensure that children will come to school in appropriate clothing. School is not the best place for the unending fashion show suggested by clothing retailers. A focus on fashion can detract from learning.

Values:
School uniforms suggest a value that individuality and self-expression are not determined by fashion designers and the latest trend. They are qualities that come from within the child.

Low Cost:
School uniforms are a bargain. They are becoming far less expensive than many other clothes

School Spirit:
The school uniform can help build school spirit. It encourages a feeling of belonging.

http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2010/01/02/EDJB1B4NR7.DTL