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Case Study Of Sas's School Development Plan

631 Words3 Pages

Decisions made by school administrators directly impact students’ progress. By developing focused, high-quality school, family, and community partnerships, schools can “engage, guide, energize, and motivate students to produce their own success” (Epstein, 2009, p. 10). The following paper will present a partial plan to promote the development of school, family, and community partnerships at Sunshine Academic School (SAS).
School Context
SAS is located in West Springs, Calgary, AB. It serves 505 students in kindergarten to grade four and operates under the jurisdiction of the Calgary Board of Education (CBE). SAS’s School Development Plan (SDP) is entirely academically focused and aligns with CBE’s mandate to improve students’ success in math, …show more content…

Given that SAS’s SDP goals do not target the psychological, social, and environmental needs of the student body, the ATP’s partial partnership plan will bridge these gaps by focusing on three types of involvement mentioned by Epstein (2009) – parenting, collaborating with the community, and decision making. These three areas directly reflect SAS’s mission statement to “care for self, others, and our place” and they correspond well with the students’ broader needs in learning.
SAS’s immediate concern is students’ well-being. However, up to three children per class are struggling with some form of anxiety (Caroline Swan, Personal Communication, January 25, 2018). CBE cannot facilitate the demand for psychological assessments, and so parents consult independent psychologists. SAS, therefore, needs to communicate with various psychologists to collaborate with them individually in treatment strategies. By establishing a partnership with Moroz Child Psychology, SAS can streamline psychological assessments and communications into school-based processes and more effectively assist in delivering mental health services (McLennan et. al, 2008). SAS, necessarily, will need to ensure parental consent for children’s assessments (Evans, 1999), and it will need to handle all students’ data according to policies established around ethical considerations about …show more content…

It is led by parents, but it underrepresents the socioeconomic diversity of the student body. By surveying the greater parent community about their perceived roles in the school, SAS can begin to understand the dynamics of parental involvement in the School Council. Crozier and Davies (2007) warn that “it is frequently the schools themselves that inhibit accessibility for certain parents” (p. 296). SAS can promote an inclusive culture by including a wider-spectrum of the parent community. Additionally, the presence of neighbouring community members, i.e. First Nations, is largely absent at SAS thereby necessitating outreach efforts to these

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