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Message from the Superintendent
Learning, Growing, Succeeding Together

Welcome Back to School! The beginning of the 2018-2019 school year brings the promise of continued opportunities for our cooperative school staff, students and families to Learn, Grow, and Succeed Together.

In the coming school year as, cooperative districts we will focus on two main goal areas of 1) Academic Growth, and 2) School Climate. Within these two goals we plan to focus significant attention to meeting the academic needs of ALL our varied student learners. No two students learn in exactly the same way. It is our goal to meet our students where they are and help grow them into successful, productive citizens.

Secondly, we will focus our attention on growing our school climate. This work will entail addressing our continued efforts of supporting positive behavior incentives and role modeling, as well as growing student leaders who will direct and support the creation of an inspired, hopeful and fun place in which to learn and grow.

Through hard work, strong support and a positive mindset, our students have every opportunity to realize success during their school years and beyond high school.

My grateful thanks go out to our communities of St. John and Endicott. The support of both our communities has and continues to be one of our greatest assets here in the SJE Cooperative Schools system.

Please feel free to drop-in and see what’s going on or contact me at any time if you have questions or suggestions on our current goal work on Academics and Climate, at Endicott (509) 657-3523 – Ext. 104, St. John (509) 648-3336 – Ext. 132, or sschmick@sjeschools.org.

I am honored to work with our SJE Cooperative School System and remain committed to “Learning, Growing, Succeeding Together”.

Sincerely,

Suzanne Schmick
Superintendent
St. John-Endicott Cooperative Schools
Civil Rights Statement
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaintfilingcust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; fax: (202) 690-7442; or email: program.intake@usda.gov.

This institution is an equal opportunity provider.

Nine Characteristics of High Performing Schools

7 months ago

Research has shown that there is no silver bullet-no single thing that schools can do to ensure high student performance. Rather, high performing schools tend to show evidence of the following nine characteristics:

  1. Clear and Shared Vision and Purpose - Everybody knows where they are going and why. That vision is shared-everybody is involved. The vision is developed from common beliefs and values, creating a consistency of purpose.
  2. High Standards and Expectations - Teachers and staff believe that all students can learn and that they can teach all students. There is recognition of barriers for some students to overcome, but the barriers are not insurmountable. Students become engaged in an ambitious and rigorous course of study.
  3. Effective School Leadership - Effective leadership is required to implement change processes within the school. This leadership takes on many forms. Principals often play this role, but so do teachers and other staff, including those in the district office. Effective leaders advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.
  4. High Levels of Collaboration and Communication - There is constant collaboration and communication between and among teachers of all grades. Everybody is involved and connected, including parents and members of the community, to solve problems and create solutions.
  5. Curriculum, Instruction and Assessment Aligned with the Standards - Curriculum is aligned with the Essential Academic Learning Requirements (EALRs). Research-based materials and teaching and learning strategies are implemented. There is a clear understanding of the assessment system, what is measured in various assessments and how it is measured.
  6. Frequent Monitoring of Teaching and Learning - Teaching and learning are continually adjusted based on frequent monitoring of student progress and needs. A variety of assessment procedures are used. The results of the assessment are used to improve student performances and also to improve the instructional program.
  7. Focused Professional Development - Professional development for all educators is aligned with the school's and district's common focus, objectives, and high expectations. It is ongoing and based on high need areas.
  8. Supportive Learning Environment - The school has a safe, civil, healthy, and intellectually stimulating learning environment. Students feel respected and connected with the staff, and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.
  9. High Level of Community and Parent Involvement - There is a sense that all educational stakeholders have a responsibility to educate students, not just the teachers and staff in schools. Parents, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort.