I’m quite proud to say that I’m a product of National City. Yes, born, raised and schooled. My husband and I even decided to live here and raise our family. Yes, the circle of life continues.

Currently, I have the honor of working with an incredible community of hard-working parents, students and teachers. Since I’ve come to PW, a common theme has been the importance of “the whole child”. I’ve come to believe that at the heart of Palmer Way’s vision, is that in order to provide a successful school environment, we must incorporate elements that address the whole child.

The whole child…hmmm. It’s a buzz word that generally means that while academics are important, so are art, music and physical activity.

In the era of the high-stakes No Child Left Behind legislature, I’ve had to develop my personal definition that balances both reality and “wholeness”. Although it’s a work in progress, at the cornerstone of my belief is that “Each child in our community deserves to be healthy, safe, engaged, supported, and challenged.” (I’d like to note that this is a child centered;belief.) This simplistic definition is my overarching lenses in which I view education.

While focused academics are undeniably a necessity; to overlook that would be both unrealistic and neglectful. A strong Standard’s based education is the foundation of a successful education. While Palmer Way touts “a cumulative purposeful effect” the very glue that adheres us is having common expectations with common experiences. Having a strong and consistent focus on core curricular areas from Preschool to Sixth grade is not only an expectation, but a student’s right.

How about the cumulative purposeful effect? Palmer Way has ongoing expectations that teachers will meet regularly to analyze current student data to create a focused approach to support , they will provide intervention support that adheres to the “Response to Intervention” framework. Additionally, we will begin to look at “Adult Actions” as a key to student performance. Together, these expectations allow us to look at the whole community.

What about academics? Palmer Way has ongoing expectations that teachers plan CA standards based instruction that are proudly displayed on white boards in each classroom. Differentiated and strong Tier I instruction is the norm while vocabulary development and student engagement are highlighted. This year’s consistent focus on math and writing binds our delivery so that all students receive a common experience adding to our overall knowledge base.

So, what about the “whole child”? Palmer Way believes that infusing the arts is not only an expectation, but a way of life. This year we were granted a 3-year CoTA grant (Collaborating Teachers and Artists) which allows our teachers to work side-by-side real artists to infuse the arts into the academic lives of our students.Although still in the developmental phase, our focus on the arts is becoming undeniable. Our focus on School Wide Positive Behavior Intervention Support (SWPBIS) highlights our belief that we have common expectations school wide as compared to individual classroom expectations; hence coming together as one community. Daily morning announcements share positive words of encouragement tightening our common thread.

Technology continues to be in the forefront. Teachers meet to hone their skills using advanced technology, such as the Promethean board. Ongoing purchases continue to keep this focus alive.

It’s really hard to encompass the whole child in words. I guess it’s simply a campus culture of common beliefs that it takes more than a strong focus on academics and individual good teachers.

It is my hope that any parent who comes onto PW’s campus notices our commitment to the whole child so much that it is evident in all that we do and embedded into every classroom.

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