SOCIAL VALUES
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Objective |
Indicators |
2003-2004 |
2004-2005 |
Progress To-Date (11/2004) |
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Formally identify CM’s
values Develop an Honor Code and Court at
the High School A more systemized school-wide
community service program Translation services available on a
need basis for better communication with our predominate
minority cultures, e.g. the Korean community. Continue to make the best use of the
Advisory model for middle and high school. Formalized attention given to
character development. Find space in the curriculum for more
discussion of social issues and current events. Find other ways for students to
address relevant social action issues important to them. Have a centralized resource pool to
support speakers, field trips and experiential learning activities in this
area. |
Everyone is asked
to identify them. Values are targeted
and published. They are
highlighted on a monthly basis throughout the year. They become a part
of high school life. Everyone knows who
is involved in what projects. The activities are
coordinated school-wide for smarter use of time and resources. There is a point
person who coordinates all activities. A translator is
available on a consultant basis to improve school-home communication. There is an advisory
in place at both middle and high school. A formalized
character development program is in place, preK-12th grade. Time for such is
mandated by the curriculum and course of studies. A committee is established
to facilitate this and various forums are devised for such discussion and
sharing. The pool is
available to faculty as well as other support resources through the
Curriculum Facilitator’s Office |
Individual suggestions
are collated and shared with the greater community. Board approval The HS Student
Council STUCO)formulates and sells the idea to the
student body. STUCO presents
their plan of work to the Board for their support. Goal is endorsed by
Student councils
are asked, with their advisors, for suggestions on how to bring our community
service efforts together better next year. Our relationship
with Camino Seguro is strengthened and more ways of
support are acknowledged and realized. Approve the idea. Review the existing
advisory model and revise as necessary for next year. Community buy-in of
the goal. Initiate the Knowledge,
Theory and Values class as a high school elective. Define the need. Begin defining the
project. |
Use the values as
focal points for each month. Encourage
discussion and best practices of each value school-wide. Students continue
to work on the Honor Code/Court system. The Director asks
for suggestions from the greater community for how to make our community
service efforts more systemized and a plan is developed. The idea of a coordinator
is investigated and a job description is written, understanding this will be
a volunteer position or become a part of an existing staff member’s job
description. If doable, the
designated person begins working on the project. The Camino Seguro partnership continues. Find a local
resource and begin the services as needed. Look at advisory
models in other similar schools and consider enhancing ours including staff
training as needed. Research programs
used by other schools and design a program for CM. Social Studies
Curriculum Committee addresses this objective in their formal curriculum
review. Knowledge, Theory
& Values class continues. A semester Global
Issues elective course is added at the high school level. Put together the
social action
committee with student representatives from upper elementary,
middle and high school. Develop
opportunities for this to happen. Develop the
project. |
Values decided upon
through student survey and feedback process by student government. The 10
targeted values are being actively supported. This is being done via
promotions in the school calendar, the Daily Bulletin, the Maya News and in
more individual classroom ways from the MS Advisory Activity Packet to things
teachers do to enhance discussion about them and make them “real”. HS ST STUCO continues to work on The idea is shared
with other schools at the AASCA Leadership Conference. Regarding
to develop a plan to coordinate community service efforts and considering the
possibility of a volunteer Community Service Coordinator: This has not been
actively worked on other than a better plan in the high school to coordinate
class community service efforts through the STUCO and class officers—the job
description of the VP now includes being responsible for arranging community
service trips, etc. It has been talked about the developing of a job
description for the Coordinator position and that it might be considered like
a coach’s position with a stipend and to be done by a staff member rather
than a volunteer parent coordinator for better on the spot follow-up and
communication. Also there has been discussion about having an email address
on our web site that people could use to communicate with the coordinator to
find out information, suggest things, etc. Additional conversations have
included the idea about developing “peer mediators” for community service
trips to insure more reflection and meaning in the trips. The project
continues with support from the STUCOs, student
shoe drive, 10th grade community service project, faculty workday,
teacher to teacher in-services and student presentations/workshops (music and
drama). Translation
was done by Board Member for the Korean parent presentation and survey. Still
searching in the greater Korean community in hope to find someone who could do
this on an on-call basis. This is
in progress and the three-ring binder full of ideas by the month for Middle
School Advisors designed by No progress to
date. the Social Studies Curriculum Committee is attending to this in their
development of curriculum. Last year the Knowledge,
Theory and Values class was added to the high school electives and this year
the Global Issues class has been added. No progress
to-date. Work has begun in
keep records for valuable educational field trips, speakers and resources for
active/experiential learning activities. |