This Week

Fahari's Weekly Staff Memo: 4/20/2015 - 4/24/2015

A Message from Fahari's Principal: Stephanie Clagnaz, Ed.D.

QUESTION OF THE WEEK:

How have our students progressed in reading?

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SUMMARY:


Total percent of students reading below grade level DECREASED in all grades for both the 2013-14 school year and September – January in the 2014 – 2015 school year


Total percent of students reading on or above grade level INCREASED in all grades for both the 2013-14 school year and September – January in the 2014 – 2015 school year

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Culture News

The week before Spring break, I visited a transfer school in Queens. The Principal of the school asked me to conduct a workshop around Restorative Practices for a small group of students and teachers. One of the big themes of the day was having restorative relationships with peers. This was important in the context of this transfer school as many of the students there were technically adults. For them, being held accountable by parents and teachers was less effective than other populations of students. Peer relationships-- close friends and fellow students-- are more salient for this group of students. What does it mean for peers to have restorative relationships?


In our workshop, we spent a significant amount of time discussing the Social Discipline Window, as a way to think about peer to peer accountability. We’ve discussed this in our Staff Memo here.

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The big take away from the Social Discipline Window is that restorative relationships are characterized by high levels of support and accountability. In the context of students, this means the ability to say to a friend “Stop clowning around in class, it's hurting your grades.” rather than laughing at the jokes your buddy is making. This is particularly tough for middle school students. How do we support our students in developing these kinds of relationships with each other?

I’ve seen evidence of restorative relationships from our 8th graders in recent weeks. As they move towards their end of year events-- trips, dances, and Spirit Week-- some of them have began holding their friends accountable for their actions with love and care. On Wednesday, an 8th grade student was asked to leave her classroom for disruptive behavior which she continued in the Leadership Office. A few periods later, a group of her friends came to the door and asked in tone that mirrored an adult's “Again?! What are you doing?” You could see the student become embarrassed about her behavior which was no longer “cool”. Another young lady in the 8th grade, who has struggled throughout the year, seems to be making great strides. I can’t help but notice that recently she is flanked by two of her friends who seem to be monitoring her from class to class, in support of the better decisions she seems to be making. One of our goals in Restorative Practices for next year is to support student development in forming restorative relationships with their peers: being a solid friend (high levels of support) that has the courage to let you know when you’re headed down the wrong path (high levels of accountability).



Thanks for all that you do,


Jared Roebuck

Assistant Principal for Administration and Culture

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Family Engagement Updates


Fight for Fahari Parent Updates


Our parents are still going strong in the Fight for Fahari! While we are doing the important work of educating and preparing our scholars for the challenges of testing, our parents are continuing to make their voices heard!


As a result of continuous parent outcry, Senator Kevin Parker, Councilman Jumaane Williams and other elected officials have joined the Fight for Fahari movement. Community organizations such as the Ifetayo Cultural Arts Academy and the Erasmus Neighborhood Federation, among others, are also fighting for Fahari. As our Board of Trustees prepare to appeal the DOE's decision, this community support demonstrates the need and desire for Fahari Academy to continue molding and shaping the lives of scholars in the Flatbush community.


We will continue to support our students and families as they lead this fight! As always, thank you for all that you do everyday for our scholars.


~Ms. Clarke

Director of Family Engagement

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Technology, Data and Testing Updates

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Report Cards – Third Quarter

Report cards for the third quarter will consist of academic grades, PRIDE grades, reading levels and detailed comments for each student. These measures paint the picture of the whole child and provide families with multiple reference points on their child’s growth at Fahari.

Report Cards - Important Dates

April 2 - End of Marking Period 3.

April 27 - Final Grades in Datacation and Comments Due by 8AM.

April 28 - Report cards submitted to Dr. Clagnaz for review

April 29 - Report Cards mailed out to all families.

2015 State Testing Dates

NYS Math Exam – Wednesday Aprill 22 through Friday April 24

Grade 8 Written Science Exam – Monday June 1

Algebra I Common Core Regents – June 17

Living Environment Regents – June 16

Thank you,


Jonathan Destine

Director of Data, Technology and Testing

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This week's schedule updates

Will it be an A or B week?

We will be following a A schedule this week.

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Who Will Be Out?


Monday, April 20th, 2015

Raquel Stephenson


Tuesday, April 21st, 2015

Raquel Stephenson


Wednesday, April 22nd, 2015

Kim Hunter (PM Out)

Upcoming Events

Tuesday, April 21st, 2015

Board Meeting @ Fahari Academy - 6:30pm


Wednesday, April 22nd, 2015 to Friday, April 24th, 2015 (Critical Days)

Math State Exams


Monday, April 27th, 2015 (Critical Day)

No Students in Attendance - Staff PD Day


Friday, May 15th, 2015

Midterm of Quarter 4


Wednesday, May 20th, 2015 (Critical Day)

Parent Teacher Conferences


Monday, May 25th, 2015

Memorial Day - No School

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Funny Business

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