Author: Arik Korman

League of Education Voters works with Seattle’s South Shore PreK-8 on preschool, social emotional learning, and student supports. This blog series focuses on how South Shore engages students who come from a background of trauma.

By Justin Hendrickson, South Shore PreK-8 Assistant Principal
Guest Blogger

“Don’t reinvent the wheel” is often a mantra heard when discussing education. At South Shore, we believe that this often holds true across the educational spectrum. Many times there are other schools that have thought of, or at least explored, solutions to challenges that our school community faces. At the end of last year, our leadership team began to think about changes for the upcoming school year; it’s never too soon to start planning.

Through the connection of one of our teachers, in May we were offered a chance to visit Roses in Concrete Community School, located in East Oakland. A team of teachers, families and administrators traveled to Oakland to visit this school in order to gain a better understanding of what they are doing right. Roses in Concrete is known for a strong social justice lens and serves as a model of how staff genuinely reflect the community it serves through strong and ongoing communication. This school was founded by Dr. Jeff Duncan-Andrade, a well-respected professor, teacher, and speaker focused on critical pedagogy in urban schools.

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By Suzann Girtz, Ph.D., Associate Professor – Teacher Education, Gonzaga University
Guest Blogger

Imagine your school is in the bottom 5% of all Washington state schools for graduation. About one out of every two students will not graduate. And when people visit your school to question what’s happening, the students respond, “What do you expect?” They attribute the failures to themselves and maintain, “That’s just the way it is here.”

That is a quote from a student at Sunnyside High School several years ago. Its graduation rate hovered at 49%, students blamed themselves, teachers were exhausted, and everyone was working as hard as they could. It was difficult to envision this struggling school becoming a top performer in just a couple years – but it did. Significant change in a short time IS possible in our schools; we’ve experienced it.

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League of Education Voters works with Seattle’s South Shore PreK-8 on their preschool, social emotional learning, and student supports. This blog series focuses on how South Shore engages students who come from a background of trauma.

By Justin Hendrickson, South Shore PreK-8 Assistant Principal
Guest Blogger

Attendance matters. That is a common saying in education these days, and research backs this up. Studies have shown again and again that students with fewer absences achieve at higher academic levels. In fact, a recent study looking at young children found that absenteeism in kindergarten was associated with negative first grade outcomes, such as greater absenteeism in subsequent years and lower achievement in reading, math, and general knowledge.*

At South Shore, we have been working hard to build systems that are able to quickly identify students with academic concerns by triangulating several sets of data including absences, tardies, and office referrals, as well as teacher concerns. We then begin building individual plans to address these concerns through a relationship stance; we build support rather than assume ill intent and move in a punitive direction. What we have found over and over is that there are many reasons that students are missing school. Some reasons include transportation, lack of childcare for siblings, illness in the family, or in some cases, severe anxiety in students.

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League of Education Voters works with Seattle’s South Shore PreK-8 on their preschool, social emotional learning, and student supports. This blog series focuses on how South Shore engages students who come from a background of trauma.

By Justin Hendrickson, South Shore PreK-8 Assistant Principal
Guest Blogger

School is an experience that most Americans can relate to. These school experiences, whether public or private, help shape our perception of what a school should be. As our country becomes more and more diverse, the need to diversify supports available at a school have increased as well. Schools have become so much more than places that focus solely on academics, although academics is often the only parameter of how schools are judged.

Many schools in under-served communities often provide meals to the majority of their students. They may also offer social and emotional supports in the form of a school counselor or a Family Support Worker. Here at South Shore, we have decided to prioritize the social and emotional supports of our most vulnerable students. We have done this by reallocating both district funds as well as outside resources to focus on building strong relationships within our school building.

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