All students who graduate from our Dual Language Immersion Early College Campus will be prepared to succeed in college and civic life as leaders in the quest for social justice. We develop intellectually curious scholars who are articulate communicators in two languages, critical thinkers and consumers, cultural ambassadors, and contributing community members. We focus on socio-emotional learning as a key part of the instructional program, and our students demonstrate perseverance, ethics and character in the pursuit of excellence. Restorative practices are the foundation of our school climate, as we enhance relationships and build community. As lifelong learners in the pursuit of excellence and innovation, we foster a growth mindset through which teachers, administrators, students, parents, and community members all collaborate to achieve goals. We trust one another to continually improve our practice.
CHEC LAUNCHES SCHOOLWIDE COMMUNITY SERVICE INITIATIVE FOR HIGH SCHOOL STUDENTS AND ENRICHMENT AND SERVICE OPPORTUNITIES FOR MIDDLE SCHOOL STUDENTS
The CHEC Mission focuses on developing “leaders in the quest for social justice…. and contributing community members.” In alignment with our mission, all students are required to do at least 100 hours of community service before they graduate. Many students, due to work schedules and other obligations, due to not have sufficient time to complete community service. This year CHEC will provide high school students with the time and support necessary to engage in ongoing community service, through an early release day every other Wednesday. Middle school students will have opportunities for service, as well as enrichment and exploration activities, during early release days.
Studies have shown that students who are involved in community service, are more likely to be involved in civic life, and to participate actively in our democracy, particularly when the service is aligned to their classwork and learning. Community service builds empathy and compassion for others.
Additional benefits of community service are the development of soft skills related to the workplace, and the development of a resume for college applications.
All students in the high school have had the opportunity to select a community service site that is related to their interest in a particular social justice issue. Middle school students have been surveyed to determine what activities they wish to pursue on site during early release.
We have developed advisory lessons that can be used to support the program by involving students in reflecting, talking and writing about what they are experiencing at their community service placements.
Thank you to all staff for your support of this expansion of our community service program. We are extremely excited to provide this opportunity and support to our students and community.
THERE ARE NO WORDS TO EXPRESS OUR GRATITUDE....
Shout out to Ms. Lopez-Elmore for organizing a great community service sign up fair!!
Kudos to our Read 180 teachers, Ms. Nakpil and Ms. Nunez-Kitchen - they were highlighted by our central office Read 180 Supervisor for Excellent Rotations and Room Environment!!!
Shout out to Ms. Edwards for coordinating STEM Night - over 100 parents attended!!!
Shout out to Ms. Whitaker for being recognized by DCPS central office as an outstanding evening credit recovery coordinator!!!
Shout out to the Music Department for arranging for Tango Trifilio Trio to perform for our school!!!
Shout out to all facilitators at our faculty meeting and kudos to all faculty and staff for participation – Ms. Thweatt, Mr. Lessek, Mr. Talarico, Ms. Malcolm, Mr. Aguilar, Ms. Ferguson, Mr. Magee, Ms. Penn-Pearson, Mr. Alexander, Ms. Weiss, Ms. McCulloch, Mr. Onley, Ms. Stevenson, Ms. West, Mr. Connor, Mr. Hernandez, Ms. Strickland, Ms. Edwards and Ms. Hinkson!!!!!
Shout out to Ms. Hinkson, Mr. Jones, Mr. Aking, Mr. Lessek, Ms. Thweatt, Mr. Campbell, Ms. Edwards, Ms. West, Ms. Strickland, Ms. Weiss, and Ms. Crivelli for guiding students in the very successful DACA activities.
PRINCIPAL’S MESSAGE #2
CHEC PROFESSIONAL DEVELOPMENT OPPORTUNITIES EXPAND WITH BIWEEKLY COLLABORATION/PROFESSIONAL DEVELOPMENT TIME
While students are engaged in community service, we as faculty will have dedicated time for our work as a professional learning community. Our essential questions are:
What do we want all students to learn?
How will we know when they have learned it?
What will we do when they don’t learn it?
What will we do if they already know it?
We conducted a survey of the staff to determine priorities for the use of our time together. 61 staff members responded, and the summary of the responses can be found here
An analysis of the responses showed that within the four large categories of Curriculum Development, Data Driven Instruction, Social Emotional Learning, and Professional Development in Specific Areas, Curriculum Development was a top two choice for 33 staff members, DDI was a top two choice for 14 staff members, SEL was a top two choice for 9, and PD in specific areas for 8.
Within Curriculum Development sub categories, the top priority was Development and Tuning of Curricular Documents, followed by Summit Curricular planning, and then with equal interest Dual language immersion cross curricular planning, Cross Curricular Planning, and Vertical Alignment.
Within Data Driven Instruction, the top priority was development and tuning of assessments and loading on Mastery Connect, followed by Data Analysis. In the category of Professional Development in specific areas, Strategies for ELL’s and SLL’s was the top choice, followed by Differentiation and Group Strategies, and then Strategies for Special Needs Students.
Finally, within Social Emotional Learning, the use of Restorative Circles was the top choice, followed by Classroom Management, Cultural Competence, Case Presentations and RTI, Foundations of SEL, and collaboration with Social Workers and Counselors.
With this in mind, for teachers, we have developed a cycle of sessions including all four categories, but providing a heavier concentration of time for Curriculum Development and DDI, as reflected in the survey. There will also be sessions allocated for specific PD’s for specific areas, and socioemotional learning. With our focus on results, every session must involve student work and data, thus the cycle is coordinated with key assessments and the standards based instruction process. A draft initial calendar for the first semester can be found here.
We will conduct a similar survey for Counselors, Social Workers, and other support staff. To set the tone for our work as colleagues, as well as address our focus on student circles, the first CHEC Early Release PD session on September 20 will focus on the use of restorative circles. Based on feedback, student achievement, and results, the cycle will be flexible for modification and adjustment. We look forward to powerful collaboration, resulting in high levels of achievement and growth for all students.