School Site Council
Since the 1970’s, California state law has required each public school site to have an elected committee that represents school staff and the community, and is responsible for developing and reviewing an ongoing Single Plan for Student Achievement (SPSA).
At Chabot, our SSC focuses on issues of Equity, Inclusion and Safety. Based on these areas, our SSC has joined with the faculty to develop and approve Chabot’s 2016-17 SPSA with three main priorities:
- Socio-Emotional Learning to increase equitable outcomes
- Differentiation to ensure that every Chabot child can achieve her/his full potential
- Integrated Learning to support mastery of Common Core Curriculum for all students
All parents and community members are welcome to attend SSC meetings. They are held the last Tuesday of every month from 5:15 – 7;00 pm.
For more information, please contact our chair: Colleen Blakelock
Parents of Children of Latino and African Descent (PCLAD)
PCLAD, a sub-committee of the SSC, is an advocacy group of concerned parents and teachers that serves as a working body at Chabot Elementary. The primary goal of PCLAD is to build community, ensure that every student thrives both academically and socio-emotionally, and create a model that may be duplicated and used district-wide. PCLAD receives funding from the PTA. Any concerned Chabot community member who believes in equity and diversity can join PCLAD. The group meets monthly in conjunction with SSC meetings.
Community Circles and Restorative Justice
Inspired by indigenous values, restorative justice is a philosophy and a theory of justice that emphasizes bringing together everyone affected by wrongdoing to address needs and responsibilities, and to heal the harm to relationships as much as possible. Several members of our staff have been trained in this tool and it is our first response to most problems. Much of the work of Restorative Justice is done through CIRCLES. At Chabot, we use Circles to build community and to solve problems both in and outside of the classroom.
The circle process creates a distinctive kind of space for restorative dialogue. Circles are fashioned in such a way that interconnectedness, interdependence, and equality within the community are highlighted. Participants are encouraged to share a sense of mutual responsibility for the well being of the community and the individuals within it, and an understanding that what happens to one person affects all.
In the circle, all participants, regardless of role or status, age or experience, are considered of equal importance, with equal voice. Everyone in the circle is invited to speak and listen from the heart, or to initiate silence. No one sits above or below others, or outside of the circle. The circle is inclusive. Even the circle keeper participates in the circle, in addition to facilitating the process. A circular seating arrangement and the use of a talking piece help define the process.
While circles vary somewhat in style and structure, they all seek to cultivate a climate of mutual respect and caring that is value-oriented and heart-based, that engages the emotions as well as the mind.
- Problem Solve and achieve greater mutual understanding
- Develop a spirit of collaboration and cooperation
- Work through differences, difficult issues, and painful experiences
- Make decisions together, building consensus
- Repair, heal, and build relationships and a sense of community
- Plan for the future