05.08.2019 Views

3E 2019 Community Update

Every Child, Every Day, Everywhere (3E)'s Annual Community Update including featured community partnerships, 3E initiatives and current priority benchmark data

Every Child, Every Day, Everywhere (3E)'s Annual Community Update including featured community partnerships, 3E initiatives and current priority benchmark data

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

Diversity Emerges as a new priority for <strong>3E</strong><br />

A Diversity Team has been meeting regularly this past<br />

school year. The goal of this team is work toward removing<br />

systematic barriers to student success related to<br />

diversity. One of the projects the team worked on this<br />

past school year was facilitation of interpreters for Parent<br />

Teacher Conferences. The team has defined diversity in<br />

broad terms to include, but not be limited to racial/ethnic,<br />

gender, sexuality, socio-economic, (dis)ability and other<br />

inequities and will resume work in the Fall of <strong>2019</strong>. This<br />

group will focus on the following work:<br />

• Dimensions of individual differences in learning<br />

• Inclusive education<br />

• Educational policies and practices related to diversity<br />

• Curricular and instructional frameworks for addressing<br />

diversity<br />

• The role of ethics in education<br />

• Language diversity and learning new languages<br />

• Service or experiential learning and intercultural understanding<br />

• Multicultural, cross-cultural,<br />

international and<br />

global education<br />

• Dimensions of individual<br />

differences (ethnicity,<br />

gender, race,<br />

socio-economic, indigenous,<br />

religion, sexual<br />

orientation, disability)<br />

• Cultural history, oral<br />

history and cultural<br />

‘renaissance’<br />

• Dynamics of diversity (inclusion, exclusion, assimilation,<br />

integration, pluralism)<br />

<strong>3E</strong> is looking for a part time Diversity Team Facilitator to<br />

lead this work. Interested parties should contact the SBPS<br />

District office at 308-635-6200 or info@sbps.net.<br />

<strong>3E</strong> <strong>Community</strong> partnerships focus on students<br />

ALLO COmmunications<br />

ALLO Communications provides a multitude<br />

of opportunities and supports to Scottsbluff<br />

students and teachers alike.<br />

For the past five years, ALLO for Education<br />

has given new customers the opportunity to<br />

choose a school district to receive a $50 donation.<br />

To date, Scottsbluff Public Schools<br />

has received $48,950.00 in funding from this<br />

program.<br />

Each year while upper classmen are busy with<br />

assessment, SHS Freshmen participate in<br />

Business and Industry tours and ALLO is a favorite<br />

stop among members of the Communications,<br />

Arts and Technology career academy.<br />

Families who have students that participate<br />

in activities but cannot always attend benefit<br />

from ALLO’s on-demand coverage of school<br />

events.<br />

ALLO’s involvement<br />

with Scottsbluff<br />

Schools<br />

includes more<br />

than just students.<br />

ALLO<br />

frequently<br />

shows appreciation<br />

for<br />

school staff<br />

members<br />

including<br />

sponsoring<br />

breakfast<br />

for the SBPS<br />

All District<br />

Meeting<br />

which takes<br />

place each<br />

year in August.<br />

<strong>3E</strong> Featured<br />

Partnerships:<br />

2017 : Aulick Industries<br />

Runza<br />

2018: Webb orthodontics<br />

and Eye Care<br />

City of scottsbluff<br />

priority benchmarks<br />

On the following pages, you<br />

will see a collection of data<br />

reflecting priority benchmarks<br />

developed by <strong>3E</strong> committee<br />

members in order to measure<br />

items that impact the ability of<br />

youth to be successful and environmental<br />

factors that affect<br />

the ability for children to come<br />

to school prepared to learn.<br />

Baseline data was collected<br />

last year and has been updated<br />

for this year’s report. Some<br />

data items were replaced with<br />

new items that more accurately<br />

measured these outcomes<br />

or were more practical to<br />

obtain.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!