Dinuba
...provides a variety of perspectives to develop pathways to our future.
Innovation
...provides creative educational options to guide every student’s learning experiences.
Nurturing
...provides a community of support for the social, emotional, and physical well-being of all students and staff.
Unity
...provides a common purpose towards which everyone shares in preparing our students to become contributing citizens of a global society.
Building Character
...provides a foundation for responsibility, trustworthiness, respect, citizenship, fairness, and caring for all.
Accountability
...provides an assurance for successful achievement through the acceptance of personal responsibility by all.
Mid Year Academic Summit
On Wednesday, January 19, 2011, we held our annual Mid Year Academic Summit. The purpose of the summit is to reflect upon our work and learn from one another while focusing on our district goals. The focus for this summit was our English Learner students. Thanks to some great lesson demonstrations, we learned much about the language STAR program (SLADI) that we are using to improve English language acquisition in our students. SLADI stands for Second Language Acquisition Development Instruction. There were over 60 teachers, coaches and administrators who attended this year’s summit. We learned about verb tense study, using technology with SLADI and we all participated in Single Picture Text Webbing to support writing.
Why was this important? Over the years, the state of California has largely been unsuccessful in addressing the academic needs of our English Learners. We are very determined to change that fact. It is an urgent situation, not only because of our program improvement status, but because we need to make sure our EL students have the English and math skills necessary for success in life. One of the goals for this year is that “All K-12 teachers will have a deeper understanding of the SLADI program”. I believe this is essential if we are to meet the challenge we have experienced with our EL students over the years. I want to thank everyone who participated in the summit. Please keep the focus!!
Joe A Hernandez, Ed.D
Superintendent
The Emperors claimed the Division III Valley Championship against the Porterville Panthers Friday night at Hebert Stadium in Dinuba. With a final score of 31-21 the Emperors scored all of the points they needed in the first half. Stiffling any Panther threats late in the game the Emperors got final possession with a 1:03 remaining and ran out the clock to end the season! Click here to watch the celebration. This may take a few seconds to load but it's worth it. GO EMPERORS!!!
Here some of the game STATS from the Fresno Bee
Check out these Photos of the Game from Darrel Wong of the Fresno Bee
"Empowering Each Student to Succeed in Life."
Welcome to Dinuba Unfied School District's website. Select your child's school from the School link and you wilI be taken to their school website. You will find links to school and district events from the calendar link as well as resources to help your child through the year. From the Staff link found on each site you can also navigate to your child's classroom.
If you are looking for information from our old site please click on this LINK.
In order to increase student achievement and close the gap, Dinuba Unified School District will implement a high quality instructional core that comes from the tight alignment of rigorous academic standards, high yield instructional strategies/practices, purposeful assessments and ongoing professional development.
High Performance in High Poverty Schools:90/90/90 and Beyond
By Douglas B. Reeves
INTRODUCTION
This article provides a review of research in high poverty schools that have also demonstrated high academic performance. The term “90/90/90” was originally coined by the author in 1995 based on observations in Milwaukee, Wisconsin, where schools had been identified with the following characteristics: 90% or more of the students were eligible for free and reduced lunch, 90% of more of the students were members of ethnic minority groups, and 90% or more of the students met the district or state academic standards in reading or another area (Reeves, 2000).
Since that time, the term has been broadly applied to describe successful academic performance in schools with significant numbers of poor and minority students. Although the term has been widely used and the techniques have been frequently replicated, the suggestion that effective teaching practices can mitigate the impact of poverty remains controversial. After a review of the original research and subsequent replication of it, the article considers some of these controversies in light of the continuing evidence that, while economic deprivation clearly affects student achievement, demographic characteristics do not determine academic performance.
The evidence that follows makes clear that inappropriate commercial use of the term “90/90/90” is not supported by the research and should be challenged. There is no such thing as a proprietary 90/90/90 system nor are the methods employed by successful high-poverty schools the copyrighted property of any consultant, conference, or author. The practices are mundane, inexpensive, and most importantly, replicable. Finally, this article includes new research that
suggests that consistent application of the 90/90/90 techniques holds promise for improving student achievement and closing the equity gap in schools of any demographic description.
Click this link to download and read the whole article by Doug Reeves.
High Performance in High Poverty Schools: 90/90/90 and Beyond By Douglas B. Reeves
Take a step into the world of tomorrow right now. Some exciting, yet alarming statistics on the world of technology, education, and the information that envelopes all of us, but more importantly that is a part of our children's day-to-day lives and their future. UPDATED!!!
Click here for the Newest Version (v5) from April of 2009
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