Granite Hills High School is a school dedicated to preparing

Transcription

Granite Hills High School is a school dedicated to preparing students for college
and career by forming relationships, providing rigor and establishing relevancy.
Table of Contents
Preface
3
Apple Valley Unified Board of Education and Leadership
4
Visiting Committee
5
Focus on Learning Leadership and Organization
6
Focus Group Team Rosters
7
Classified Support Team
12
Certificated Staff
13
Chapter 1: School & Community Profile
14
Chapter 2: Development of Action Plan Goals
& Progress Since Last WASC Visit
38
Chapter 3: Student / Community Profile
52
Chapter 4: Self Study
58
Category A
59
Category B
104
Category C
138
Category D
163
Category E
185
Chapter 5: Schoolwide Action Plan
214
Appendices
219
Granite Hills High School is a school dedicated to preparing students for
college and career by forming relationships, providing rigor and establishing relevancy.
2
Preface
Granite Hills High School welcomes you to our campus and to our Self-study. We hope
that you will find, throughout this document and during your visit, a school community
that is devoted to the Three R’s; Relationships, Rigor, and Relevance. Parents,
teachers, administration, and support staff work toward creating and keeping an
environment where learning and connection to community and further education can
take place.
The Self-Study process allowed the entire staff and stakeholders to reflect upon the
entire school program and our effectiveness in supporting the Student Learning Goals.
This process informed the staff about what we are accomplishing and what we need to
improve to guide our students into the 21st century.
Since our last Three Year Re-visit, the staff of granite Hills High School worked mostly
in department groups providing information on programs and data assessment.
Information was assembled and then analyzed again in a back and forth process with
focus groups. One of the challenges we again faced was the inclusion of parents and
community members in the assessment process. The Family Resource Center, our
PTSO (Parent Teacher Student Organization) and our SSC (School Site Council) have
gone a long way toward inclusion of parents and community members in the selfevaluation process at Granite Hills and participation is expected to continue into the
future.
Modification of our Action Plan Goals came through a process of assessing our Areas of
Strengths and Weaknesses and current trends in terms of our existing vision and
mission, our Student Learning Goals, our programs, and services viewed in the light of
the needs of local industry, the community, and our students.
3
Apple Valley Unified Board of Education
and Leadership
Board of Trustees
Dennis K. Bender, President
Donna Davis, Clerk
Lisa Lawrence
Richard L. Sauers
William So
Educational Leadership
Thomas E. Hoegerman, Superintendent
Trenae Nelson, Assistant Superintendent, Educational Services
Donna Colosky, Assistant Superintendent, Human Resources
Matthew Schulenberg, Assistant Superintendent, Administrative Services
Granite Hills High School Administrative Staff
Charles McCall, Principal
Ralph Navarro, Assistant Principal
LaRon Whitfield, Assistant Principal
Benjamin Bell, Assistant Principal
Michael Witham, Director of Athletics
4
Visiting Committee
Dr. Leslie Roach
Principal
Northwood High School
Dr. Paolo DeGuzman
TOSA
Redondo Beach
Mr. Nathan Levy
Teacher
La Puente
Mr. Robert Mills
History Teacher
Cudahy
Mr. Freddy Ortiz
Assistant Principal
Thousand Oaks
Mrs. Vicky Thompson
Asst. Principal of Instruction
Bakersfield
Mr. Wayne Tribble
Math Teacher
El Cajon
5
Focus on Learning Leadership and Organization
WASC Committee
Rick Lubbe
Laura Stewart
Terri Brown
WASC Support Team
Lance Arnt
Cindy Fajardo
Focus Group Leaders
Organization
Harold Kennedy
Curriculum
Dawn Palazolla
Kathy Corbett
Instruction
Sean Burrnham
Kelly Jones
Assessment
Lincoln Esplin
School Culture
Rosallyn Celle
David Pruitt
6
Focus Group Team Rosters
Category A: Organization: Vision and Purpose, Governance,
Leadership, Staff, and Resources
Mary Lou Aceveda (Classified)
Jennifer Clinton (Classified)
Alerie Cross(Classified)
Morena DeLaRoca (WL)
Susan Gonzalez
Zayra Hall (Classified)
John Ivers (SPED)
John Kaucher (Math)
Harold Kennedy (Sci)
Betty Korch (Classified)
JoNell Larson (Math)
Andrea Martin(Classified)
Lisa Milton (SPED)
John Morell (Classified)
Julie Muller
Kyle Nettles (Eng)
Paula Percy
Josh Rees (CTE)
Chris Sepulveda (Classified)
Albert Shanefield
Jonathan Silva
Lisa Simonian (COU)
Damien Starika (SPED)
Julie Yackee (Classified)
John Zachau (SS)
7
Category B: Standards-based Student Learning: Curriculum
Roger Aburto (Sci)
Lance Arnt (Eng)
Kathy Corbett (Eng)
Julie Donovan (Math)
Toni Drewry (FL)
Joel Hurt (SS)
Debbie McCall (SPED)
Elizabeth Mora (Classified)
Julie Ostlie (COU)
Dawn Palazolla (Eng)
Deborah Salisbury (Classified)
Deen Segrist
Ryan Smallwood (SS)
Lynn Staten (Classified)
Matt Stiglich (VPA)
Chris Watkins (SPED)
Dianna White (CTE)
Ryan Yoo (Math)
8
Category C: Standards- Based Student Learning: Instruction
David Alca
John Britt
Candice Brotherton (COU)
Sean Burrnham (VPA)
Pamela Chaires (SS)
Gail Chism
Camille Gonzalez (FL
Marilyn Hatley
Elizabeth Hong (SPED)
Alekka Johnson
Kelly Jones (Sci)
Robert Maese
Margie Morgan (CTE)
Vickie Porraz (Eng)
Kent Purser (Sci)
Dana Sophy (Math)
Shannon Spini
Lawanna Staggs (Eng)
Linda Stein
9
Category D: Standards-based Student Learning: Assessment and
Accountability
Joy Ast (Math)
Linda Billings (SPED)
Shane Churchill (VPA)
Sue Derrick (Classified)
Lincoln Esplin (WL)
Susan Jasso
Kathy LeMay
LaMarche Mosley (SPED)
Monica Ortloff (Eng)
Julie Oslie (COU)
Chris Perkins (Math)
Susan Rutledge
Peggy Shaw
Mary Tovar
Seth Watts (SS)
David Whiteside (Sci)
10
Category E: School Culture and Support for Student Personal and
Academic Growth
Scott Barnes
Rosallyn Celle (WL)
Sharon Cline-Gwaltney
Kevin Dodge (SPED)
Cecelia Gabrielson (COU)
Deborah Green (Classified)
Edna Hollins (Eng)
Pat Jenkins (Math)
Bryce Johnson (
Dena Leftwich (Classified)
Steve Lohmeyer
Juan Mora (Classified)
Sue Newton (Sci)
Jesse Perez
David Pruitt (VPA)
Geo Sanchez (CTE)
Joy Scheetz (Eng)
Don Shaub (Classified)
Marcia Tyrrell (SPED)
Mike Witham (SS)
11
Granite Hills High School Classified Support Staff
Administrative Services
Betty Korch – Office Coordinator/Principal’s Secretary
Andrea Martin – Registrar
Sue Derrick – Student Data
Elizabeth Mora – Curriculum Secretary
Julie Yackee – Counseling Secretary
Chris Sepulveda – Athletics/Activities Secretary
Jennifer Clinton – Discipline Secretary
Deborah Salisbury – Career Center
Alerie Cross – ASB Bookkeeper
Lynn Staten – Media Tech/Library
Julie Muller – LVN/School Nurse
Security
Deborah Greene
Juan Mora
Christie Newell
Tina Pratt
Don Shaub
Custodial/Grounds Staff
John Morrell – Plant Manager
Scott Barnes – Groundskeeper
Jesse Perez
Al Shanefield
Jonathan Silva
Dawn Stoecker
12
Granite Hills High School Certificated Staff
13
Chapter 1:
Granite Hills High SchoolSchool and Community Profile
14
Community Description
Granite Hills High School is located in the Town of Apple Valley which is included
in the Desert Region of San Bernardino County, California. This region fluctuates
between 2500 to 3500 in elevation and resides north of the San Bernardino Mountains.
The combination of weather patterns, mostly mild sunny days and low annual rainfall
totals, and sandy and terrain that consist of sandy and rocky valleys/ mountains provide
opportunities for businesses seeking natural resources and open space: waste water
reclamation facilities, energy production, and mining industries. In addition, close
proximity to the Inland Empire, the greater Los Angeles area, and military installations
have also created economic opportunities for the development of other types of
businesses: manufacturing, warehousing, and logistics/ transportation industries.
Apple Valley’s current population stands at about 70,700, an increase of 30.3%
since 2000. The median family household income is $51,258, while per capita income
level for the town is $22,416. Approximately 38% of residents have attended at least
one year of college and 16.8% have four or more years of college. Many of these
residents have attended the local community college, Victor Valley College, to obtain an
associate’s degree and or as a stepping stone into California State University San
Bernardino or other universities.
As of June 2014, Apple Valley’s economy reflects a 9.1% unemployment rate,
which is a 1.9% decrease from the year before; however, the area lags behind
California’s 7.4% unemployment rate. The town’s economic plan is to expand the North
Apple Valley area into a logistics and manufacturing hub which will encourage more
opportunities for economic expansion in the region.
The economic goal of the community is to create a system that connects high
school graduates to skilled local employment opportunities and/or to successful
community college or college programs. An emphasis is being placed on adding STEM
programs throughout San Bernardino County (Alliance for Education) in order to provide
qualified skilled candidates for entry level positions within the region.
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Granite Hills High School was opened in 1999 to help decrease the burgeoning numbers
at the original and well established Apple Valley High School. Demographic boundaries
were created to split the student population between the two schools. Granite opened
with staff that were transferred from Apple Valley High School and some Apple Valley
Middle Schools.
Administrative Changes at Granite
As with most high schools, Granite Hills has had a number of changes in administrative
leaders through the years. This includes a very recent change this school year. Our
principal during the last WASC re-visit retired last year leaving a void that has been
filled by our curriculum assistant principal of the last year. Our previous principal was a
very strong promoter of the school, in the community, and really brought much positive
feeling toward Granite Hills. He was, however, heading toward retirement and
leadership on the maintenance of the WASC process was somewhat inconsistent. Work
on goals and priorities continued and there was much investment in things such as the
Family Resource Center and the System Control and Design Academy, based upon the
real current industrial need for SCADA (Supervisory Control and Data Acquisition)
training for future workers in local and global industry. He and the now current
principal, Chuck McCall, along with teachers of the System Control and Design
Academy, worked with community partners to ensure teachers were teaching what is
needed in industry, while the Director of the Family Resource Center reached out to all
elements of the community of Apple Valley.
Our new principal had been an assistant principal at Granite for nine years, last year in
curriculum, and was a Career Technical Education (CTE) teacher at Apple Valley High
School prior to joining Granite’s administrative team. Our new Assistant Principal of
Curriculum, Raphael Navarro, has been an Assistant Principal of Discipline at Granite for
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four years. Ben Bell was hired this year as an Assistant Principal of Discipline. He is
working with LaRon Jackson-Whitfield in the discipline office.
Despite these extensive changes in administrative leadership, hiring Mr. McCall as
principal, was a very popular decision for faculty and staff, and, as survey results show,
less than 5% of teachers don’t think that he works well with the leadership team and it
was pretty much universally felt that the administrative team works well with parents.
In spite of the constraints of a limited budget, two thirds of teachers find that he
supports staff development. Significantly, almost 90% of teachers feel that our
administration team supports our classroom instruction.
Classified staff also supports our administration. On the Classified Survey, no negative
responses were reported toward administration. Likewise, though some uncertainty was
expressed by Parent Survey responders, there were well over fifty percent positive
responses on questions concerning the principal, administrators, discipline, and
administration availability, and really very few true negatives except for 21% who did
not feel that discipline was fair.
Accreditation History of Granite Hills High School
When Granite Hills High School was opened in 1999, it was opened as a comprehensive
high school but missing a senior class for the first year. Preparation for the school’s
first accreditation self-study began prior to the first WASC self-study visit in 2003.
During that preparation, the staff and faculty developed a group of “areas for school
improvement” and action plan goals. The school received a term of three years with a
three year re-visit.
Stakeholders looked at the areas for school improvement during preparation for the
2006 Three Year re-visit. After the WASC Re-visit, Granite Hills was given the
remainder of the three year term to complete the six year self-study cycle.
Leading up to 2009, the faculty, staff, and other stakeholders looked at how Granite
Hills addressed the self-study Criterion Questions. The document was prepared in
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preparation for the 2009 Full Self-study and WASC visiting committee visit. The result
of the self-study visit, was a term of accreditation of three years with a three year revisit.
Following the 2009 Full Self-study and during preparation for the 2012 WASC re-visit,
the Granite Hills staff investigated how Granite Hills had addressed the “Critical areas
for follow-up” (CAFs) and a new category; “Areas of needed growth” (ANGs) indicated
by the 2009 Self-study WASC visiting committee. After the 2012 WASC Committee revisit, Granite Hills was given a term of three years to complete the rest of the six year
accreditation cycle and lead up to the present Full Self-Study of 2015.
The faculty and staff of Granite Hills High School worked hard since the 2012 Re-visit,
to address the Action Plan Goals created by looking at areas of weakness during the
work on the re-visit. During the work on the present self-study, Staff and stakeholders
looked at the goals to assess progress in meeting them in order to improve the
programs to meet the needs of all students and the community as a whole.
Mission: Our purpose and objectives.
Vision: Our purpose and value to our students.
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Granite Hills High School
Mission Statement
Our mission is to provide a safe, challenging, and supportive environment in which all
students learn the accepted standards of each discipline, and can acquire the
knowledge and critical thinking skills necessary for leading successful and productive
lives as responsible members of society.
Vision Statement
The Administration, faculty, and staff of Granite Hills High School strive to provide a
rigorous and creative environment by implementing diverse programs and curriculum to
meet the unique needs of the 21st century student. In order to achieve this goal, GHHS
will utilize engaging research based lessons supporting common core standards.
Student Learning Goals
The staff is expected to ensure that all graduates will be able to:
• Communicate effectively in various forms
• Acquire and apply knowledge and processes based upon accepted state
standards as necessary for developing critical thinking, problems solving, and
career planning skills.
• Use technology effectively.
• Understand the importance of being responsible and productive members of
local, national, and global communities.
Behavior Expectations (PRIDE)
Participation
Respect
Integrity
Diversity
Excellence
In addition to the above Mission, Vision, Learning, and behavior goals, the faculty and
staff at Granite have adopted the motto of:
“The Three R’s”
Relationships, Rigor, and Relevance as we prepare our students for their futures.
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Demographic Trends
Enrollment
Prior to 2009, the student body demographics remain consistent. As can be clearly seen
from the Student Demographic Chart, however, the demographics have changed
significantly since 2009.
There has been a pretty severe decline in total enrollment at Granite. Granite’s 2014
population was 20% smaller than it was in 2009. Although the Asian demographic
increased slightly by 13%, all other significant groups showed declines to some degree.
It is clear from the data that the largest drop in numbers has taken place in the White
demographic with over a 30% decrease from 2009 levels accounting for 72% of the
total decline. In 2009, the White demographic group was clearly the largest single
demographic at a population of 925 compared to 735 Hispanic students and 242 African
American students.
Although the Hispanic and African American populations have decreased by 15% and
10% respectively, the 31% drop in White population has now brought the Hispanic
group to slightly larger numbers than the White group. This is a significant
development; however, ELL Enrollment has actually decreased from the 2009 high of
151 and totals have stayed fairly consistent since 2009 with ELL decreases coming
mostly from the Spanish speaking ELL population.
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Free/Reduced Lunch
Granite Hills has always had a fairly large population of students in the SocioEconomically Disadvantaged demographic. This has continued to be fairly consistent
since 2009 when school and district made efforts to get students to apply for free and
reduced lunch. The rate has since stayed at right around 60% of the total student
population. For the current year, the percentage has actually increased to over 64%.
With well over half of the school population in the Socio-economically Disadvantaged
group, this has a significant impact on the programs needed at Granite Hills and has led
toward the establishment of the Family Resource Center in 2012 and the SCADA
academy in 2013.
Staff Demographics
Certificated staff at Granite are well educated and well equipped to teach the courses
for which they are responsible. In a recent survey, over 95% of teachers reported that
they feel well prepared to teach their subjects and over 97% said that they know which
strategies work best for helping students who are not meeting standards. Also, nearly
90% reported that they have colleagues who are readily available to help them improve
student learning. 97.7% of teachers said they feel that they effectively use
differentiated instruction to meet all students’ needs.
Parents also agreed that teachers are well prepared to teach their subjects, with only
8.9% of responders disagreeing and only 1.5% strongly disagreeing. However,
although almost 60% of parents feel that teachers know how to help struggling
students, almost 25% did not.
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Academic Trends
Advanced Placement
Granite Hills, from its opening in 1999, has always taken pride in the numbers and
successes our top students in the Advanced Placement program. 90% of teachers
agreed that our school provides excellent AP and Honors opportunities for all students,
62% strongly agreed. 76.6% of students respondents said that the school “provides AP
and Honors opportunities for me” while only 6.1% said that it did not. As can be seen
from the graph; however, there has been a considerable drop in the number of tests
taken in the 2013-2014 school year. The percentage decrease from 2009 (28%) is a
larger percentage than the 20% decrease in overall student population. This
discrepancy could reflect the larger drop in the White demographic (30%) compared to
the relatively smaller decrease in all other significant demographic groups. This has
implications for the types of programs and interventions needed by our current student
population.
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Advanced Placement Exam Results
AP exam results from 2009 to 2014 show some interesting trends which on first glance
appear very worrisome because of the pride that Granite Hills has had in our AP
program. After increases in the number of test takers between 2011 and 2013, even as
the total student population dropped, there was a significant decrease in the number of
exam takers and tests in 2014.
Although these numbers are discouraging, data shows that the number of tests
receiving a 3 or higher increased to 45% in 2014 and the number receiving 5s has
actually increased since dropping in 2011-2012.
AP Course Enrollment
AP course enrollment decreased significantly in 2014, by 32% which again is a greater
percentage than the drop in overall student population. However it is close to the
percentage drop in the White demographic population. It is clear that efforts need to
be made to attract students from our other significant demographics to the AP program
and courses. Despite these decreases, nearly 90% of Parent Survey responders said
that Granite Hills provides AP and Honors opportunities for their son or daughter.
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AP Course Enrollment by Ethnicity
The data shows that White student enrollment in AP courses has decreased by almost
50% compared to a drop of only about 20% of the Hispanic/Latino population while
African American enrollment has stayed about even. The 50% drop of White
enrollment is a significantly higher percentage decrease than the 30% decrease in
White population in the whole student body and appears to show a drop in the number
of students interested in the AP courses.
25
UC/CSU Requirements
A significant cause for concern is the 2014 drop in the percentage and number of
graduates fulfilling all of the UC/CSU Requirements. This drop in total completers is in
spite of the fact that the number of total graduates has remained fairly consistent since
2010. Completing all UC/CSU Requirements has been a very important goal of the
school and district during this time period so the results are very disappointing. It is
important that the faculty and staff devise plans and programs to improve these results.
As we continue to implement common core standards and assessments, it is important
to understand the relationship between these changes and the effect on success in
getting students to complete all UC/CSU Requirements. Because the UC/CSUs no
longer accept freshmen who have not completed all requirements, this is a situation
that must be addressed.
It is felt by many in the school and in the community that part of the problem might be
a frustration for many potential university students, due to the fact that it is nearly
impossible to attend a four year university and still live at home when you live in Apple
Valley. With the only close college a junior college, it is thought, and expressed by
students, that there is not the need to complete all UC/CSU Requirements if you are
“Just going to VVC.”
26
API Growth Scores
A significant positive for Granite Hills has been the improvement in API scores over the
2009-2013 time span. Unfortunately there is no way to assess whether this progress
would have continued into the 2014 year due to the change in testing emphasis away
from the use of standardized tests and the API formula.
Statewide Rank and Similar schools
After increasing in the Statewide and Similar schools ranks in 2010, GHHS has lost
ground, but again, with the decreased comparable data in 2014, it is difficult to know if
this trend has continued.
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ACT Numbers and Scores
Another positive for Granite Hills has been the numbers of students taking the ACT and
SAT tests. The percentage of 12th grade enrollment who took the ACT has remained
higher than the district, county, and state overall from 2009 to 2013. However, state
percentages have been increasing compared to Granite. Percent tested have remained
above district and county numbers and scores remained strong compared to district and
county until 2013. 2014 data will be required to see if there has been improvement or
if the trend continues.
SAT Scores
Clearly there has been a decrease in average SAT scores for Granite Hills students from
2009 to 2013. Although Granite has continued to score above the county averages, the
Granite Hills students’ scores have dropped over the period. It should be noted that the
number of students taking the exam has increased for both Granite and the county, and
test results for the county have continued to decline as well.
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30
Climate Trends
Graduation Rates
A strong point for Granite Hills continues in the effort to graduate as high a percentage
of students as possible. The data shows that a significantly higher percentage graduate
from Granite compared to district, county, and state numbers.
SART and SARB
As per state policy, Granite Hills has worked to decrease suspensions and expulsions.
The data shows that the number of suspensions peaked in 2011-2012 and expulsions in
2012-2013. The latest data shows a decrease in both, but work remains to cut these
further, though it is understood that sometimes both of these must happen.
With a major emphasis on the importance of regularly attending school, the SART/SARB
process has been increasingly pursued with larger numbers of families being forced to
look at and remedy behavior that is keeping students from regular attendance at
school.
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ROP Course Enrollment
From its construction and opening in 1999, Granite Hills High School has not had as
much supportive infrastructure specifically designed for ROP/vocational training as
many other high desert schools, such as the very well established AVHS. Strides have
been made with the opening of the Cougar Kitchen and the addition of a bakery, and
the medical/nursing career program. The recent re-introduction of the TV/Video
production program, the SCADA, and the brand new robotics courses has given
increased access to vocational training. This is an important increase for Granite Hills’
students and faculty. The administration is committed to keeping the momentum
moving forward.
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AVID
AVID (Advancement Via Individual Determination) has always been an important
program at Granite Hills. The number of AVID students accepted into 4 year
universities has always been a source of pride. The number of AVID students accepted
into a four year university dropped; however, significantly in 2013-2014. Changes in
AVID faculty and counseling staff, despite much training, may have had some effect but
there just seems to be a change in the overall attitude and drive for success than
previous years. After all, it does take Individual Determination.
33
Although the percentage of AVID students completing the A-G UC/SCU Requirements
has fluctuated over the years, the percentage has remained lower than the percentages
for the whole graduating class overall. The percentage actually increased in the 20132014 year.
34
Inter and Intra-district Transfers
Granite Hills High School has always attracted top students from our own district and
other nearby districts. This continues to the present. However, Granite staff have seen
many students motivated to transfer to schools where there were more opportunities
for VOC/ ROP involvement. Therefore, freshmen enrollment has decreased over recent
years.
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Conclusions
Recent changes in administration, though truly a quite smooth transition, have created
challenges in maintaining the WASC type of self-reflection that a school needs to
document a move forward. It is felt, by most of the faculty and staff, that a more
defined self-reflection process needs to be put into place as part of the action plan as
we progress, particularly in light of the new “common core standards” and the change
in emphasis and assessment that comes with it.
An even bigger source of impact on Granite Hills has come from the significant decrease
in student enrollment. Administration, faculty, and staff are well aware of the reasons
for this decrease which include boundary issues, as well as our lack of infrastructure
needed to create more ROP/Vocational Ed to match our fellow high school and meet
the needs of a middle student population.
Boundary outlines were created by the district during a period of construction and
growth in Apple Valley. The economic slide, of the late part of the first decade of this
century, contributed to a lack of the population growth which was projected for the
vicinity of Granite Hills. Huge planned community neighborhood projects were halted
and many sit abandoned since being started.
Additionally, several nearby charter and alternative schools have heavily and actively
recruited from Granite Hills’ designated feeder schools. Our previous principal and our
current principal, in conjunction with the director of the Family Resource Center, have
worked extensively and tirelessly to bolster the reputation of Granite Hills within the
community. Generally regarded by the community as having a very rigorous
curriculum, Granite Hills faculty want to retain this emphasis while finding ways to
retain students who struggle with the rigor, or who do not even enroll for fear of failure
or too much work.
Always a source of pride at Granite Hills has been our Advanced Placement and AVID
programs. As stated above, changes in the results of these programs have been
disappointing and are considered to be areas that need attention and adjustment.
ACT and SAT results and numbers have continued to remain strong compared to the
district’s other high school, county, and state, even though they have decline slightly.
The change to “common core standards” and a move away from API formulas has
resulted in a loss, for Granite, of a previous academic positive. It is now our challenge
to define how we assess the success our programs and demonstrate effectiveness.
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Granite Hills has always been very successful in graduating a high percentage of
students. This trend continues with our graduation rates well above the district,
county, and state averages. It is an extremely important emphasis for any high school
and there is no reason to expect this trend to change for Granite in the future.
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Chapter 2:
Development of action plan goals and
progress on the action plan goals
since the last WASC visit
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Following the 2009 Full Self-study and during preparation for the 2012 WASC revisit,
the Granite Hills staff investigated how Granite Hills had addressed the “Critical areas
for follow-up” (CAFs) and a new category; “Areas of needed growth” (ANGs) indicated
by the 2009 Self-study WASC visiting committee. A number of things became apparent
in terms of implications for the revised Granite Hills “Action Plan.”
Action Plan Goals Developed from the 2009 Self-Study:
●
●
●
●
●
Improving student achievement school-wide in English Language Arts
Improving student achievement school-wide in Math
Providing staff professional development related to the analysis of data
Improving school-wide achievement of ELL students
Focus on continued work on school culture and climate that facilitates academic
success for each student and a safe and supportive learning environment and
communication, collaboration and family/community involvement
As was fairly clear from the evidence and staff responses to the “CAFs” and “ANGs”
there were many things now in place to keep the progress going with the above action
plan goals. Clearly the above goals remained important and the components now in
place to address them need to be continually adjusted for success; however, there are
some different holes that were made evident by the responses to the “CAFs” and
“ANGs.” These point to new focus points for new action plan goals moving forward.
The staff reached a consensus on new action plan goals and put forth suggestions for
addressing those goals. The following “critical areas for follow-up” were determined by
the staff and faculty and agreed upon by the 2012 Three year Re-visit Committee:
Critical Areas for Follow-Up
1.
2.
3.
4.
Granite Hills High School needs to calendar professional collaboration time.
Effective instructional practices that are research based need to be identified,
discussed, and implemented in all classrooms including effective methods to
check for understanding and comprehension before moving forward with
instruction.
Teachers need to identify student needs as they have and continue to change.
Staff needs to find and implement a variety of strategies to identify the needs
and then to address those needs.
Data should be reviewed and analyzed on a frequent basis to inform teachers
and guide their instruction to improve student achievement.
From the above CAFs, the following Action Plan Goals were decided upon by the staff
and faculty and once again agreed upon by the Visiting Committee:
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Action Plan Goals
Action Plan Goal #1
The Granite Hills staff will seek and apply proven methods to become more familiar with
and more in touch with the needs of the student population and the needs of the job
and industry market and how they impact each other as they have and continue to
change over time.
Action Plan Goal #2
The Granite Hills staff will seek and use proven research-based instructional strategies
and practices to monitor student success and to support student learning goals for all
students.
Action Plan Goal #3
Collaboration time will be provided and used for the improvement of Granite Hills High
School. Time will be allotted for training and continued use of data analysis to define
student learning goals, prioritize needs, and to adjust instruction in the classroom.
Action Plan Goal #4
The staff of Granite Hills High School will identify and use techniques to increase
participation and involvement of parents and families in the education of their students.
Action Plan Goal # 5
Granite Hills High School will devise and implement a method or process for facilitating
school-wide inclusion of SPED students in core academic areas.
In the process of the 2015 Full Self-study and in the preparation of the Self-study
document, the staff, faculty, and other stakeholders looked at how we have been and
continue to address the five Action Plan Goals listed above.
During development of the action plan goals, it became clear that the faculty and staff
really need to keep in touch with the needs of changing demographics and the needs of
changing industries and how those two needs can be understood in order to be
addressed. This led to the goal 1.
40
change over time.
The staff found that the needs of students could be divided into four categories. The
categories are:
● Academic needs
● Physical needs
● Emotional needs
● Employment/Career Readiness needs
In 2012, Granite Hills High School opened the “Granite Hills Family Resource Center,”
capably managed by bilingual employee Zayra Hall. The hope, plan, and mission of the
Family Resource Center were to help identify the needs of the school community and to
provide the resources necessary to respond to those needs.
The Resource Center, along with other staff and administration, identified a major need
for tutoring, especially in math. Tutoring has been available through the Resource
Center from nearly the beginning. It has continued to increase and is now two hours a
day after school instead of just one. A full time math para-educator, David Alcala,
works in the Math 1 classes and then tutors after school in the Resource Center. This is
incredibly important considering the fact that 377 students or 37% of 1008 survey
responders are in MATH 1. It is hoped that with the new common core philosophy and
math class structure, that the school will see an improvement in future pass rates and
overall success in math with the continued tutoring.
The Resource Center and whole school also provide academic support with the AERIES
grade (and other information) reporting system. Students and parents can access
currently information about assignments and grades whenever they choose. The
Resource Center provides an access point, with computers and internet, along with
training and set-up help for both the student and parent portals for the system.
Although not every teacher on campus uses the grade program completely, most
teachers do and the results of a recent survey show that over 82% of teachers upgrade
information frequently over 93% of current teachers use Aeries Gradebook to some
extent. Surveys show that out of 929 student responders, 72%of students Aeries at
least monthly and a quarter check daily. Students also report that over half of their
41
parents use the Aeries portal and 82% of parent survey responders said they do in fact
check Aeries portal information, many on a weekly basis. Parent responders also noted
that they understand how their son or daughter is performing on grade level
measurements.
Granite Hills faculty, counselors, and coaches offer a wide variety of after school
activities to connect students, families, and the community to the school. These include
things like sports contests, club activities, visual and performing arts, performances and
music programs, back to school night, college awareness, cash for college, after school
tutoring, community service and fundraisers. Despite the fact that Granite Hills was not
able to acquire the help of a grant applied for to support after school enrichment, there
are a wide variety of clubs supervised by unpaid staff. Of the 664 student survey
responders who said they participate in after school activities, 20% participate in clubs,
62.4% in sports, 24.7% after school tutoring, and over 20% do community service.
Just under 70% of parent responders attend sports contests and just under 80% go to
back to school night. Of course parents who respond to the survey are likely some of
the most active participants in the education of their sons and daughters.
Two significant student survey results were the fact that over 30% of students did not
participate in tutoring because of a lack of transportation and 36.7% said they could
not participate in any after school activities because of the lack of transportation home.
Only very recently has the district office allocated several after school busses and routes
and it is hoped that this will increase the number of students served by after school
activities and tutoring. Additionally, 44.4% of student responders said that they would
like to take a 7th period class (not currently offered) again emphasizing the need for
after school transportation.
The physical needs of our current student population extend beyond just free and
reduced lunch and breakfast (currently 64.15% free and reduced 985 students
compared to 528 who pay for lunch). Many families have trouble meeting the clothing
needs of their growing children. The resource center has been collecting clothing and
shoes which are then available to the students and families. Zayra also collects
donations for holiday food baskets which are distributed to families. The center also
provides a physical location for students to be after school until 4:00 daily and a school
bus will be provided by the end of January 2015 for students to get home when they
stay after school to take advantage of the tutoring and other programs.
42
The emotional needs of students are tricky for a school to address. Granite Hills has
always had counselors and psychologists available for grief and other counseling. A
“Grief Group” started and facilitated by both staff and students has been in operation
since the school opened. There has also been a Peer Helper program for 4 years. This
program provides support in a variety of conflict and emotional situations.
This year, however, teachers and students under the direction of World Language
Teacher Rosalyn Celle have begun a program called “Cougars United.” Students are
nominated by teachers and staff to participate within monthly, day long events where
facilitators, both students and staff, encourage students to tell their stories and reveal
to other students that everyone goes through things and they are all in this thing (the
world) together. All who have been through the events have found it both emotional
and uplifting.
Employment and career readiness is a major issue for all high schools. Granite Hills has
developed community and industry partnerships that have provided important feedback
on what substantial employers and businesses really need in future employees as they
come out of the public school system. This led to the development of the System and
Design Academy (SCADA) at Granite Hills High School in the 2013-2014 school year.
Community partners continue to help guide and monitor the program as it builds year
to year. Academic success has also accompanied SCADA as “at risk” students are
finding success in core classes and extracurricular programs.
Granite Hills administration created, in the 2013 school year, a telephone access line
called the “Pride Line.” Students and staff can leave messages anonymously to give
suggestions, complaints, encouragement, etc. The line has helped, again, with
maintaining a finger on the pulse of the needs and culture of the current student
population.
Conclusions
Granite Hills has put in place many useful and effective programs to assess and address
the various needs of the of the student population as it changes over time. Continued
monitoring by community partners and yearly surveys of stakeholders to assess
effectiveness, going into the future, will be helpful in continuing to meet the needs of
the students and community.
43
students.
In beginning to look into what we have done to address this Action Plan Goal, many
teachers did not understand what “research based strategies” really were. So we
looked it up because it is a term used frequently but not really explained. We
discovered that many of the strategies are actually used by many if not most teachers
already. We just did not know that what they were referring to were techniques that
have be studied in classes where successful education is taking place and were found to
be effective. These include many things we do every day (obviously not all at the same
time or every day) like checking for prior knowledge, scaffolding, modeling, establishing
easily accessible background information on the material being presented (well
rehearsed and tied to other information), teaching material in manageable amounts,
recycling of material to re-teach, even things as simple as providing sufficient practice
and review, simple but frequent checks for understanding, asking many questions about
the material, and hands-on activities (after the material has been presented) that
reinforce the information.
Some departments employ their own very specific research based strategies. The
Social Science Department, for example, uses DBQ’s (document based questions)
across the board. The English Department is using ERWC (Expository Reading Writing
course) curriculum created by the California State University System. These units of
student prepare students for community college and California State University’s English
courses.
The World Languages Department is actually renowned for the use of the Total,
Physical, Response, and Story-telling teaching strategies (TPRS). Educators, from all
over, come to observe those teachers in action multiple times each year.
Teachers have access to students’ academic and assessment records such as grades
and test results such as the EAP results. This data is then used by departments to
inform and adjust instruction in the classroom.
44
Evidence
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●
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●
●
●
●
more student responses in class
more student comprehension
better test scores
teachers from other schools observe World Language Dept.
Tech Meeting Minutes(H)
Aeries.net contains student records and assessment scores for
instructors/administration to review(H)
individual instruction and tutoring during lunch and after school (Math 1)
ERWC writing in all grades
EAP data to inform instruction
TPRS
Modeling
Scaffolding
Checks for understanding
Recycling of material
Checking for prior knowledge
Small group instruction and interaction (H)
Technology Committee (H)
Access to students records and academic and assessment records (H)
Para Educator
Peer Editing
ERWC grades 9-12
Conclusions
The faculty and staff at Granite Hills High School continue to employ a variety of
instructional techniques which research studies have found to be effective in classes
where achievement is high. Data and constant simple checks for understanding are
used by departments and individual teachers to inform classroom instruction,
particularly with the new “Common Core” emphasis on teaching and learning to
mastery.
45
Apple Valley Unified adopted a revised school day in the 2013-2014 school year. That
schedule includes a weekly SERD (student early release days) in all grade levels. These
days are designed to be used for a variety collaborative work including PLC/Department
training and analysis of data. Other work on SERD days includes departmental revision
of scope and sequences in light of the new Common Core standards and emphasis on
mastery. Departments often meet at other meeting times besides just SERD days,
many meet regularly during lunch as well.
The master schedule at Granite has been adjusted as well. Accommodations have been
made so that the SCADA teachers now have a common prep period. This to allow
these teachers to develop lesson plans together and communicate effectively in order to
support SCADA students and to build greater connections with local industry partners
and community leaders.
The district has been providing day long Common Core training to all departments and
particularly the core subject departments. The core departments have had three
separate days of this training so far this year. Although common core is nowhere close
to being fully implemented, the training is occurring.
Many teachers at Granite have taken advantage of a variety of trainings in order to
improve teaching, assessment, and curriculum. These include state AP trainings,
district ERWC training, district “notebooking” training, and a number of other training
opportunities which include online training modules.
Evidence
● Establishment (via district calendar) and use of SERDs for Department/PLC
training and analysis (for Common Core, for WASC self-study, and other
related pedagogical concerns)
● Increased district workshop/training opportunities including online training
modules
● Notebooking training by district
46
●
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●
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●
●
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●
●
●
●
●
●
Tech Meeting Calendar/Website (H)
implementation of ERWC
revision of curriculum scope and sequence
district office training for ERWC
Common Core training
Bridge Program implementation
PLC
Common Core Training (District)
IEFLA World Language Training
New District Teacher Collaboration and Meetings (H)
Science Dept.
Monthly Technology Training (H)
ERWC Training
AP Training
Meetings for All Staff
Bridge Program training
Conclusions
The district has provided and the school has used specifically allotted collaboration time.
The time has been used and continues to be used for PLCs, Common Core training,
data analysis, and other types of meetings to work on improving education at Granite
Hills.
When the faculty and staff identified goal four during the work on the three-year revisit,
it became clear that Granite Hills did have a number of techniques in place for
participation and involvement for parents. Unfortunately, with the changes in the
demographic population came more challenges. Many students did not have access to
computers and internet. Language barriers persisted and often families did not know
how to access the information. Things like the Aeries parent and student portals were
in place but not often used. Many teachers were using the “gradebook” program to
allow students and parents to see where the student stood on completion of
47
assignments but a larger participation was desired. Some teachers already had their
own websites which could be used by the students to get a variety of class information
and contact information but it was felt that more teachers could use this communication
technique.
Since the three-year revisit, a major effort to enroll teachers and students on the
AERIES student and parent portals has been undertaken by the school. The most
important component of this effort has been the Family Resource Center and bilingual
Zayra Hall who directs the program. A recent poll revealed that 373 students, out of
526 who say they used Family Resource Center services, used the resource center to
enroll in the AERIES portals. The recent polls showed that 72% of students and 83%
of responding parents use the portals to check on grades and assignments at least
monthly and nearly 30% check daily. A poll of teachers showed that 82% of teachers
use and update the gradebook component of AERIES regularly and 93% use it at least
to some degree. This allows the parents and students to see current grading and
assignment information. A teacher survey also showed that while about 85% of
teachers checked their school email daily in 2012, now 100% of teachers check their
school email every day. This is particularly important because almost half of the parent
responders said they contact school personnel through email and 32% of students said
they contact their teachers through school email.
Since 2012, teachers have been encouraged to set up their own websites and
assistance has been provided toward that end. According to a recent poll, while 30% of
teachers had their own websites in 2012, currently 34% of teachers are providing class
and contact information on personal websites. Though this is only a small increase,
many students take advantage of these websites. Only 22% of teachers currently use
Google Classroom; however, nearly 80% of students’ 705 student responders who use
technology said they use Google Classroom. So, this may be something to build on.
Though still trying to build up participation, the Parent Teacher Student Organization
has also provided a point of participation for stakeholders and meets regularly.
Currently three parents, four teachers, and three students attend regularly.
A weekly e-newsletter is created by the digital/video classes to tell students, in a fun
and entertaining way, what is going on currently and in the future. The newsletter is
also made available to the various middle and elementary schools to let them see what
interesting things are going on at Granite.
48
In addition to the above, there are many other opportunities for student and parent
involvement:
●
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AP awareness night
SCADA academy awareness meetings
Frequent informational mailers and (auto dialer) phone calls
Back to school night
Eighth grade orientation night
Parent phone calls and conferences
Parent invites to observe class
Student award night
Quarterly AVID Family nights
Parent involvement in IEP development/meetings
Phone calls
E-mail between parent and school staff
Parent chaperones for field trips
All call auto dialers for parents(H)
Activities calendar provided online(H)
Expanded information on marquee in front of school (H)
Progress reports sent home
ELD Summer training for parents
ELD Awards
Senior Awareness Meetings
Graduate for Mas
Family Center
Remind 101
Weekly e-newsletter
Spanish-language meetings with parents
Google Classroom
AVID Family Outreach
Preseason parent/athletic meetings(H)
Web Site
New Site
Auto dialer
Weekly e-newsletter
Electronic Sign
College Awareness Night
FAFSA Night
ELAC Advisory Committee
District ELAC Committee
49
Conclusions
There has been a major effort at Granite to address this action plan goal. There are
many things being done and in place to connect parents, families, and students to their
education. The faculty and staff of Granite Hills continue to encourage the use of the
above things and continue to increase participation of all stakeholders.
Inclusion of special needs students in mainstream core academic classes has always
been a goal but not always easy to accomplish. Since the last WASC visit, a number of
new programs/processes have been put into place and previous processes have been
increased.
The SPED department worked with the counseling department to develop a matrix to
help determine which students are good candidates for inclusion in mainstream core
classes. This has allowed more students to be so placed with increased success in
those classes. The SPED department has increased communication with staff and
general education teachers in the form of emails, IEP notices, and IEP reports by
general education teachers. Accommodation plan forms, which explain what each
student’s specific allowed accommodations, are provided to the general education
teachers. SPED students, in mainstream core classes, are also enrolled in a study skills
class to help them increase success in the core classes.
SPED students have access to all of the tutoring opportunities along with all other
mainstream students in reading intervention programs like Reading 180. This
intervention program improves students’ Lexile reading levels within a short period of
time.
50
General Conclusions on Work toward Success with the Action Plan
Goals
There is no question that the staff and faculty at Granite Hills have been working
toward success with the action plan goals identified during work on the three-year
revisit of 2012. Many programs or processes are now in place and the staff is
determined to continue those into the future.
The Family Resource Center, increased use of AERIES portals, and increased use of
AERIES and personal websites by teachers have improved communication with students
and parents and helped to connect the school and community. Needs of the students,
community, and industry are being addressed by the growing SCADA and staff is
determined to develop the program in order to foster student success and build a
stronger connection with the community. The recent news that Granite was awarded
the Specialized Secondary Program Grant is huge news toward continued progress and
building of the Systems and Design Academy (SCADA) and means good news for the
Family Resource Center as we fight to retain Zayra Hall as the director.
There is always a need to seek and apply teaching and assessment strategies that have
been proven successful, but successful techniques are practiced by most teachers at
Granite Hills and in some cases, such as the World Language Department, teachers
from other schools visit many times each year to learn the techniques used by the
whole department.
51
Chapter 3:
Student/Community ProfileOverall Summary from Analysis of
Profile Data and Progress
52
Granite Hills High School
Student Learning Goals
The staff is expected to ensure that all graduates will be able to:
• Communicate effectively in various forms
• Acquire and apply knowledge and processes based upon accepted state
standards as necessary for developing critical thinking, problems solving, and
career planning skills.
• Use technology effectively.
• Understand the importance of being responsible and productive members of
local, national, and global communities.
Behavior Expectations (PRIDE)
Participation
Respect
Integrity
Diversity
Excellence
Action Plan Goals
Action Plan Goal #1
change over time.
Action Plan Goal #2
students.
Action Plan Goal #3
53
Action Plan Goal #4
The action plan goals of the period of time after the last WASC visit up to the current
self-study visit, identified by the faculty and stakeholders and agreed to by the 2012
visiting committee, were a bit of a change from previous action plan goals for Granite.
Usually very academic progress oriented and focused on CST, CRT, and CAHSEE
improvement, this time they were more oriented toward putting into place programs
and services to meet student needs in order to create an environment where learning
can take place. It was felt by faculty and stakeholders that, in order to meet academic
needs and particularly for our critical learner groups, that first we had to meet some of
the less tangible and unfortunately less measurable needs. These include attachment
to the school by both students and their families and providing connections between
school, education, and community needs. This is increasingly important as we try to
equip 21st century learners for further education and careers/employment.
As we looked at the Chapter 1 data and demographics, along with the Chapter 2
progress on the action plan goals, one question and a revelation became clear about
how these action plan goals addressed the needs of our critical learners. The revelation
was that we really have little data over time to use to assess the success or failure. As
all schools had become accustomed, we had really thought of assessment data as API
and AYP and CSTs and benchmark CRTs and we had become pretty good at figuring
out which material was being well taught and where emphasis needed to be placed, but
now we realize that we are going to need to create our own data and it will need to be
generated yearly so it can be compared year to year. This data will need to be
collected in an efficient form but it will need to be provided by teachers themselves so
they must be very aware of who the critical learners are, in their classes, and assess the
progress of those students compared to the non-critical learners. Because the two
biggest programs at Granite, to address connecting students and their families to
Granite along with the goal of providing connections between school and
community/industrial needs toward further education and careers/employment (the
Family Resource Center and the Systems and Design Academy), are so new and
growing, it is felt that it is not too late to start collecting the data, discussed above,
54
moving forward. The actual classroom data would be able to show the effect of the
programs on individual critical learner groups and hopefully generate visible trends.
Clearly the need to collect usable data will need to be part of the new Action Plan Goals
generated from the Self-study process.
Having said the above about data, the faculty and staff have been working hard to
address the goals developed during the self-reflection of the last WASC Re-visit. There
is some evidence that the students in the SCADA are less likely to fail their math classes
than students who are not in the academy classes. Also, the teachers in the SCADA
academy courses are very experienced and skilled teachers. With their experience,
they have frequently noted that the SCADA students, though still immature freshmen
and sophomores, they seem more serious and become much more mature by the end
of the year as compared to the non-academy students that they teach and have taught
in the past.
As we looked at our goals and critical learner groups, we noted that, though the critical
learner groups could be broken down into English Language Learners, African American
learners, Special Needs learners, and socioeconomically disadvantaged learners. There
is much overlap among the learner groups. Especially when you look at the very high
percentage of free and reduced lunch students, there has to be a lot of overlap and this
will affect the services and programs that are needed.
Two huge components for meeting the needs and goals of all our students, including
our critical learner groups, involve our Family Resource Center and our partnership with
the community in the development of the System Control and Design Academy
(SCADA). As has been discussed extensively in Chapter 2, the Family Resource Center
has been expanding and spreading even further into the community as well as the
academic side of education through tutoring and para-educators in classrooms. The
survey results cited in Chapter 2 and elsewhere, indicate that students and families are
receiving services from the many services that are offered by the Resource Center.
Many of the types of services received indicate that the students and families receiving
them are clearly from our socio-economically disadvantaged sub-group. As our free
and reduced lunch demographic has consistently been well over half and is currently
about two thirds of our total student population that they are in fact receiving services
and the Resource Center is meeting the needs of this critical learner sub-group. Again,
education cannot take place until basic survival needs have been covered and a
connection (relationships) has been established.
55
As we looked at our critical learner subgroups, we noted that, even though they are
broken down into specific demographic categories; English Language Learners (ELL),
African American, low socioeconomic status (free and reduced lunch), and Special
Needs Students, the overlap puts many of these students into the “at-risk” category.
The System Control and Design Academy (SCADA) has also been squarely aimed at “atrisk” students as they enter Granite as freshmen. The goal is to have these students
take their education more seriously and understand that education is the pathway to
success after graduation. The partnership with community/industry leaders has allowed
the students to see that education is part of the process of growing up to become
productive members of the community and society which is specifically one of our
goals. Again, as noted above, evidence of success is mostly anecdotal at this time, but
it is hoped and planned that data will be able to be established and will show that the
academy is having the desired impact. Expansion of the academy program also has
now been aided by the recently earned Specialized Secondary Program Grant and this
will also enhance the ability of the school, with increased professional development and
technology upgrades, to insure that students, including critical learner groups, can use
technology effectively.
One of our action plan goals regarded the use of proven, research based instructional
strategies. The strategies discussed in Chapter 2 as well as Category C Instruction,
show that this goal, though always a work in progress, has been widely addressed. The
use of proven strategies, though obviously important for all learners, is even more
important for at-risk students who tend to be less self-motivated learners. After
meeting some of the physical and emotional needs of students, they need to be taught
effectively.
Parent and student surveys and many of the programs cited in Category E of chapter 4
show that parental and community involvement has been enhanced by the Family
Resource Center, the Systems and Design Academy, the increased use of Aeries
Gradebook and the Aeries parent portal. A recent commitment by the district to
provide Chromebooks to all students will allow even more connection with all students
including at-risk learners. Although the program will not give students internet access
at home if they do not already have internet access, it will allow all students access at
school so they can do things like access Aeries information, download documents and
use databases.
56
Special Needs Students have been helped by the new matrix to increase mainstream
access when appropriate for a student. Increased communication with general
education teachers as described in Chapter 2 has increased success for mainstreamed
students as the teachers know more about the accommodations needed by the
students.
Conclusions
Movement away from the data sources previously used by schools and faculties to
assess student success year to year, has left the need for Granite Hills staff to find and
create new ways to know how our critical learners are actually progressing. New data
needs to be generated in order to assess the effect on learning for critical learners as
well as all students.
Student and parent surveys show that we are increasingly able to allow families and the
community to be partners in the education of students.
The goal to meet the physical and emotional needs of students and families, in order to
encourage an environment where learning can take place, has been addressed by the
Family Resource Center, Peer Helpers, Grief Group, and more recently Cougars United.
Though difficult to measure the effect on learning, the overall feeling of increased wellbeing and connection is tangible if not measurable.
The System Control and Design Academy was created specifically to aid “at-risk” critical
learners to prepare for work/career/continued education. Being awarded the
Specialized Secondary Program Grant in itself shows that we are moving in the right
direction.
57
Chapter 4:
Self Study
58
Category A: Organization: Vision and Purpose, Governance, Leadership
and Staff, and Resources
Analysis must show distinctions that appear across the range of students (grade
level, diverse background, and abilities) and the variety of programs offered at the
school.
Examples include:
Online instruction approaches (school site or off site, integrated within other programs and/or
offered separately)
Specialized programs such as IB Diploma Program, college/career readiness programs,
school/college partnerships, AVID, and independent study programs.
Note: In some areas additional prompts have been inserted to emphasize the
analysis related to online instruction.
A1.
Organization Criterion
The school has a clearly stated vision and mission (purpose) based on its student needs,
current educational research, and the belief that all students can achieve at high academic
levels. Supported by the governing board and the central administration, the school’s purpose is
defined further by schoolwide learner outcomes and the academic standards.
Indicators with Prompts
Vision – Mission – Schoolwide Learner Outcomes – Profile
Indicator: The school has established a clear, coherent vision and mission (purpose) of what
students should know and demonstrate; it is based upon high-quality standards and is
congruent with research, practices, the student/community profile data, and a belief that all
students can learn and be college and career ready.
Prompt: Evaluate the degree to which the development of the school’s statements has been
impacted by pertinent student/community profile data, identified future global competencies,
and current educational research.
Findings
Evidence
Since the opening of Granite Hills High School in 1999, the faculty
● Prior WASCand staff have changed the vision and mission of the school
driven
community to reflect the changing needs of the community as those
collaborations
needs have changed over time. Each time that the school
● Surveys to
community has come together to work in the accreditation process,
stakeholders
the vision and mission have been re-addressed and altered as
through the
needed. Consensus was then sought and agreed upon. This
Family Resource
process has been ongoing and the current vision and mission was
Center as well as
59
recently reviewed and the purpose and objectives were agreed
upon in adopting some small changes.
●
Mission Statement
Our mission is to provide a safe, challenging, and supportive
environment in which all students learn the accepted standards of
each discipline, and can acquire the knowledge and critical thinking
skills necessary for leading successful and productive lives as
responsible members of society.
The staff has used available demographic, testing, and survey data
to adjust those vision and mission goals. Once again as the
previous Three-Year Revisit was completed, the vision and mission
goals were looked at and adjustments were made to make sure that
the goals were current and fit the needs of the school and
community. In light of the new common core standards and
changes in the types of standardized testing, the vision and mission
were adjusted to ensure that the needs of students are being met.
●
●
●
surveys through
the whole school.
Ongoing
administrative/sta
ff overview
SCADA academy
collaboration with
community and
industry leaders
and businesses.
Ongoing analysis
of test data by
departments
Frequent
consultation
between
counselors and
students
As our percent of free and reduced lunch and breakfast numbers
have increased (now 65%), changes in mission and vision have also
reflected the changing needs of employers and post-graduate
educational systems such as junior colleges, universities, and
vocational schools. These changes have included an increased
emphasis on trying to make sure that students do not need
remedial courses once they enter post-graduate educational
systems and employment. The current Vision Statement reflects
what the staff has decided that our school must do to benefit our
students as they continue on past high school.
Vision Statement
The Administration, faculty, and staff of Granite Hills High School
strive to provide a rigorous and creative environment by
implementing diverse programs and curriculum to meet the unique
needs of the 21st century student. In order to achieve this goal,
Granite Hills will utilize engaging research-based lessons supporting
common core standards.
In addition to the mission and vision goals, Granite Hills has
adopted the “The Three R’s: Relationships, Rigor, and Relevance”
as our motto. It is felt that the mission and vision reflect that
motto.
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“The Three Rs”
Relationships:
61% of students said that there is an adult at school with whom they can talk and
16% said there is not.
87% of students said that they have a group of friends at school and only 6.3%
said they do not.
Rigor:
72.5% of students said their courses challenge them academically. Less than 10%
said they don’t.
Relevance:
63% of students surveyed said that there are classes, at Granite, to provide
exploration in career possibilities and interests. Only 12.4% said there were not.
Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes
Indicator: The processes to ensure involvement of representatives from the entire school,
business, industry, and community in the development/refinement of the vision, mission, and
schoolwide learner outcomes are effective.
Prompt: Evaluate the effectiveness of the processes.
Findings
Two years ago Granite Hills started the Systems and Design
Academy referred to as SCADA (SCADA which stands for
“Supervisory Control and Data Acquisition” is a much in demand
training and skill set in industry). Faculty and staff, involved in the
academy, have worked very closely with industry partners to
make decisions about what the school and academy needs to do.
These partners worked with faculty, counselors, and
administration to create the course offerings and pathways that
are needed for students to enter the job market. There is not yet
enough comparative data to accurately assess the SCADA
academy effectiveness but that information will become available
for analysis as the academy grows over the next few years.
Evidence
● PTSO & Industry
Partners are
consulted in the
development of
new programs to
help address
learner outcomes
and the overall
school mission.
● Representatives
from the
Department of
Rehabilitation
61
Counselors and staff frequently communicate with feeder schools
as well as the local community college. Granite Hills participates
in the Bridge Program to facilitate a smooth transition to postgraduate education.
●
The PTSO, Family Resource Center, and surveys have produced
feedback about scheduling and course offerings.
●
●
●
●
●
●
consult students in
career awareness,
resume writing, and
job interview skills.
SCADA Academy
partnerships with
local industry.
SCHOOL SITE
COUNCIL
SKILLS USA
MEEC
Administrators do
meet and greet
with
parents/community
leaders
WST
TPP
Understanding of Vision, Mission, and Schoolwide Learner Outcomes
Indicator: Students, parents, and other members of the school and business community
demonstrate understanding of and commitment to the vision, mission, and the schoolwide
learner outcomes.
Prompt: Evaluate the degree to which the school ensures that students, parents, and other
members of the school’s community understand and are committed to the school’s vision,
mission, and schoolwide learner outcomes.
Findings
Granite Hills High School uses numerous avenues for
communicating to parents and families the opportunities and
programs available at the school. Parents are invited to attend
information nights to learn more about school programs designed
to address learning goals and outcomes for students. Parents
have opportunities to ask questions and contribute suggestions to
help guide these programs.
Evidence
● Back to school
night
● AP Night, AVID
Night, & SCADA
Night
● District Advisory
Board included
parents to help
plan a school
Parents and students are also invited to many informative evening
calendar to help
meetings throughout the year.
support student
learning
The Family Resource Center has many community outreach
● Incoming 9th grade
events including informational events and weekly tutoring at
showcase
feeder schools.
62
It has been suggested, and is being considered, to add the school
mission and vision statement to grade report cards to further
insure that families understand the goals of the school
community.
●
●
●
●
●
●
●
●
●
●
●
College Fair
Fall, Winter, Spring
Sports Parent
Awareness Night
(beginning of the
season)
EL Summer
Academy
Family Resource
Center outreach
efforts
Principal Meet and
Greets
Electronic copies of
student handbook
available online
Discipline
Assemblies
ELAC meetings
Annual IEP
meetings
Transition IEP
meeting for
incoming SPED 9th
graders.
FASFA/ Career
Center workshops
Regular Review and Revision
Indicator: The school is implementing an effective process for regular review/revision of the
school vision, mission, and the schoolwide learner outcomes based on student needs, global,
national, and local needs, and community conditions.
Prompt: Evaluate the effectiveness of the process for revising these statements with wide
involvement.
Findings
Since the first vision and mission statement was developed fifteen
years ago, it has been adjusted to meet the needs of the school
and community as it has changed over time. Input and feedback
has been sought and given by community members, SCADA
partners, and the school system governance as the standards
Evidence
●
●
handbook course
descriptions revised
yearly
weekly PLC
meetings
63
have evolved and continue toward common core standards and
assessments.
●
●
●
●
●
●
Meetings with
SCADA industry
partners
School Site council
ASB Student
Council
PTSO
IEP meetings
75 percent of
weekly meetings
are dedicated to
PLC work.
Prompt: Comment on the degree to which this criterion is being addressed.
Prompt: Comment on the degree to which this criterion impacts the school’s ability to address
one or more of the identified critical learner needs.
Findings
Evidence
● Special ed. classes
Granite Hills has provided many avenues for our English Language
● 2nd semester Math
Learners and our special needs students to find success in school
1 remediation
and beyond. The students and families that are kept informed
● EL classes
know that they have access to the administration and staff at
● EL counselor
Granite. The Family Resource Center started in 2012 has played
available weekly
a vital part in communication between the school and families.
● Foster counselor
available weekly
SART meetings are held in both Spanish and English. Mrs.
● IEP’s
Whitfield goes over all the state and district rules. She presents
● STEP
campus police, counselors, and the Family Resource Center and
● SUCCESS
after school programs. The Spanish version of the meeting takes
● small class sizes
place in the Family Resource Center and is given by Mrs. Hall.
● Parent/Teacher
She goes over our gradebook portal system, the clothing closet,
Conferences as
food pantry, and school supplies. Counselors go over graduation
needed
requirements at both versions of the meetings and emphasize the
● Para educators
importance of attendance and the effect attendance has on
(bilingual and/or
grades.
special ed.) are
assigned to
indicated
classrooms based
on the student
needs
● EL counselor
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●
●
●
●
●
●
●
●
●
Foster youth
counselor
ELD team
Read 180
Speech Therapy
Advocate for each
special needs
students
After school
tutoring
Academic
Intervention
Program
Summer School
Math 1 ParaEducator in class
and After-School
Conclusions:
The vision and mission of a comprehensive high school is frequently changing as the needs of
students, families, community, and career/educational opportunities change. The faculty and
staff and the entire program at Granite have adapted over the years and as Common Core
becomes adopted more completely, the mechanisms for gauging and then adjusting vision and
mission are in place. Ensuring that all stakeholders are aware of the vision and mission
continues to be a challenge but again it is hoped that the many of the programs, meetings,
“nights,” and communication systems, will continue to encourage family participation and
understanding of the purpose of Granite Hills High School.
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A2.
Governance Criterion
The governing board (a) has policies and bylaws that are aligned with the school’s purpose and
support the achievement of the schoolwide learner outcomes and academic, college, and career
standards based on data-driven instructional decisions for the school; (b) delegates
implementation of these policies to the professional staff; and (c) monitors results regularly and
approves the single schoolwide action plan and its relationship to the Local Educational Agency
(LEA) plan.
A: Governing Board
Indicator: The policies and procedures are clear regarding the selection, composition and
specific duties of the governing board, including the frequency and regularity of board
meetings.
Prompt: Provide evidence that the policies and procedures regarding the selection,
composition, and specific duties of the governing board, including the frequency and regularity
of board meetings are clear.
Findings
Evidence
● District wide emails
The Apple Valley Unified School District School Board is the
● AVUSD.org/trustees
governing body of the District. It meets regularly on the third
● Staff is notified of
Thursday of each month of the school year. Special meetings are
board meeting times
scheduled as needed and are posted at least 72 hours in
and locations
advance as directed by the Brown Act. The community elects the
● AVUSD school board
Governing Board, which is comprised of five members. Each
minutes are posted
member’s term is four years, and elections occur in alternating
online
years. The governing board has the responsibility of setting
● AVUSD school board
districtwide policy as outlined by the Administrative Regulations.
meetings/agenda
Board policies are regularly updated and publicly available online
provided online at
as well at each school site.
AVUSD website
● Three of the school
board members are
former teachers and
principals including
the first principal at
Granite and a long
time former teacher
at Granite.
66
Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes
Indicator: The governing board’s policies are directly connected to the school’s vision, mission,
and schoolwide learner outcomes.
Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and
schoolwide learner outcomes through its programs and operations.
Findings
Evidence
● Three of the school
Board policies are set in general terms, and each school site
board members are
creates a vision unique to the population it serves that aligns
former teachers and
with board policy and supports those outcomes. Granite Hills
principals including
has student learning goals that fit well within the District goals of
the first principal at
Academic Performance, Student Safety, and transition to the
Granite and a long
Common Core Standards.
time former teacher
at Granite.
The Governing Board of the Apple Valley Unified School District
● School Board
does not directly influence the development of the school site
members are often
student learning goals or Mission and Vision, leaving that to
invited to school
school leadership within the confines of the broader goals of the
events frequently
board. However, the Governing Board reviews and approves the
attend.
Single School Plan for Student Achievement yearly. This review
process requires each school to align expenditures with the datadriven goals and priorities for that year. This process is based
entirely upon student achievement data reviewed at the site
level by the School Site Council. Further, the District Office
reviews and maintains fiscal oversight of the school site budget
for all resources.
Additional Online Instruction Prompt: Evaluate the policies related to online instruction for
effectiveness in clarifying the vision for the school’s use of various types of online curriculum,
instruction and support methodologies; this includes, upgrading or updating technology,
acceptable use policies, CIPA policies, and policies to ensure internet safety.
Findings
The school district requires all staff and students to sign an
internet user agreement in order to allow them to use the
district system. Aeries portals are controlled and monitored by
district personnel.
Evidence
● APEX
● English-in-a-Flash
● Read 180
● Aeries Account
● Staff and students
must sign an
internet user
agreement form
● District wide policy
guidelines for APEX
67
Understanding the Role of the Governing Board
Indicator: The school community understands the governing board’s role, including how
parents can participate in the school’s governance.
Prompt: Evaluate the ways the school community and parents are informed as to how they
can participate in the school’s governance.
Findings
Evidence
All meetings of the Board of Trustees are open to the community
● PTSO
and parents. School Board meetings are posted on the District
● School Website
Website. In addition, the time and place of
● GHHS online
Board meetings are e-mailed to staff. Meetings include
newspaper
designated times for public comments and concerns.
● District website
Representatives of Granite Hills, including students, teachers,
● Auto dialers
and administrators make presentations at School Board meetings
● Family Center
to inform and update Board Members and the community. There
● Electric Sign
is an active Superintendent's Parents Advisory Committee and
● Parental involvement
Teacher Advisory Committee. Both groups have a representative
in the development
from the GHHS school community.
of their child’s IEP
● Teacher websites
Parent Participation in school governance comes in three key
● Family Center
areas:
website
1. Parents are members of the Parent Teacher Student
● Flyers in the front
Organization. Currently there are 3 regular attendees.
office, counseling,
2. Parents are members of the School Site Council. Currently
registration and
there are two parent members.
Family Center
3. Parents have input into the programs with which their
● Counseling
students are connected through the booster clubs or parent
● Board Agendas
organizations connected to the programs, clubs, sports, and
● http://www.avusd.or
activities. Parents are welcome and involved when it comes to
g/boardof-trustees
key decisions about their community school. Responses to the
● Parent Survey
Parent Survey indicate that 63% feel they are partners in helping
● PTSO Membership
the school educate their children, and 73% of responders said
● SSC Membership
they attend their student’s activities or events.
● Parent Groups
Parents and students are encouraged to participate in shaping
budgetary decisions. In June of 2013, Governor Jerry Brown
signed a new era of school finance into California law. The new
funding model is known as the Local Control Funding Formula
(LCFF). It reshapes school funding, with the promise of
additional funding (trying to recapture the level of 2007-08), and
squarely aimed to improve achievement for all students. During
the 2013-2014 school year, Apple Valley Unified School district
68
with the help of parents, faculty and industry partners created
our Local Control and Accountability Plan (LCAP). We report out
yearly on what we have done to meet this plan and review and
revise with the input of parents and students the areas that we
all think are necessary.
Parent input to this process is invaluable and they are
encouraged through letters and auto-dialer messages from the
principal to join in this important work.
Governing Board’s Involvement in Review and Refinement
Indicator: The governing board is involved in the regular review and refinement of the
school’s vision, mission, and schoolwide learner outcomes.
Prompt: Evaluate the processes for involving the governing board in the regular review and
refinement of the school’s vision, mission, and schoolwide learner outcomes.
Findings
The Mission and Vision statements are reviewed by our
governing board yearly when the School Accountability Report
Card (SARC) is submitted. This report is not only important to
the governing board it is also a way to provide the public with
important information about our school and it also allows us to
communicate our schools progress in achieving our mission and
vision.
Evidence
● SARC
B: Professional Staff and Governing Board
Indicator: There is clear understanding about the relationship between the governing board
and the responsibilities of the professional staff.
Prompt: Determine whether there is clear understanding about the relationship between the
governing board and the responsibilities of the professional staff and how that understanding is
developed and maintained.
Findings
The Board of Trustees directs the Superintendent to provide
clear guidance to school site Principals so that general
instructional goals, which align with state requirements, are met.
This is accomplished through an ongoing review of the school’s
programs through reports of test scores for the school site, and
through presentations by the Principal or staff members to
ensure that District goals and objectives are met. Review of
STAR scores, CAHSEE results, Graduation rates, UC/CSU A-G
Evidence
● Teacher Handbook
● Staff Meetings
● AVUSD Board Policy
69
Requirements completion, and CELDT results for ELL are all used
in assessment.
Furthermore, the Governing Board provides the school site with
the freedom to develop and implement programs that address
the needs of students and requirements set forth by the state.
In essence ,the Board of Education hires the Superintendent to
carry out policy. The Superintendent and his cabinet support
school sites, ensuring that board policy and decisions are
followed. Carrying out the decisions of the Governing Board in
the classroom is the responsibility of the professional staff.
C: Board’s Evaluation/Monitoring Procedures
Indicator: There is clarity of the evaluation and monitoring procedures carried out by the
governing board, including the review of student performance toward career and college
readiness, overall school programs and operations, and the fiscal health of the school.
Prompt: Determine the degree to which there is clarity of the evaluation and monitoring
procedures carried out by the governing board.
Findings
The Governing Board annually evaluates reports of student
performance, academic progress, the fiscal health of the school,
as well as the performance of the site principal.
The governing board receives reports from the District Business
Office regarding the school budget and reviews the GHHS School
Accountability Report Card, which contains detailed information
about school demographics, student achievement, school safety,
student attendance, facilities, discipline policies, and professional
development goals.
Evidence
● Teacher Evaluation
Process
● Evaluation of
Student Performance
Data
● Fiscal Audits
● GHHS School
Accountability Report
Card
The Governing Board, with the Assistant Superintendent of
Curriculum and Instruction, compiles, reviews, and evaluates
student and school performance data for Granite Hills High
School. Ongoing review of data for the school site’s test scores
on the California High School Exit Exam (CAHSEE), Standardized
Testing Achievement Results (STAR), and the Academic
Performance Index (API) helps to assess whether district goals
and objectives are met.
70
D: Complaint and Conflict Resolution Procedures
Indicator: Comment on the effectiveness of the established governing board/school’s
complaint and conflict resolution procedures.
Findings
Complaints fall into two categories. The first is uniform
complaints, which include Category A 37 those regarding sexual
harassment, personnel, and/or discrimination. The process for
addressing uniform complaints is delineated in the Education
Code, and further, per the Brown Act, information on the
process is posted in the office.
General complaints, which include all other types of complaints,
fall into the second category. AVUSD follows a well established
and documented process to resolve complaints. A student/parent
complaint at the school site is addressed by an Assistant
principal. Should the assistant principal be unable to reach a
resolution, the principal attempts to resolve the issue. If the
principal and the complainant do not reach a satisfactory
resolution, the complaint is referred to the appropriate Assistant
Superintendent or Director at the District Office for investigation
and resolution. AVUSD has assigned Director of Human
Resources, Donna Colosky, as complaint officer.
Evidence
● Administration,
Counseling,
● Education Code
● Discipline Continuum
● Student Handbook
● Faculty Handbook
● Board Police
● Uniform Complaint
Form
Findings
The process that GHHS uses to address parent/student
complaints plays an important role in the school’s ability to
address critical learner needs. Should there be a student
complaint or a need for a conflict resolution an assistant
principal will hear that complaint. Once the initial complaint is
made, the assistant principal will begin a preliminary
exploration of the student’s profile by looking at student
grades, attendance and previous discipline. The next action
by the assistant principal depends a great deal on the nature
of the complaint or conflict, but will likely include the
Evidence
• Peer helpers
• Counseling
• Government
agencies (211) to
assist in counseling
• Schedule changes
• SST
• Psycho education
• Parent contact
• Behavior contracts
71
following: an extensive investigation, following progressive
discipline, involving the student’s counselor, involving Peer
Helpers to mediate a conflict, contacting parents and/or
possibly changing a student’s schedule. In certain cases it
may be necessary to involve specific government agencies to
assist in counseling or involving the school psychologist for a
psycho-educational assessment of the student. In addition, a
review of the student’s records may indicate that a Student
Study Team (SST) meeting needs to be called to address the
student’s academic or behavioral performance, or to place the
student in remediation.
Conclusions:
The Apple Valley Unified School District personnel, AVUSD School Board members, and the
administration of Granite Hills High School have and continue to work together to ensure that
the mission and vision of the school is designed and dedicated to the success of students.
Necessary procedures and district and board policies are in place to monitor the success of the
school in all areas from academics to safety and budget.
Complaints of any kind are handled by District policies and hierarchies through the school site,
district, and school board.
72
A3.
Leadership:
Continuous Planning and Monitoring Criterion
Based on student achievement data, the school leadership and staff make decisions and initiate
activities that focus on all students achieving the schoolwide learner outcomes and academic,
college, and career standards. The school leadership and staff annually monitor and refine the
single schoolwide action plan based on analysis of data to ensure alignment with student needs.
Broad-Based and Collaborative
Indicator: The school’s planning process is broad-based, collaborative, and has commitment of
the stakeholders, including the staff, students, parents, and business community.
Prompt: Comment on the effectiveness of the school planning process to ensure that it is
broad-based, collaborative and fosters the commitment of the stakeholders, including the staff,
students, parents, and business community.
Findings
Evidence
The planning process at Granite Hills High School involves
● PLC meetings
many different groups including the Parent Teacher Student
● PTSO
Organization (PTSO), School Site Council (SSC), the
● Industry Partners
Administrative Team (ATM), Career Technical Education (CTE)
regular meetings with
Advisory Panels, SCADA Academy industry partners, as well
SCADA
PLC meetings designed to specifically look at action plans and
● ROP
the planning process. Although the Single School Plan for
● Business Advisory
Student Achievement must be approved by the twelve
Meetings
members of the School Site Council, several groups have
● IEP meetings
input on decisions for programs.
● Family Center
● Career Center
The Administrative Team and core department chairs work
together in accordance with the School Site Plan to
disseminate information to the core departments.
Departments meet regularly to review data showing their
students’ progress on CST’s and CAHSEE. Although Core
Department teachers are just in the beginning process of
establishing useful common core assessments, the process is
started in several departments and work continues.
Departments also meet in grade level PLCs to refine
curriculum based on any available assessment results. The
use of CRTs as assessments is declining but departments still
● Skills USA Community
use some of the available data.
Service Project
● Service Learning
The System and Design Academy (SCADA) pathway and ROP
Projects
occupation pathways have collaborative advisory groups:
73
committees made up of teachers, parents, community
industry sector representatives, district administration and
board members. These groups advise both programs
regarding developments in the industry that drive
corresponding changes to curriculum.
●
●
●
●
CTE and ROP courses also have advisory panels comprised of
teachers, students, and community/industry members that
meet at least once a year. Community and industry members
are invited directly by the teacher, and their participation is
voluntary.
New a-g UC courses
Changes to the Master
Schedule
Internships for SCADA
students
Involvement in local
government
Community and industry members participate because they
are helping the future employees of their businesses. These
community and industry members have a vested interest in
the proper education of students in the program. These
CTE/ROP panels advise teachers on the types of equipment
being used in the industry, the curriculum, and the
performance of students entering into the industry workforce.
The Advisory Panel brings requests for necessary changes to
the attention of the County.
These meetings have resulted in the adoption of a second
year double block Advanced TV Video Production course,
which has been “a-g” UC approved and was put on the
schedule this year. Our SCADA team with the help of our
industry partners created a new Biochemistry course designed
specifically with water conservation in mind which was also ag UC approved and has been implemented this year.
Because of advisories in our career health occupation classes
we are in the process of adopting a third year Spanish Medical
Terminology course. Our partners have indicated that there is
a lack of Spanish speaking students who understand medical
terminology so we plan to adopt and offer this course next
year.
We just received an SSP Implementation grant for SCADA
which will require us to create 2 new CTE a-g UC approved
courses for next year. These will be advanced coding and
robotics courses. We will rely heavily on our industry partners
and their expertise to help create these courses.
74
Our students also see the need to work with industry partners
and have taken on the task of organizing the re-landscaping
of our campus. They have decided to do this to unite our
staff and create a service learning project which will also
involve our school as a demonstration school. This project
will involve cross curricular work and will involve many
disciplines and multiple years to finish.
We just received an SSP Implementation grant for SCADA
which will require us to create 2 new CTE a-g UC approved
courses for next year. These will be advanced coding and
robotics courses. We will rely heavily on our industry partners
and their expertise to help create these courses.
Our students also see the need to work with industry partners
and have taken on the task of organizing the re-landscaping
of our campus. They have decided to do this to unite our
staff and create a service learning project which will also
involve our school as a demonstration school. This project
will involve cross curricular work and will involve many
disciplines and multiple years to finish.
Our SCADA partners are asking for students to intern on their
sites, and we are working on MOU’s to make this happen for
their junior year. Students are working directly with the Town
of Apple Valley to help with a grant to acquire historical land
for a park, which will allow our students to again work hand
and hand with the town and with industry to develop the land
and create something for the community.
A student team has also won the right to work on a proposal
with the town to develop a hotel project in this area. These
students are working directly with the town economist and
marketing experts.
75
School Plan Correlated to Student Learning
Indicator: The school’s Single Plan for Student Achievement is directly correlated to the
analysis of student achievement data about the critical learner and career readiness needs;
schoolwide learner outcomes; and academic, college, and career standards.
Prompt: How do staff ensure that the analysis of student achievement of the critical learner
and career readiness needs, schoolwide learner outcomes, and academic and career readiness
standards are incorporated into the plan and impact the development, implementation, and
monitoring of the plan?
Findings
The Administrative Team and Core Department Chairs work
together in accordance with the School Site Plan to
disseminate information to the core departments. Department
PLCs meet regularly to review data showing their students’
progress on available CST’s as well as CAHSEE tests and
practice tests.
The changes in CST/STAR assessment systems have left a
void in available assessment. Although in the early stages of
common core assessment, Core departments now meet to
design and consider common assessments that can be used
by whole departments in the future. Core teachers also meet
in grade level collaborative groups to refine curriculum based
on assessment results.
Evidence
● APEX
● AVID
● ROP
● After school tutoring
● WST
● TPP
● Student IEPs
● CELDT test
Despite the changes in available assessments, enough
information is available to identify at-risk and low achieving
students in order to make changes to classes and programs.
Opportunities for assisting in credit recovery are offered as
needed.
Changes in class level are made to adjust for student needs
and abilities. Math sections have been collapsed to allow for
the common core insistence on “working to mastery.” An
early assessment strategy to place incoming 9th graders
appropriately has been discussed but not yet implemented.
The SPED department brings in representatives from the
Department of Rehabilitation to consult with students in
career awareness, resume writing, and job interviewing skills.
Teachers, parents, and students discuss career choices,
transition services, and annual goals during IEP meetings.
76
The school ELD team meets to analyze grades, CELDT scores,
and other testing data to determine appropriate student
schedules and para-educators and ELD teachers contact
parents as needed.
To address the district goal of increasing the number of
students who complete the UC/CSU a-g requirements, the
AVID program receives financial support from Title I funds to
hire tutors to work in classrooms and to offset the costs of
college field trips. Despite the financing and effort, the
percentage of college acceptances for AVID students for this
last year has dropped considerably due to a number of things
addressed in Chapter 1. There has been an increase in the
rate of completion of the a-g requirements, which had
dropped before last year. To foster a college-going culture,
the Single School Plan also provides funds to offset costs of
Advanced Placement Testing for low-income students and of
Preliminary Scholastic Aptitude Test (PSAT) for AVID 10th
graders. Additionally, Local Control and Accountability Plan
(LCAP) also provides for a fourth counselor as a means of
addressing the low academic performance among the ELL
population at GHHS.
Correlation between All Resources, Schoolwide Learner Outcomes, and Plan
Indicator: There is correlation between allocation of time/fiscal/personnel/material resources
and the implementation, monitoring, and accomplishing of the Single Plan for Student
Achievement.
Prompt: Evaluate the degree to which the allocation of all resources support the
implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.
Findings
GHHSl has consistently put its money and staff where the
most benefit is in order to achieve its goals. 63% of teachers
agreed that the school’s resources are effectively used to
support student academic achievement while only 6.5%
disagreed. Over 50% of parents surveyed agreed or strongly
agreed that the school uses its resources to support student
academic achievement. While there was a large number of
parents that were uncertain on that question, only 15%
Evidence
● Math 1 para-educator
in class and afterschool
● EL Para-Educators in
class and after-school
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disagreed. The School Site Council meets to allocate Title 1
funds based on the needs of the school including funding and
staffing the AVID program, and adding a counselor to meet
the needs of the ELL population and a full time math paraeducator to meet the needs of the students struggling in
math.
Granite Hills’ staff realized that a significant factor in test
scores was students’ lack of motivation and awareness about
the importance of test scores. It was clear that students were
not testing to their full ability. Analysis of student data
revealed that higher-achieving students were not scoring to
their fullest capacity. Teachers noted that AP students didn’t
take tests as seriously because they didn’t fully understand
the importance. Thus, teachers and students made a
conscious and concentrated effort to motivate AP and higherachieving students to do the best they could.
LCAP funding formulas reflect the need to support three
subgroup (ELL, Foster, & Low Income). The Student Learning
Goals (SLGs) are addressed in all areas of planning and fiscal
allocations. Through the ROP, CTE courses, and SCADA
academy, students are expected to become valuable
community participants. The emphasis on common core
working to mastery addresses the Academic Achiever and
Skillful Thinker/Communicator Goal. The switch to moving
students to the math 1 classes, the SCADA academy, and the
Student Single School Plan address those students who are
most at risk of not achieving.
●
●
●
●
The purchase of two new Chromebook Labs, the creation of
the Robotics’ Lab, and the updating of several other
computer labs shows a commitment to offering students the
industry correct technology and the skills required for being a
21st Century Learner.
SCADA academy
planning
Common core training
for all departments
Sign-in sheets for all
stakeholders
The creation of
priorities for LCAP
funding.
Although staff at Granite have been struggling with the
current lack of as many standardized assessments as before,
fiscal resources were poured into the training of teachers in
the analysis of student data, initially using DataDirector, now
Illuminate. Teachers needed training to use the system and to
analyze the data. Now disaggregation and analysis of data are
78
routine at core department meetings. The district has also
provided whole day common core inservices for all
departments, and multiple days for core departments.
The district office schedules and holds regular meetings with
stakeholders to develop LCAP funding priorities. These
meetings are held at various locations including Granite Hills
and include faculty, staff, parents, and students.
Conclusions:
Money, time, and training have been provided by the school and the district in order to increase
understanding and use of data for adjustment of program and practices. Training in common
core standards and strategies has been provided for all departments with an emphasis on the
core departments.
Most agree that the shift to common core will eventually create more benefit for students, as
they are allowed to work to mastery and not just push forward to prepare for a standardized
test. However, the void in assessments and assessment data has created new need for
creation of viable assessments to provide adequate data for analysis. This is now a major
priority and will be a major component of our evolving action plan.
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A4.
Leadership and Staff Criterion
A qualified staff facilitates achievement of the academic, college, and career readiness
standards and the schoolwide learner outcomes through a system of preparation, induction, and
ongoing professional development.
Employment Policies and Practices
Indicator: The school has clear employment policies and practices related to qualification
requirements of staff.
Indicator: The school has procedures to ensure that staff members are qualified based on
staff background, training, and preparation.
Prompt: Evaluate the procedures to ensure all staff members in all programs, including online
instruction based on staff background, training and preparation are qualified for their
responsibilities within any type of instruction to ensure quality student learning.
Evaluate the clarity of employment policies and practices related to
qualification/statutory requirements of current and potential staff for all programs, including all
types of online instruction and specialized programs such as college/career preparation.
Prompt:
Findings
Evidence
The District Office recruits and hires both Classified and
● Apple Valley Unified
Certificated personnel. The Assistant Superintendent of
School District Board
Human Resources coordinates with site interviewers to ensure
Policy and
that all relevant bargaining agreements and labor policies are
Administrative
followed.
Regulations
● Title I
The Personnel Commission of the Apple Valley Unified School
● Apple Valley Unified
District has clear guidelines regarding the hiring and placing
Teachers’ Association
of personnel throughout the district. The Principal of Granite
Contract
Hills High School complies with Human Resources to place
● San Bernardino County
teachers and support staff in appropriate areas. Additional
Regional Occupational
staffing on behalf of the AVID (Advancement Via Individual
Program
Determination) program supports the AVID classrooms and
● NCLB
the community donations contribute to the functioning of the
● Common Core
Family Resource Center and the programs they do. Tutors
Trainings
and para-educators specializing in math and EL services have
● CLAD/BCLAD cert
been hired to assist in these programs following the
● Verification of
guidelines of the support staff hiring procedure. All classified,
credential status
non-teaching positions follow the same process.
publically available on
CTC website
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●
●
●
Autism Certificate
BTSA
Teacher Credential
Table
Maximum Use of Staff Expertise
Indicator: The school has a process to assign staff members and provide appropriate
orientation for all assignments, including online instruction and specialized programs so that the
expertise of the staff members is maximized in relation to impact on quality student learning.
Prompt: Evaluate the process to assign staff members and provide an appropriate orientation
process to ensure all staff are qualified and prepared or their responsibilities including any type
of online instruction.
Findings
Staffing at Granite Hills High School is determined based upon
student enrollment figures. During the registration process
teaching assignments are made according to the credential
held by the individual and enrollment numbers for courses.
The Administration, working with department members,
assigns staff to accommodate student needs with special
consideration of the particular skills and knowledge of the
teachers as unique individuals.
Evidence
● Master Schedule
Planning Process
● SCADA Teaching Teams
The Master Schedule development begins in early February
with visits to local middle school students and program
showcase for families. Since the District provides for open
enrollment, families may choose to send their students to
either of the two comprehensive high schools. Unfortunately
at this time, for a variety of reasons, Granite Hills has lost
some students to the other Apple Valley High School, which
does affect the staffing at Granite Hills.
The AVID program relies on active recruitment of teachers
among the staff who volunteer to participate in training to
teach the AVID elective. Similarly, the SCADA academy
recruits from the staff to serve on their teams of core and
elective teachers. These teachers attend trainings to focus
their courses on the career emphasis of their academy.
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Defining and Understanding Practices/Relationships
Indicator: The school has clear administrator and faculty written policies, charts, and
handbooks that define responsibilities, operational practices, decision-making processes, and
relationships of leadership and staff.
Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and
handbooks that define responsibilities, operational practices, decision-making processes, and
relationships of leadership and staff. Determine the degree of clarity and understanding of
these by administration and faculty.
Findings
The Granite Hills High School Faculty Handbook, in
compliance with the Teacher Contract, clearly outlines
responsibilities and practices of certificated staff members.
The Faculty Handbook is now in electronic form and available
to all staff through a shared drive. Administrative duties are
more specifically delineated in a document shared with staff
at the opening meeting.
The School Leadership Team (SLT) incorporates a clear
decision-making process in its SLT Norms document. The
group invites all staff members to join to ensure wide
representation from all departments and stakeholder groups.
All new members are trained in the consensus process.
Faculty is invited to participate in SLT meetings and to bring
any issue forward for consideration.
Evidence
● GHHS Faculty
Handbook
●
●
●
Administrative
Assignments Document
SLT Norms
Single School Plan
The School Site Council meets to determine funding to
support the Single School Plan with Title I funds. The bylaws
for that group are adopted from the County of San Bernardino
recommendations. New members are elected each year from
nominees from the shareholder groups: administrators,
teachers, classified staff, parents, and students.
The Granite Hills High School PTSO partners with teachers
parents and students to help foster a sense of community
among all Granite Hills families and to support the excellent
educational environment.
The following are a few ways Granite Hills parents are
supporting Granite Hills High School with their PTSO
membership:
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Academic Programs: The PTSO works closely with teachers
and the GHHS administration to provide financial aid for
needed programs and materials that support both the
students and teachers at GHHS. They also purchase needed
items for the classroom through the PTSO Teacher Wish List.
Staff Support: The PTSO Hospitality Committee provides
support to the teachers throughout the year, including staff
luncheons, coffees and teacher gift bags.
Community Building: The PTSO provides communication to
the entire community regarding what's‘ happening on
campus.
Internal Communication and Planning
Indicator: The school has effective existing structures for internal communication, planning,
and resolving differences.
Prompt: How effective are the existing structures for internal communication, planning, and
resolving differences?
Findings
The SLT (school leadership team consisting of administration,
department chairs, and other school leaders) meets at least
once a month to discuss school-wide concerns and
achievements. These regular meetings provide an effective
and efficient forum to address concerns and discuss
differences relating to school policy.
Departments meet monthly on minimum days to review data,
share materials, make curriculum adjustments, and address
concerns and provide suggestions. The SCADA academy
meets at least once a week during a common conference
period. Further communication occurs through social media:
the GHHS Website, electronic mail, and Google Docs. Daily
announcements are publicized to the entire school via
loudspeaker, video, and e-mail.
The Administrative Team, including the Head Counselor and
the Athletic and Activities Director, meets weekly to discuss
upcoming events and to address conflicts and/or pending
issues.
Evidence
● SLT meeting notes
● Department meetings
● SCADA meetings
●
●
●
GHHS website
Daily bulletin
Weekly video cast
●
ATM
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As with any institution, differences do exist at Granite Hills
High School. Because of the clear delineation of
responsibilities in the Student Handbook, Faculty Handbook,
and the Administrative Responsibilities Document, parents,
staff members, and students know where a specific issue
should be taken to be resolved
●
●
Student Handbook
Faculty Handbook
Staff Actions/Accountability to Support Learning
Indicator: The school evaluates the effectiveness of the processes and procedures for
involving staff in shared responsibility, actions, and accountability to support student learning
throughout all programs. This includes an evaluation of the kinds of collegial strategies used to
implement innovations and encourage improvement, such as shadowing, coaching, observation,
mentoring, group presentations.
Prompt: How effective are the processes and procedures for involving staff in shared
responsibility, actions, and accountability to support student learning throughout all programs?
Provide representative examples and data regarding impact on student learning.
Findings
Each year the Administrative Team presents disaggregated
CST and CAHSEE results to the staff along with discussion
about what this data reveals about the learning of all
students. Following that meeting, core departments meet to
review their own data in detail. The data management
program Illuminate provides information that drives planning
to address identified areas of need. Departments continue to
meet throughout the year to analyze data and refine their
courses. Survey data indicates that 79% of teachers evaluate
their programs on an ongoing basis and only 4.2% said they
did not. Core content area teachers meet in like subject
groups during the school day on released time to evaluate
any available assessment data.
Evidence
● Staff Meetings
● Department Meetings
● CST and CAHSEE
● Data Illuminate
● Certificated Staff
Survey
● observation notes from
evals
● attendance records
● all levels of student
meetings with
counseling
Currently the core department faculties are facing the
challenge of creating or acquiring common core assessments
which will further allow assessment of programs and results.
In 2013, Granite Hills partnered with industrial leaders to
create the Systems and Design Academy (SCADA). The
academy continues to grow each year as the previous grade
levels move up and a new freshman class enters in even
larger numbers. The team members meet weekly during a
84
common prep period to discuss exam results, student grades,
and program progress.
All students meet with counselors at least annually to assess
their progress and course selections, needs, goals, future
plans.
Teacher improvement is a collegial effort. New teachers are
required to participate in the Beginning Teacher Support and
Assessment (BTSA) program for 1 to 2 years. Teachers with
preliminary credentials are assigned a mentor by the District
Office. This mentor advises and assists the beginning teacher
in such areas as classroom management, teaching strategies,
and finding resources.
Teachers are observed annually and evaluated semi-annually.
Struggling teachers are supported by the administrator whose
teaching credential most closely matches that of the teacher.
At GHHS, the administrative team is comprised of educational
leaders from the areas of English, Foreign Language, Social
Science, and Math who serve as resources for teachers who
need help of any sort. Help takes the form of release time to
observe other teachers in the same content area and/or with
the same style, observations of the teacher, and suggestions
of appropriate resources.
Student attendance issues are reviewed through the School
Attendance Review Team (SART)/ School Attendance Review
Board (SARB) process
Additional Online Instruction Prompt: Evaluate the processes and procedures for involving
online staff members in professional development activities that enhance the use of technology
in the delivery of instruction and support student learning.
Findings
Monthly Technology Committee meetings
Several teachers are becoming Google certified in preparation
for the implementation of district wide Chromebook student
distribution. Three Google Chromebook labs were placed on
campus and teachers are successfully using Google Classroom
and are prepared to mentor teachers in the implementation at
Granite Hills High School.
Evidence
Through the Technology
Committee, at least one
teacher from each department
is either working on or has
received their Google Educator
Certificate
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Evaluation of Existing Processes
Indicator: The school leadership regularly reviews the existing processes to determine the
degree to which actions of the leadership and staff focus on successful student learning.
Prompt: To what extent does the school leadership regularly review the existing processes to
determine the degree to which actions of the leadership and staff focus on successful student
learning?
Findings
The administration actively partners with both internal and
external shareholders in building and fostering a studentbased, academically-focused community to increase higher
academic success for all students.
Evidence
● Student, parent,
classified, and
certificated staff
surveys.
Survey results support this principle. The Classified and
Certificated Staff Surveys indicate that 94.5% and 89.3%
respectively agree that GHHS administrators expect all staff to
contribute to the overall success of this school. Over 70% of
parents feel that teachers are well prepared to teach the
subjects for which they are responsible. Students concurred
with their parents with 78.1% saying that their teachers are
knowledgeable in the subjects they teach and only 7% saying
the opposite.
Each teacher and counselor is provided with a Faculty
Handbook containing a flow chart establishing administrator,
counselor, and teacher responsibilities that is updated on a
yearly basis. Additionally, the video production students send
a weekly video message to staff and students as well as
feeder schools recapping important events at school,
explaining testing results, and advising of upcoming events.
Administrative open-door policies allow for immediate
resolution of concerns. Through clear guidelines and a regular
review of the policies, school leadership sets forth procedures
to ensure success for all students.
The School Leadership Team (SLT) has a clear process for
shareholders, including administrators, teachers, students,
and parents to air concerns and make considerations for
improvements. SLT meets monthly to discuss school-wide
concerns and achievements. These regular meetings provide
an effective and efficient venue to support the expected
schoolwide learning results. The SLT Agenda is determined by
●
●
GHHS Website
Weekly video bulletin
●
Meeting note and
minutes
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items submitted by any shareholder to a team member. The
SLT facilitator then creates an agenda for the meeting. Focus
on student achievement is apparent in agenda items.
The first staff meeting after each benchmark test is dedicated
to publicizing and evaluating the results. The focus is on
student-achievement and sharing of best practices.
Granite Hills was built to handle the growing high school
population in the area and lower the student numbers at the
existing Apple Valley High School. The culture at Granite Hills
continues to be the subject of frequent review as we build our
own climate and culture. The Family Resource Center was
developed, in 2012 in part to address culture and climate
issues. Globally there is a focus on student enfranchisement.
Individually there is a consideration on how best to meet each
student’s needs.
●
Family Resource Center
Findings
Ensuring that programs are reviewed and adjusted frequently
to meet the needs of our changing student demographic is a
priority at Granite Hills. With a 65% free and reduced lunch
student population, attendance issues are a major concern as
far as absences and transportation. Attendance is critical to
success in school and the SART/SARB process allows parents
and students to be aware of their situation instead of just
punishing after the damage has been done.
Evidence
● SART/SARB data
● Teacher evaluations
Reviewing program and data as well as teacher effectiveness
assists all learner groups but is even more important for those
learners that struggle or have special needs.
The Family Resource Center has been vital in the effort to
meet the academic, social, and needs and financial hardships
of our lower income and EL students. With expanding
services from tutoring to clothing and school supplies. 526
students responded on a survey that they have taken
●
Family Resource Center
school and community
services
87
advantage of the center’s services and 70.9 percent said that
they had used the center to open an Aeries portal account.
The director of the center and the school continue to monitor
and accommodate the needs of those overlapping
populations.
Conclusions:
There are many procedures in place at Granite Hills for the continued review and
adjustment of programs and services. There is a culture of shared responsibility of
leadership within the school community and community in general. Leadership comes
through administration, SLT/department leaders, business/industry partners, district
directives, and PTSO members including parents, teachers, and students.
88
A5.
Leadership and Staff Criterion
Leadership and staff are involved in ongoing research or data-based correlated professional
development that focuses on identified student learning needs.
Support of Professional Development
Indicator: The school effectively supports professional development/learning with time,
personnel, material, and fiscal resources to facilitate all students achieving the academic,
college, and career readiness standards and the schoolwide learner outcomes.
Prompt: How effective is the support of professional development/learning? Provide evidence
and example?
Findings
Professional development is funded by school site Title I
funds, District Title I funds, California Partnership Academies
Grants, and the Regional Occupational Program. Title I funds
support the attendance of AVID teachers at the annual AVID
Summer Institute.
Evidence
● SERD days
● Conferences
● Web based training
● Educating for Careers
● Skills USA
Teaching teams such as the SCADA academy and AVID also
meet in the summer or outside of school to develop
curriculum and plan activities. These days are funded by the
grants or by Title I. Teachers of ROP are required to attend
advisories where they learn current industry standards and
practices.
Weekly early release days established in the District Calendar
have provided time for professional development. Meetings
and activities are scheduled for that time. Core departments
use that time to collaborate around data analysis and
curriculum adjustments or refinements. Early release day
activities often involve technology instruction for teachers,
such as guided practice using Google Docs and Illuminate.
All teachers of Special Education completed Autism Training in
2012 through the University of Riverside in collaboration with
the Special Education Local Plan Agency (SELPA).
New teachers are supported through the BTSA program. They
are formally mentored by experienced teachers to assist in
classroom management and curriculum development. New
89
teachers are also informally mentored by the Principal or
other administrators through classroom visitations. Peer
observations are also frequent for new teachers.
There are also many examples of staff collaboration which
lead to improved student achievement. The Academy
teaching team meets during a common conference period to
review integrated curriculum, discuss student outcomes, and
develop additional curriculum and interventions.
Teachers may participate in workshops offered by the District
to receive training on current practices and technology and
Granite Hills has started a technology team which meets to
look at technology issues at the school. These are scheduled
after school or during school breaks.
Credit make-up teachers received Apex credit recovery
training in 2013. Mojave Environmental Education
Consortium (MEEC) sponsored workshops were attended by
selected SCADA teachers.
Whole day trainings in common core standards and strategies
have been ongoing and teachers have been provided with
substitutes in order to have full attendance at the trainings.
All Skills USA teachers (ROP and CTE) attend annual
workshops.
The science and math departments have had training in
“notebooking strategies” although they are still in the
implementation stage.
Supervision and Evaluation
Indicator: The school implements effective supervision and evaluation procedures in order to
promote professional growth of staff.
Prompt: How effective are the school’s supervision and evaluation procedures?
Findings
Administrators observe teachers in their classrooms and
performing other professional duties. A formal observation of
a teacher by an administrator is a process governed by the
Evidence
● Admin observations &
feedback
● Student performance
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Teacher Contract. Pre and post observation discussions allow
for a guided and reflective conversation around teaching
methodology. Increasingly, student performance data is used
as part of the informal discussion, but is not a part of the
formal evaluation.
●
●
data
Staff reviews
Admin support during
IEP development
New teachers are accompanied by an administrator and visit
mentor teachers’ classrooms. The induction process is not
formalized in the contract, but does allow for growth in all
domains including logistics of support, handbook procedures,
technical support, and department goals.
In general there is an open door policy with administration
that allows for guidance and direction that is purposeful and
powerful. The administrative staff brings teaching experience
in Math, Special needs, Social Science, and CTE as well as
years of instructional leadership support. Further, Granite Hills
High School has continued to grow academically and add
programs. The administration takes visiting educators and
community members on frequent tours of the campus
including many programs such as the CTE and world
languages programs. This has had a positive impact on the
tone of campus as teachers and other staff members take
pride in their profession and school.
Additional Online Instruction Prompt: How effective is the school’s supervision and
evaluation procedures in order to promote professional growth of online instructional staff,
including their technological competencies and use of technology within the curriculum, and
their fulfilling requirements for quality student-teacher interaction?
Findings
The California Standards for the Teaching Profession (CSTP)
and the Teachers Contract address the use of technology in
the classroom. Indirectly through CSTP these standards are
looked at and technology is addressed during the teacher
observation and evaluation.
Evidence
● Observations
● Evaluations
● Walk Through Coaching
Standard one: Engaging and supporting all students in
learning
● 1.1 Connecting students’ prior knowledge, life
experience, and interests with learning goals
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●
●
●
1.2 Using a variety of instructional strategies and
resources to respond to students’ diverse needs
1.3 Facilitating learning experiences that promote
autonomy interaction and choice
1.4 Engaging students in problem solving critical
thinking, and other activities that make subject matter
meaningful
Standard three: Understanding and organizing subject matter
for student learning
● 3.5 Using materials, resources, and technologies to
make subject matter accessible to students
Frequent walk throughs are done by administration and
positive feedback coaching is offered to teachers regarding
best practices and the use of technology in the classroom.
Measurable Effect of Professional Development
Indicator: There are effective operating processes that determine the measurable effect of
professional development, coaching, and mentoring on student performance.
Prompt: Comment on the effectiveness of the processes in determining the measurable effect
of professional development, coaching, and mentoring on student performance. Provide
evidence about whether the professional development/learning has had a positive impact on
student learning.
Findings
Granite Hills faculty use a variety of techniques for assessing
the effectiveness of the training they have been receiving,
though it is not yet an across the board procedure and is
different for each set of teachers that were trained.
For example, the Social Science department PLC has been
performing periodic DBQ group analysis and development.
This PLC also participated in a district PLC to develop a scope
and sequence for DBQ implementation.
Though “notebooking” has not been fully implemented in all
science courses, the Science Department engaged in a trial
period to determine the effectiveness on student success.
Evidence
● SELPA training
● District SPED training
● Woodcock Johnson
training
● District core curricular
training
● State test
administration training
● New teacher orientation
training
● Student work samples
● Student DBQ work
samples
● District DBQ scope and
sequence form
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Findings
It is evident that this criterion is one that still needs to have
an emphasis and the development of more across the board
common assessment tools need to be created or acquired.
Though this may not be a large action plan goal, it needs to
be part of the process.
Evidence
● The limited number of
common assessments
for effectiveness of
training
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of
one or more of the identified critical academic needs.
Findings
ELL Critical Learners are supported by the English Language
Development Department at GHHS. Particularly with our ELL
students, test data and even class grades have shown
improvement over the past few years and though much of
this is due to the dedication of the ELL teachers.
They have received specific training in teaching English
Language Learners.
Evidence
● Test scores
● Class grades
● SDAIE Training
● EDGE Program Training
● ELD TOSA
● ELD Counselor
● ELAC Meetings
Conclusions:
The district and school leadership provide support for all teachers. New teachers are supported
through the BTSA program and through mentoring by experienced skilled teachers and
administrators. All teachers have had training, through the district, on common core standards
and strategies. The district leadership has not only put financial support behind continued
training and education for Granite teachers, but has also provided the time through SERD
(student early release days) but also by providing subs so that whole departments could work
together with similar departments from the rest of the district.
A possible weakness in this process is the assessment of the effectiveness of the training. Due
partially to the transition to common core, there has been some trouble in defining what
“effectiveness” looks like. As more data from assessments is developed the ability to define
effectiveness should improve.
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A6. Resources Criterion
The human, material, physical, and financial resources are sufficient and utilized effectively and
appropriately in accordance with the legal intent of the program(s) to support students in
accomplishing the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes.
Allocation Decisions
Indicator: There is a relationship between the decisions about resource allocations, the
school’s vision, mission, and student achievement of the schoolwide learner outcomes, the
academic standards, and the college- and career-readiness standards. The school leadership
and staff are involved in the resource allocation decisions.
Prompt: To what extent are resources allocated to meet the school’s vision, mission, and
student achievement of the critical learner needs, the schoolwide learner outcomes, the
academic standards, and the college- and career-readiness standards. Additionally, comment on
the extent to which leadership and staff are involved in the resource allocation decisions. What
impact has the process for the allocation of resources made on student learning?
Findings
Evidence
● Classroom supplies
GHHS seeks quantitative data that support student success to
● New copy machines
ensure resources are being used efficiently and adequately.
● iPads
Initially, School Site Council, School Leadership Team,
● Apple TV
Department Chairs and Directors, ASB, and the Administrative
● LCD projectors
Team will assess needs to support academic growth and
● Wi-fi expanded
request resources accordingly. That information informs the
● Speakers
development of the Single School Plan, which then establishes
● Review of
goals to raise student achievement.
financial/expenditure
reports
Overall, the goals that have been outlined in the Single School
● Laptop computer
Plan guide the allocation of site resources and restricted
● Chromebooks labs
funds, and expenditures must be approved by the School Site
● SSP Goals
Council (SSC). Each department receives an operating budget
● SLT
to use for the purchase of instructional equipment and
● STAR and CAHSEE
supplies, and the Department Chairs have direct access to
Results
make purchases through the office manager.
● Department Budgets
● Program Startup Funds
Some departments, having special knowledge of the needs of
their courses and programs, such as bakery, restaurant
occupations, and art courses, are given a budget, which they
can use to make sure they have the materials needed.
94
The administration makes sure that staffing needs are fulfilled
to the level they can based upon the needs of students and
the number of teachers dictated by the student enrollment.
Infrastructure is being placed to address growing needs for
wireless access and bandwidth needs as the district/school
moves towards technology dependent instruction.
LCAP funding formula dictates expenditures to address
student learning goals. Program funding is determined based
on ability to address student learning goals that address CTE
standards and subpopulations (ELL, Low income, & Foster
Youth).
A number of grants including the Specialized Secondary
Program Grant from 2013 have been written and Granite was
awarded $50,000 in 2013 which was used to fund the System
and Design Academy (SCADA academy). The SCADA Team
wrote another Specialized Program Grant in 2014 for
$100,000, which was also awarded. Receiving this grant
amounts to many good things for Granite. Our community
and industry partners have pledged to match in kind,
financially services, the grant money allocated and they were
beyond thrilled to hear of the grant verdict. The district as
well, has pledged to have nearly matching funds and they
were able to do this for the previous grant which was used to
start the Design and Systems Academy.
The money from the Specialized Secondary Program Grant
will be used for four specific things:
25% has been allotted for professional development. It will
be used for teacher development in the CTE program and
development of new CTE courses. Professional development
will also be used to integrate CTE/academy students in core
classes and curriculum. 15% will be used to specifically
create two new U/SCU approved CTE courses.
5% will be used for stipend money. Specifically, this money
will go to the director of the Family Resource Center. We fear
losing her to somebody else and her value to school,
community, and our academy goes beyond what can even be
described. The remainder of the grant money will go directly
into the classrooms. This 55% will be for equipment and
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technology in order to expand the school’s ability to teach
students the Supervisory Controls and Data Acquisition skills
requested by our community/industry partners and taught in
our SCADA program.
PTSO fundraising events have also been quite successful,
bringing extra funds for many programs.
Practices
Indicator: There are processes operating in relationship to district practices for developing an
annual budget, conducting an annual audit, and at all times conducting quality business and
accounting practices, including protections against mishandling of institutional funds. (Note:
Some of this may be more district-based than school-based.)
Evaluate the effectiveness of the school’s processes in relationship to district
practices for developing an annual budget, conducting an annual audit, and at all times
conducting quality business and accounting practices, including protections against mishandling
of institutional funds. (Note: Some of this may be more district-based than school-based.)
Prompt:
Findings
The AVUSD District Office participates in the allocation and
oversight of each school site budget, including GHHS. Each
allocation is governed by restrictions imposed on each area
involved in the budgetary decision-making. All groups within
GHHS receiving funds decide how to divide and spend based
on needs’ assessments and monetary availability. GHHS
adheres to District Policy regarding spending by utilizing
requisition forms, purchase order forms, providing original
receipts, periodic budget reconciliations to monitor spending,
and checking account reconciliations. Special programs at
GHHS also adhere to governmental guidelines in budgetary
management and reporting.
Evidence
● Site Budget
● Program Budgets
● Program Budget
Reports
● Purchase Orders
● Requisition Forms
● Account Reconciliations
All student monies are strictly accounted for through the
Associated Student Body bookkeeper. This budget is reported
monthly to the public through the AVUSD board meetings,
and there is a yearly financial audit of all accounting practices.
The GHHS student funds have had clean audits and all
accounts are governed per FCMAT guidelines.
LCAP Process of gathering stakeholders for deciding on
priorities has allowed the school to specifically address learner
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needs for our low-income, English Language Learners, and
our increasing number of Foster children.
Facilities
Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide
learner outcomes; the educational program and are safe, functional, and well-maintained.
Prompt: Specifically, to what extent do the facilities support the school’s vision, mission,
schoolwide learner outcomes, the educational program, and the health and safety needs of
students?
Findings
GHHS facilities are maintained by a site Maintenance
Department that is overseen by District Office personnel for
quality control and consistency of services. Granite Hills has
been very lucky to have John Morrell as the Plant Manager
who has been with the school from the beginning. He also
had years of experience as a general contractor and builder
prior to joining the school district. Though there is a district
work order process, Mr. Morrell has been able to do much of
the repair and maintenance work in house allowing for a
much quicker process and a very good quality of
workmanship. He will be missed when he retires. When
necessary, the work order process is utilized at GHHS to alert
the District Maintenance team as needs arise. GHHS custodial
staff work to maintain the cleanliness of facilities and
landscape. Budget cuts of recent years have reduced the
number of custodians to a bare minimum, but the crew works
hard to keep up. The campus is now 15 years old so some
mechanical issues have surfaced but they are well managed
by the Plant Manager and district personnel. The survey data
and constant commentary from visitors indicate that the
public perception of the facility is excellent. Parents and
students both feel that it is clean, safe, and welcoming.
Evidence
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Work orders
Fire Marshall Report
Williams Report
Survey results
The Administrator in charge of facilities ensures that the
campus complies with building and safety guidelines outlined
in the Education Code, OSHA, and the Williams Act. Visits
from the County Fire Marshall occur periodically, and any
areas of concern are corrected immediately. Facility repairs
through formal request are performed when needed to ensure
the safety and security of all shareholders at GHHS.
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A yearly Facility Inspection Tool (FIT) is used to submit the
status of the campus, and for the last three years we have
had a visit from the San Bernardino County Williams Site Visit
Team. has been shown to be in complete compliance, and
this status is updated on the SARC.
Instructional Materials and Equipment
Indicator: The policies and procedures for acquiring and maintaining adequate instructional
materials and equipment, such as textbooks, other printed materials, audio-visual, support
technology, manipulatives, and laboratory materials are effective.
Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining
adequate instructional materials and equipment, such as technology tools and software, the
support systems for technology, software, textbooks, other printed materials, manipulatives,
and laboratory materials for instruction including online.
Evaluate the effectiveness of the policies and procedures for acquiring and maintaining
adequate technology and software for all instruction, including online.
Findings
Core Department Chairs order necessary books and materials
based on curriculum needs. The School Librarian maintains
and issues texts and supplementary readings. Laboratory
materials, audio-visual materials, and support technology are
monitored by Department Chairs yearly to assess usability.
Grant writing has been utilized to generate upgrades to
technology through the SCADA academy. The community has
donated much new equipment and the director of the family
resource center, Zayra Hall has been instrumental in seeking
out and receiving donations of a wide variety of things
including campus vehicles and a digital marquee. GHHS
Booster Clubs have helped raise money for band and sports
equipment.
Evidence
● Computer labs added
● Library available at all
times
● Full-time librarian
● Dedicated APEX lab
● Statistical/ graphing
calculators
GHHS strictly follows Williams Act guidelines regarding
students’ accessibility to instructional materials, which means
all students have a textbook at home as well as one in each
core classroom.
Consumable instructional materials such as chemicals and
other lab materials, wood, metal, gas, and other shop needs
are provided by a wide variety of sources including the school
site budget, ROP funds (when appropriate), and district
instructional materials funds.
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Annual supply requests are submitted to fund classroom office
supplies (staples, paper clips, etc.) Annual requests for lab
resources are funded on a priority basis
Well-Qualified Staff
Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional
development of a well-qualified staff for all programs such as online instruction and
college/career.
Determine if the resources are available to hire, nurture, and provide ongoing
professional development for a well-qualified staff. Include specifics if online, IB, and/or college
career preparation programs are in place.
Prompt:
Findings
Granite Hills High School, through the Apple Valley Unified
School District, has followed NCLB guidelines in the hiring and
training of all staff. GHHS possesses a diverse staff of trained,
professional personnel that includes 75 certificated, four
administrators, four counselors, 67 teachers and ROP
teachers, all highly qualified, and additional three certificated:
LSJH Specialist (speech), Psychologist, and Adaptive PE,
assigned to GHHS and other sites. Granite Hills has 47
classified employees. There are 19 total para-educators; 2
ELD, 4 are 1:1 with special needs, and 1 is with the
intervention program on campus. 12 are classroom Para-eds.
We have 4 full time and 1 part time security assistants, 16
food service employees, 5 night custodians, one grounds
employee, and 1 plant manager.
Evidence
● Teacher Credentials
● Staff Roster
● Minimum Day Meetings
● AVID
● AP Conference
● World Language
Workshops
● CA Math Conference
Over the past few years, budget cuts and lower enrollment at
Granite have caused the reduction of both custodial
employees and security assistants. Never the less, staff and
student surveys show that nearly all faculty feel safe at
Granite and most students say they feel safe at Granite (only
13.2 percent said they did not, about the same percent that
felt gangs are a problem). The surveys also show that, in
spite of the decrease in custodians, the campus is well
maintained and generally in good condition even though it is
reaching that age where things like equipment are needing to
be replaced.
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Professional development for all personnel includes annual
mandatory training regarding sexual harassment and bloodborne pathogens. Professional development for the entire
Certificated staff occurs on monthly student early release
days(SERDs); however, programs receiving funding from
grants, such as the SCADA, or Title I allow more professional
development for teachers.
Long-Range Planning
Indicator: The district and school’s processes for regularly and effectively examining a longrange plan ensures the continual availability and coordination of appropriate resources supports
students’ achievement of the critical learner needs, the academic standards, college- and
career-readiness standards, and the schoolwide learner outcomes.
Prompt: Evaluate the effectiveness of these processes.
Findings
Evidence
● School Site Plan
All shareholders participate in the long-range planning process
● Single School Plan
at GHHS. The process begins with goals from the District
● Four-Year Learning
Board that is communicated from the Superintendent to GHHS
Plan
administrators. The Granite Hills Principal directs the actions
of the Administrative Team to accomplish the learning
objectives and to develop academic goals specific to GHHS as
determined by analysis of student performance data. These
findings are revealed to shareholders at meetings of the
faculty and staff, the School Site Council, as well as at Back to
School Night, at Board and District meetings, and
shareholders review, modify, and approve school goals that
become part of the Single School Plan. Student
Representatives also participate in the planning process as
members of the School Site Council and the School
Leadership Team. As a staff, long-range plans are reviewed
first by the School Leadership Team, then by school staff for
amendment when necessary.
Most recently the adoption of the Common Core and the state
budget situation including the new LCAP process have
dominated planning discussions as GHHS leadership attempts
to anticipate the available resources and to clarify possible
curriculum changes. An additional concern has been the
decreased enrollment and what effect that will have on
personnel and programs.
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Findings
The LCAP funding and planning process has allowed the
district and Granite to make long term plans to meet the
needs of a growing high desert foster child population as well
as the growing low income and English Language Learner
populations. The plans have included additional ELL paraeducators as well as a trained foster child counselor.
Evidence
● LCAP funding and goals
● EL para-educators
● Trained foster child
counselor
Conclusions
District and school-wide planning takes place on a number of levels. The LCAP funding plan
and process has required that the needs of three major sub-groups be addressed with planning
and financial backing. This has allowed real progress to be made by providing EL paraeducators, a trained “foster home” counselor. The funding has now also made an after school
bus system available for students, from lower income families, to participate in after school
activities such as tutoring, clubs, and sports. Of course granite Hills follows district and state
guidelines in personnel and planning activities.
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WASC Category A. Organization: Vision and Purpose, Governance,
Leadership and Staff, and Resources:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is
being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Areas of Strength
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With news that Granite Hills was successful in procuring the Specialized Secondary
Grant, a point of strength is that we have been able to show to the grant committee that
we are on the right track in our Systems and Design Academy and our partnership with
community and industry.
Student learning goals and LCAP goals are addressed in both the academic program and
through the concept of student enfranchisement.
There is a high level of student involvement and a great variety of choice for students.
Surveyed parents indicate that there are ample opportunities for extracurricular activities
(80%) and 76% say their son or daughter feels safe at Granite.
The Governing Board and District Office support the instructional program at GHHS by
setting broad goals and then clearly defining processes to govern school sites.
The Governing Board and District professional staff establish clear roles and
accountability for school site support of instruction, complaint resolution, and fiscal
management.
The Single School Plan maintains a data-rich focus.
Increases in student performance have come from areas of the Single School Plan
emphasis.
Teacher and staff innovation is welcomed and supported by Administration.
Resources have been well aligned to student achievement, and increased resources have
been garnered when possible.
The leadership of Granite Hills High School is widespread and effective.
There is a collegial culture and much reflective discussion of methodology.
Despite decreases in custodial and security personnel, Granite Hills High School remains
safe, clean, and well maintained.
School planning at all levels is a joint effort of the Governing Board, district and site
administrators, teachers, classified staff, parents, and students.
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Areas of Growth
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There is a continuing need to expand the input and understanding of the student
Learning Goals, and the Mission and Vision by all stakeholders although this is
improving through things like the PTSO and the Family Resource Center.
We need to find ways to fill the void in available data for analysis which has been
created by the switch to “Common Core Standards.”
There is a need to incorporate Common Core State Standards into the implementation
of the “student learning goals” and to infuse them into all core curricula. This has
become a part of the “mission and vision” of Granite Hills and must now be
implemented.
Now that the much needed and desired collaboration, PLC, and training time has been
addressed through the Early Release Days (SERD), it is now time to develop or find
more accurate methods of assessing the value of trainings in common core, data
analysis, and academy development in addressing the academic and career needs of
our students.
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Category B:
Curriculum
Standards-based Student Learning:
Analysis must show distinctions that appear across the range of students (grade level, diverse
background, and abilities) and the variety of programs offered at the school.
Examples include:
• Online instruction approaches (school site or off site, integrated within other programs
and/or offered separately)
• Specialized programs such as IB Diploma Program, college/career readiness programs,
 Note: In some areas additional prompts have been inserted to emphasize the analysis
related to online instruction.
B1. Curriculum Criterion
All students participate in a rigorous, relevant, and coherent standards-based curriculum that
supports the achievement of the academic standards and the schoolwide learner outcomes.
Through standards-based learning (what is taught and how it is taught), these are
accomplished.
Current Educational Research and Thinking
Indicator: The school provides examples that document the effective use of current
educational research related to the curricular areas in order to maintain a viable, meaningful
instructional program that prepares students for college, career, and life.
Prompt: Comment on the effective use of current educational research related to the curricular
areas to maintain a viable, meaningful instructional program for students. Examine the
effectiveness of how the school staff stay current and revise the curriculum appropriately.
Findings
Evidence
From 2009-2012, curriculum and programs were based
upon California State Standards. Teachers followed scope
and sequences and were held accountable with district
(CRTs/Criterion Reference Tests) and state tests. Much of
the curriculum and department meetings were focused on
students becoming successful on these tests. Departments
met to discuss curriculum, CRT results, and state test
results.
Since 2012 and with the upcoming implementation of new
California Common Core Standards, Granite Hills has been
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Course Descriptions
District CRTs
CAHSEE
CSTs
EAP (Early Assessment
Program)
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SCADA
Industry Meetings
Academy Meetings
Educating for Careers
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in the process of integrating current research throughout
many programs and departments in order to prepare
students for college and careers. The most innovative
program, SCADA (Systems Control and Design Academy), is
an engineering based sector academy that integrates
science, technology, engineering, and math (STEM)
concepts with the development of industry related concepts
and skill sets. This course of study utilizes college and
career readiness curriculum and strategies in the areas of
project-based learning, collaborative learning, soft skills as
well as common core and career technical educational
standards. The cohort of the academy facilitates a positive
learning environment coupled with extra support for
student success. This structure helps many disadvantaged
students become successful. Also, this year academy
teachers are offering opportunities for academy students to
compete in SkillsUSA, a student, teacher, industry
partnership that shapes the future workforce in America.
Academy staff meet regularly to problem solve and nurture
the growth of this college and career readiness program.
For the past two years and since its implementation,
academy students have successfully passed more of their
classes than their peers in similar classes.
In addition to the new STEM program, Regional
Occupational Program (ROP) course offerings have
expanded to include real-world experiences and marketable
or job – related skills to future high school graduates. Since
2009, six new courses have been added, and nearly 100
additional students have enrolled in a ROP course in the
2013-2014 school year than in the 2009-2010 school year.
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Also fostering college and career readiness curriculum,
several core departments at Granite Hills have embraced
current research-based curriculum.
Within the English Department, California State University’s
Expository Reading and Writing Program or ERWC, is in its
first year of 9th-11th grade implementation. During the last
several years, the senior course, ERWC, has been
successfully challenging students’ writing and critical
thinking skills in order to prepare students for literacy
demands in higher education. Now all 9th-11th grade
students are using this research based rhetorical reading
and expository writing curriculum before their senior year,
which should further prepare students for success in the
workplace, in the university system, and on the EAP exam.
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Conference
University of California
Curriculum Integration
Program(UCCI)
 Science Teacher
 Career Technical
Education (CTE)
Teacher
 History Teacher
 Administrator
Newly Approved UC
Biology Course
 Infused with CTE
content
standards
 Science Teacher
 Waste Water
Manager
(SCADA Partner)
Teachers visit industry
sites
 Ranchos Water
Company
 Waste Water
Company
SkillsUSA
SkillsUSA Career
Technical Student
Organization (CTSO)
and CTE Conference
Science and CTE
Teacher
Build and design college
and career pathways
that are directly tied to
industry skills and
career training
programs
 Regular
Meetings
 Competition
Business Advisory
Meetings
Aeries Program
105
Also, English teachers participate regularly in department
PLCs, a professional learning community program,
throughout the year.
Student Language Learners (ELL) may participate in English
Language Development (ELD) Courses that are embedded
within the English Department. ELD Courses are only for
students who receive a California English Development Test
(CELDT) score that qualifies them for this program. The
ELD program uses a research and California standardsbased curriculum program called Edge. Two ELD courses
satisfy two English requirements for high school graduation.
ELD IV is also an “a-g” approved course. The ELD
department meets regularly. These courses also utilize a
bilingual para-educator.
In addition, math teachers from both of the local high
schools as well as the middle schools have been developing
the following courses with the guidance of the district: Math
I, Math I Honors, Math II, Math II Honors, Math III, and
Math III Honors. These courses address the Common Core
California standards through hands-on and cooperative
learning activities. Students are encouraged to discover
mathematical principles through real world problems. The
Math Department is collaborating to develop assessments,
which include open- ended questions requiring students to
use higher level thinking skills. Most math teachers
participate in department PLCs. The goal is to prepare
students for the questions they will see on the Smarter
Balance test, which will help make them college and or
career ready.
The Science Department PLC has focused its work on
developing writing to learn strategies in the classroom.
Some of this work has been guided by AVID writing
strategies and curriculum. The department has worked on
developing a sample of writing prompts and has shared
prompts that have been used previously to help guide the
development of writing opportunities for students. The
department has realized that there is a need to establish a
writing rubric that directly reflects the universal writing
components for science. These rubrics need to focus on
science based technical writing techniques. The focus on
writing is meant to integrate ELA standards into the science
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SCADA Transcripts
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ROP New Courses since
2009-2010
 Bakery Occupations
 Digital Recording
Studio
 Emergency 1st
Responder
 Medical Records
 Sports Therapy
 TV Video Production
ROP Course Enrollment
California State
University Literacy
Program
(www.calstate.edu/eap/
english)
Spring 2013-2014 (9th 11th grade teachers)
ERWC Training
1 ERWC module
implemented/ semester
in the 9th-11th grades
ERWC 12th Grade
Course
Written Assignments
contain research based
curriculum
Holistic Scoring Guide
EAP
Common Core Language
Arts Training at District
Office
AP College Board
Training for AP teachers
Professional Learning
Community (PLC)
PLC Minutes
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mrsjoyscheetz.com
Curriculum Guide
2013-2014 Common
Core Math Training at
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curriculum and to add depth to what is taught. Having an
expectation for students to explain critical thinking as it
pertains to science will require students to develop a
deeper and clearer understanding of scientific concepts. As
a result, teachers have revisited formative and summative
assessment practices and have been linking probing
questioning with the development of writing opportunities
within science classrooms. The idea is that as teachers
become more proficient at developing better questions, the
expectation of rigor will be clearer to students, and they will
be able to demonstrate a deeper level of understanding.
Open-ended questions will allow students to prepare a
multitude of responses that reflect their own level of
understanding. At this time, the department is working
towards developing classroom assessments that will reflect
the question types students will encounter on the new
statewide assessment on NGSS.
To help students develop literacy in the social sciences and
integrate writing across the curriculum, the Social Science
Department has implemented two new history programs,
the DBQ Project and Reading Like a Historian. The DBQ
Project consists of document based questions (DBQs) and
provides multiple sources in diverse formats which foster
critical reading, organizing evidence and developing a
written response that forms an argument based on
supporting evidence. Reading Like A Historian is an online
curriculum that is used in conjunction with the DBQ Project.
This document based curriculum promotes high level critical
thinking skills as well as literacy in the social sciences as
students practice and master: close reading, sourcing
documents, contextualization, and corroboration of
evidence. Both of these curriculums are a cross curricular
support to the EAP / English language exam as they
emphasize analysis of non-fiction text, and forming a thesis
supported by historical evidence.
The District Office has provided multiple training sessions
that have included all elementary and secondary history
teachers in the district. These trainings have been effective
in establishing vertical integration of curriculum between
elementary and secondary schools and has allowed for
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District Office
2014 Math 1 Training at
District Office
2014-2015: Math I
Course Implementation
Math 1 Assessments
Math 2-3 Courses being
developed
Career Pathways
California Mathematics
Council (ongoing)
Community (PLC)
PLC Minutes
Course Descriptions
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AVID Summer Institute
Writing to Learn
Strategies
2013-2014 District
Office Depth of
Knowledge Professional
Development
PLC Minutes
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DBQ Project
Reading Like A Historian
Stanford History
Education Group
Assessments with DBQs
and free response
questions
Student Essay Samples
PLC Minutes
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CLTA-California
Language Teacher’s
Association
(conferences)
Fall 2013-2014 - IEFLAInland Empire Foreign
Language Association
(conferences)
“Connecting Common
Core Literacy Strategies
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greater networking between teachers. PLC time has been
dedicated to discussion about the new focus on writing,
sharing instructional ideas, developing common
assessments, and collaborating with the English
Department.
The World Languages Department has attended workshops
on common core training. TPR Storytelling (Teaching
Proficiency through Reading and Storytelling or TPRS) is a
method of teaching foreign languages. TPRS lessons use a
mixture of reading and storytelling to help students learn a
foreign language in a classroom setting.
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Proponents of TPR Storytelling, basing the argument on the
second language acquisition theories of Stephen Krashen,
hold that the best way to help students develop both
fluency and accuracy in a language is to expose them to
large amounts of comprehensible input
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Special Education teachers attended district led common
core training for all subject areas. Teachers are trained
regularly about best practices and procedures pertaining
specifically to special needs students, including modifying
the curriculum. In order to meet the demands of struggling
readers, the department has also incorporated the Reading
180 program. Because of the success of this program in the
past several years, struggling readers outside of the special
education department will also participate in the program
during the school day. This department meets for PLCs.
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The Visual and Performing Arts Department (VAPA) use
current educational research to improve instruction.
Collaboration between teachers, district officials and county
representatives to discuss, learn, and apply new
educational research and changes in standards are
ongoing.
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with Effective Language
Learning”
Woodcock Johnson
Training
Special Education
training
Ongoing collaboration
between general
education and special
education
2013-2014 Common
Core district training
Behavior support
training
Read 180 Training
TPP- Transitional
Partnership Program
trainings
IEP - individual
Educational Plan training
Community (PLC)
Department and district
initiated in-service
meetings/ discussion on
academic research
related to subject
matter teaching (PLCs/
SERDs)
Teacher-initiated
curricular revisions in
conjunction with
administrative review
College Board AP
Conference
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Academic and College- and Career Readiness Standards for Each Area
Indicator: The school has defined academic standards and college- and career readiness
standards for each subject area, course, and/or program and, where applicable, expectations
within the courses that meet the UC “a-g” requirements.
Prompt: Evaluate to what extent there are defined academic standards and college- and career
readiness standards for each subject area, course, and/or program that meet state or
national/international standards and, where applicable, expectations within courses that meet
the UC “a-g” requirements.
Findings
Evidence
GHHS courses are based upon clearly defined academic
standards in all areas of the curriculum. Core English,
math, science, and history courses meet UC “a-g”
approval. Many visual and performing arts and world
language courses also meet UC “a-g” approval. As well,
all of these departments offer AP courses that provide
additional rigor, critical thinking, and analysis to prepare
students for success in university programs. Over the
past five years, 49% of AP students passed their exam
with a score of three or higher. In 2013, this trend
slightly fell to 45% passing.
•
Also, ROP or career technical education courses are
based upon Career Technical Education California
standards. Physical education courses are also based on
state standards.
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2014-2015 Curriculum
Guide
Course Descriptions
AP Scores
UC “a-g” continues course
approval
Career Pathways
Articulations with
Community Colleges
Since this is the first year of California Common Core
implementation, some of the core courses reflect
curriculum changes. Many department PLCs are
continuing to collaborate on the development of the new
standards.
Additional Online Instruction Prompts: Evaluate the extent to which the online
curriculum/courses consistently meet state academic standards. Determine if there is effective
integration of outsourced curriculum into the program.
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Findings
Evidence
Some math and English courses are offered
through the Apex program, an online program,
which is based upon California Common Core
Standards.
•
Apex Learning (individual and
class records)
Congruence:
Indicator: There is congruence between the actual concepts and skills taught, the academic
standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
Prompt: Evaluate the extent to which there is congruence between the actual concepts and
skills taught, the academic standards, the college- and career-readiness standards, and the
Findings
Evidence
All core courses and elective courses follow state
mandated standards reflected in the course
descriptions for every course. Since 2009, data
from the CAHSEE, CSTs, and EAP exam reflect the
student - learning outcome for state standards.
GHHS demonstrated API Growth on the CSTs from
2009-2013. CAHSEE scores have remained steady,
and the EAP language arts scores improved in
2013-2014.
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CAHSEE
CSTs
EAP
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Writing to Learn Rubric - Science
Next Generation Science
Standards (NGSS)
ERWC - English
Math 1
DBQ Program - History
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“a-g” Completion Rates
The new college-career readiness standards are
being assessed through writing prompts and new
program implementation in many departments.
The process of gathering this data is just
developing. The Smarter Balance Test was field
tested last year. This year the Smarter Balance
Test requirement will take affect.
GHHS continues to offer the same number of “a-g”
courses throughout the core departments, visual
and performing arts, and world languages
departments despite declining enrollment over the
last several years. The number of graduates
completing UC requirements has remained steady
from 2009-2013. There was a 5% drop in students
completing UC requirements in 2014.
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The school continues to offer the same number of
AP courses to prospective college and AVID
students. AP scores have remained steady from
2009-2013. In 2014 these scores dropped coupled
with a decline in AP enrollment. Teachers review
AP test results to adjust instruction and improve
learning outcomes for their students.
AVID students have steadily met “a-g”
requirements since 2009, with a slight decline in
2014. An average of 51 AVID students are
accepted to a four-year university each year.
Special education students are also prepared for
the EAP and CAHSEE.
GHHS teachers have BCLAD credentials to address
learning strategies for ELD students. Also, a
separate ELD department carefully monitors
student success based on the state exams, CELDT
Scores, and grades recorded in Aeries. Many ELD
students pass the CAHSEE and show improvement
on the CST while enrolled in the ELD program.
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AP Scores
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AVID Data
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EAP
CAHSEE
CST
CAHSEE
Student Work-Engagement in Learning
Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all
students through all courses/programs offered. The school examines the demographics and
situation of students throughout the class offerings. The school’s instructional practices and
other activities facilitate access and success for all students.
Prompt: Evaluate students’ access to rigorous, relevant, and coherent curriculum across all
programs.
Findings
Evidence
Students meet with a school counselor at least once a
semester in a classroom or large group setting to learn
about information regarding high school graduation
requirements, college entrance requirements, and career
readiness. Counselors encourage students to participate
in college and career readiness classes and guide them
with following a four-year course of study. Counselors
•
Each fall counselors meet
with students in their
English class and discuss
information appropriate for
their grade level.
 Transcript review
 CELDT Scores
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also recruit underrepresented students to participate in
the AVID, SCADA, and AP programs. Counselors place
ELL students into appropriate classes to ensure that
these students are experiencing rigorous curriculum that
is in alignment with their CELDT scores.
 Graduation
requirements
 Credit recovery
 College entrance
requirements
 Four year plan
 Bridge transition
program/Victory
Valley College
(VVC)
 PSAT, Aspire
(PLAN), Armed
Services Vocational
Aptitude Battery
Test (ASVAB)
 Hugh O’Brian
Youth Leadership
Foundation Award
(HOBY)
 Career Center
resources
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Individual graduation check meetings with all
seniors to finalize
graduation plan and
college and career goals.
Each spring counselors
meet with students in their
social studies class and
discuss information
appropriate for their grade
level
Transcript/credit review
 A-G and
Graduation
requirements
 Course selection
for subsequent
year
 Credit recovery
options
After meeting in classes,
the counselors meet with
individual students to
review a four-year plan,
credits, and a course
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selection for the following
school year.
In the Special Education Department, students are
mainstreamed into general education classes when they
demonstrate readiness to integrate into a more advanced
curriculum.
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Special Education PLCs
 Evaluate student
records, academic
progress,
discipline,
attendance, and
parental
involvement in
placing 25+ SAI
students into
general education
classes
(mainstreamed)
Additional Online Instruction Prompt: Evaluate the procedures to ensure that students
have access to courses that meet UC “a-g” requirements, including lab courses.
Findings
Evidence
In the spring semester, students participate in a
counseling group session that describes the
different course offerings available to the particular
year of study. Students receive a copy of their
transcripts to review during the session. Counselors
explain how grades impact college readiness
opportunities and also explain every course that is
offered to students the following year. Students
complete a registration form, have their parents
sign it, and then return it to school within a few
days. The counselors coordinate a time with
teachers to pull out students for registration.
During this conference, students return their forms
to their counselor and discuss their schedule for
next year. Course offerings, such as science
classes with labs, are offered at all grade levels
and to all students. Granite Hills has several lab
classes to choose from with plenty of availability.
Since all core departments contain mostly “a-g”
approved courses, students have a variety of
courses to choose from: core classes to the AP
program.
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20 AP courses and 11 honors
courses are available
There is open access to AP
courses with prerequisites being
advised
All students have access to lab
classes (biology, geology,
chemistry, physics, unless IEP
precludes it).
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Counselors are seeking to help students make
good choices for their future and provide
suggestions to help students participate in the
most rigorous program as possible. In addition, the
new academy sciences courses are “a-g” approved,
so students have the option of continuing on to a
four-year university through the academy program.
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SCADA Course Descriptions
Integration Among Disciplines
Indicator: There is integration among academic and technical disciplines at the school and
where applicable, integration of outsourced curriculum into the program so that curricular
integrity, reliability, and security are maintained.
Prompt: Evaluate to what extent is there integration among disciplines and where applicable,
integration of outsourced curriculum into the program so that curricular integrity. reliability, and
security are maintained.
Findings
Evidence
Several departments are using writing across the
curriculum strategies to provide opportunities for
students to develop critical thinking and writing
skills. As well, some courses lend themselves to
curriculum integration. For example, in the ROP
bakery course, students use fractions to make
recipes. In English, students learn about history as
they are introduced to literary units and science as
it pertains to expository units of study. Anatomy
and Physiology courses introduce students to
medical careers.
Math outsources curriculum by meeting at the
district for best practices and the development of
the new integrated math courses (Math I, Math II,
Math III, Math I Honors, Math II Honors, and Math
III Honors). During the 2013-14 school year and
the following summer, the Math Department met
with math teachers from the other high school,
feeder schools (6,7,and 8th grades), and math
faculty from UCLA to design this curriculum, which
was adopted by our district and is “a-g” approved
for implementation this school year.
In an attempt to transition to California Common
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ERWC
Science Writing to Learn
History DBQ
Math Projects
ROP Courses
Cross Curricular Integration Samples
• Historical core literature
• Economics and math
• English and science (current
events)
• Bakery and math
• PE and science
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District Math Training and
Articulation
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Math PLC Meetings
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STEM integration in SCADA
Academy
Science/ Math collaboration
Notebook training with some
math and science teachers
Robotics
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Core standards, many classes have started to
integrate project based learning assignments and
performance tasks, which integrate other
disciplines such as English, history, and math.
Social Science teachers have started coordinating
curriculum with English teachers. Last year, the
Social Science and English Departments began
preliminary meetings to discuss alignment. Next
year more interdisciplinary integration is
anticipated.
In addition, each industry sector represented on
our campus incorporates a mixture of disciplinary
standards: English, math, social science, and
science standards. Building academic vocabulary is
essential as each class has industry specific
vocabulary.
The System Control and Design Academy (SCADA)
has been very successful integrating other
disciplines because the academy team includes
English, Social Science, Math, Science, CTE
robotics, and CTE drafting teachers working on a
daily basis with the same cohort of students.
These teachers meet at least weekly during their
prep time to plan and problem solve academy
activities, curriculum, and student - learning
outcomes.
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PLC Meetings
History DBQ
Rubrics
Industry Partner Meetings
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ROP and CTE Courses
SCADA
SkillsUSA
Master Schedule
 Common Prep for SCADA
teachers
New a-g biochemistry course
written with the help of industry
partners
 Three instructors and one
administrator UCCI
trained and a part of the
UCCI Cadre
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UCCI Development of Courses
 Introduction to Physics
course
Green Up & Go Clean EnergyNeering
SCADA Biology (Data Acquisition
& Applied Electronics)
In the process of writing two
robotics’ courses for “a-g”
approval over the summer of
2014-2015
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PLC Meeting Schedule
•
Math concepts intrinsic to art
(visual scale/proportions; ratios;
fractal design; musical scale;
SCADA team members also work closely with
industry partners to write new a-g curriculum,
which not only prepare students for college but
also get them ready for
careers. These courses combine CTE with core
science and math.
The Special Education Department attends core
departments’ PLC meetings. Each SAI teacher
attends these meetings making sure their students
are getting the curriculum needed to transition
smoothly into regular education classes. The entire
Special Education Department also meets to
discuss its curriculum and programs.
VAPA courses integrate components of other
subject matters as an intrinsic part of the
fundamentals of art.
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timing; linear perspective)
Science concepts intrinsic to art
(color theory; chemical
thermodynamics; acoustics)
Historical/social/cultural analysis
intrinsic to art history and
critique of artworks (study of
cultures; historical events;
geography)
Literary/linguistic analysis
(through dramatic performances;
vocal performances in other
languages) and
communication/critical analysis
of themes and ideas (including
symbolism and metaphor)
intrinsic to art expression
Commercial
processes/applications (graphic
design; stage design and
construction; sound and lighting
principles; product marketing)
Integration of technology (for
presentation and application of
performance skills and
techniques)
Kinesiology (study of/expression
through movement in
performance art/dance; drill/flag
movements; expressive art
techniques)
Fostering overall critical
thinking/problem solving ability
and divergent thinking (four step
critique process; “SAM” process
of analysis and self correction in
art making; music
analysis/exploration)
Introduction to resources for
networking/collaboration within
the professional framework
(master artist seminars/art
school
presentations/professional
performance clinicians)
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Curricular Development, Evaluation and Revisions
Indicator: The school assessed its curriculum review and evaluation processes for each
program area, including graduation requirements, credits, and homework and grading policies,
to ensure student needs are met through a challenging, coherent, and relevant curriculum. This
assessment includes the degree to which there is involvement of key stakeholders (governing
board members, teachers, parents, and students)
Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and
review processes to ensure student needs are being met through the curriculum; include the
extent to which there is involvement of key stakeholders.
Findings
Evidence
Administration, counselors, teachers, students and
parents are constantly reviewing grades and
trends. Adjustments are made in curriculum
during second semester to accommodate students
who are not successful in Math I and Introduction
to Literature classes. This year, administration and
counselors reviewed first semester freshmen
students’ grades and Renaissance scores in
December. Students that had failed Introduction to
Literature classes were placed into Read 180
classes, and failing Math I students were placed
into Math I first semester classes. In some of these
classes there is a para-educator assistant. All
freshmen students will take the Renaissance math
and reading test again at the end of the second
semester to determine if the intervention improved
students’ reading and math levels. Students’
grades will also determine if the intervention
program was successful.
Assistant principal and counselors meet
with each department lead to update
and review curriculum.
• Update curriculum guide
• Review course offerings
• Update registration choice sheet
• Adopt new courses
• Update UC/NCAA course lists
• Homework policies are
developed by individual teachers
- some programs require regular
homework such as AP (AP
contract notifies students and
parents of the rigor required for
completion of the entire course)
• Grading Policies - Aries provides
a standard for A-F (all
stakeholders have access)
• After school Math and English
intervention
• SST
• 504
• Woodcock Johnson
• Psychological Educational
Evaluation
• 4 year plan
• Parent Portal
• Auto-dialer
• SART
• SARB
• Textbook Adoptions
Granite Hills High School has also set up an English
and Math Intervention class on Tuesday and
Thursday after school to further help struggling
students in these areas.
For those that seem to struggle and have other
complications that may be preventing their
success, a student study team meeting (SST) is
recommended to problem solve the source that
could be causing students from succeeding either
academically or behaviorally. Student Study Teams
consist of a team of educators (school counselor,
school psychologist, administrator, and at least one
•
Bridge Program Partnership with
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teacher), a student, and his or her parent(s) or
legal guardian(s). As a result of these meetings,
student accommodations are often developed, and,
if necessary, a psychological educational evaluation
is requested. The results of the psychological
evaluation will help the team recommend whether
or not a student would benefit from special
educational services.
In addition, some students with disabilities receive
services through a 504 plan. These plans are
reviewed and updated annually
With the advent of a fourth counselor, our
incoming freshmen are receiving an electronic Four
Year Plan which parents have access to review
through the parent portal. Grades, attendance,
and discipline are also available for parents
through the Portal.
Because attendance is tied directly to student
success, Granite Hills has a highly effective School
Attendance Review Team (SART) and School
Attendance Review Board (SARB) process. After
the second unexcused absence, parents are sent a
letter explaining SART. When the student has a
third unexcused absence an officer delivers a letter
requesting the parent’s presence at a SART
meeting. This meeting is designed to inform the
parent of their student’s academic progress and
current truancy policy, which includes the
possibility of a SARB hearing. During this meeting,
contracts are signed and students are assigned
Saturday school. Parents are also given
intervention options. If the student has a fourth
unexcused absence, the student and parent appear
before a SARB board where fines are assigned and
mandatory interventions are assigned.
Community College System
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Educating for Careers
Conference
ROP Conferences
SSS Conferences
Industry Partner Meetings
Business Advisory Meetings
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SST Meetings
Psychological Educational
Testing
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504 Plans
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Four Year Plans
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SART and SARB Process
Saturday School Schedule
Granite Hills High School counselors work with our
senior class to make sure that they are registered
at Victor Valley College through the Bridge
program. The Bridge Program is based on the
belief that all students can and should continue
their education beyond high school. In order to
provide those opportunities to all students, the
counselors make sure students are familiar with
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the community college system since some students
may prefer to stay close to home while starting
their education. Through the Bridge program, high
school graduates are automatically eligible for
priority registration at VVC. With hundreds of
community colleges nationwide offering both
academic and vocational programs at a cost much
lower cost than four-year institutions or private
trade schools,
community colleges are the perfect transition
partners for high schools.
Granite Hills teachers and administration network
and partner with instructors from community
colleges and universities attending the yearly state
conferences: Educating for Careers, ROP
Conferences, SSP Conferences, and industry
partner meetings, trainings and events. These
meetings and conferences guide curriculum
allowing for some departments to update and
create new curriculum.
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Bridge Program
Priority Registration
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Articulation with Community
Colleges and Universities
Completion of “a-g”
requirements for college
Procedures for reviewing
transcripts
Assignments/ class work
Students access Aeries
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In addition, an AVID Review process occurs
annually to ensure that the program is providing
effective support for AVID students. Tutorials are
designed around students’ homework assignments.
Granite Hills’ Special Education teachers regularly
monitor their students’ progress and make
adjustment in classes and instruction to
accommodate students’ needs. Communicating
with parents through IEP meetings, telephone
calls, and student conference are implemented
routinely.
Students participate in annual Woodcock Johnson
assessments and tri-annual Psychological
Educational Evaluations. Student academic goals
are reviewed and established annually to ensure
student growth and progress.
Special education teachers collaborate across the
district for congruency among secondary
administrators, teachers, and staff.
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IEP
Behavior Intervention Plan (BIP)
Articulation between Middle
Schools and High Schools
Woodcock Johnson
Psycho Educational Evaluation
SST
504
Active participation in district
wide curriculum adoption
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Policies -- Rigorous, Relevant, Coherent Curriculum
Indicator: The school assesses the curriculum and its rigor, relevancy, and coherency after
examination policies regarding course completion, credits, grading policies, homework, etc.
Prompt: Determine the extent to which key stakeholders are involved in the selection and
evaluation of the curriculum to ensure it matches the school's mission and schoolwide learner
outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the
curriculum, and the use of technology within the curriculum.
Findings
Evidence
Granite Hills adheres to district and board curriculum
decisions. Teachers, site administrators, district
administrators, parents, and board members collectively
research and approve of new curriculum that becomes
standardized in classrooms. At this time, most curriculum
resources that were adopted with the 1997 California
State Standards is continuing to be utilized with the new
California Common Core Standards. As the district
implements new research based curriculum into the core
classes, departments are including the new curriculum.
Since some of the California standards from the past and
present are similar for some departments, Granite Hills
and its stakeholders are cautiously integrating new
resources. As new curriculum is being introduced, entire
departments are receiving training on how to effectively
use this curriculum to integrate the college and career
readiness standards into the existing program with
different student learners in mind. The special education
department and ELD departments attend the same
common core district trainings as the core teachers.
Discussions and strategies are discussed to scaffold new
curriculum into chunks that can be easily understood and
manipulated with struggling learners.
This year new technology is in the process of being
implemented district wide in K-8 schools. The high
schools will receive student chrome books next year,
2015-2016. At Granite Hills a few teachers are
participating in a pilot program to utilize chrome books in
humanities’ sections. Students within these programs are
completing written assignments on Google Classroom
regularly. ELL and special education students are
included in some of these pilot classrooms: American
History, American History AP, Introduction to Literature
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California Framework
Standards Text Adoption
approximately several
years ago
English – ERWC
Math I-III Course
Development
Social Science DBQ
Program
World Language
Department attended
IEFLA Training:
“Connecting Common Core
Literacy Strategies with
Effective
Learning” (September
2014)
Three Chrome Book Labs
Google Classroom Pilot
Program
Google Docs
Online software for
journalism courses
Technology Samples
Student Survey
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SCADA, World Literature SCADA, Introduction to
Literature Honors, Journalism, AP English Literature and
Composition, and ERWC.
Throughout the school, teachers may use I-pads, interwrite pads, responders, powerpoint, websites, graphing
calculators, and video clips to enhance instruction.
According to the student survey, most students utilize
technology in the form of Chromebooks and cell phones.
As of the 2013-2014 school year, the AVUSD teaching
staff and district office adjusted the district calendar to
include Student Early Release Days or SERD days once a
week, one extra hour and half without students on
Wednesday afternoons. Department leaders had
attended a PLC training session in May prior to the new
SERD calendar implementation to help guide teachers in
the new PLC process. This collaboration time ensures
that departments have time to meet regularly in order to
establish cohesiveness in curriculum design,
management, and assessment. Some departments are
meeting often and have collectively implemented new
curriculum. The process of implementing new curriculum,
strategies, assessments, and a new scope and sequence,
is ongoing as the district and GHHS shifts to the new
common core standards.
Prior to 2013, some departments met monthly to
collaborate on assessment strategies, develop CRTs,
discuss curriculum, and school policies.
Department Leader Meetings are held monthly to discuss
the master schedule, interventions, testing and progress
towards student achievement goals.
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Department Leaders PLC
Training with entire district
in May 2013
Development of bimonthly Department PLC
Meetings - implemented in
2013-14
Created an avenue for
teachers to discuss
curriculum strength and
weaknesses
Discussion and
implementation process of
adopting common core
standards
discussion of
implementation of new
common core curriculum
Department PLC
Agendas/Minutes
District Common Core
Training
District Common Core
Training and or new
researched based
curriculum offered to:
English (ERWC)
Math (Math 1),
History (DBQ Program)
World Languages
Special Education
Department attended with
core departments
District Sign-in Sheet
Assessment strategies
include tests, essays,
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•
portfolios, and individual
or group projects.
Assessment data is
collected and analyzed in
order to make changes
and decisions about
curriculum, instruction,
professional development,
and resource allocation.
Teachers, collectively and
individually, modify and
revise curriculum in
response to student
assessments.
Articulation and Follow-up Studies
Indicator: The school articulates regularly with feeder schools and local colleges and
universities and technical schools. The school uses follow-up studies of graduates and others to
learn about the effectiveness of the curricular program.
Prompt: Share examples of articulation with feeder schools and local colleges and universities
and technical schools, including comments on the regularity and effectiveness of these effects.
What has been revealed through the follow-up studies of graduates and others regarding the
effectiveness of the curricular program.
Findings
Evidence
Administrators and counselors articulate with
middle schools, K-8 academies, and elementary
feeder schools to discuss student placement,
curriculum, assessment, and policies. The
administration and counseling also articulate with
local colleges and technical schools to help place
students into programs.
In addition, math and social science teachers have
met with middle school teachers for common core
district office training.
Granite Hills does a great job of articulating with its
feeder schools: Phoenix Academy, Vanguard
Academy, Sitting Bull Academy, Rio-Vista, Sandia,
and Mariana schools. All eighth grade students
and their parents are invited to High School
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District wide counseling
meetings
Middle school registration
process
Principal Meetings
VVC/ Bridge transition program
data
Career center senior survey
ROP Recruitment Placement
Specialist end of year data
Common Core District Office
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Awareness night where they are encouraged to
view courses, clubs, sports, and activities at
Granite.
All eighth grade students who want to attend
Granite Hills are also invited to our parent night
featuring our Systems Control and Design Academy
(SCADA). Students interested in a career in
engineering are able to meet their prospective
teachers and learn about the courses they will
take, and meet their academy industry partners
who may offer future internships to students.
Granite Hills offers Career Technical Education
courses, which are articulated with our local
community college. Articulation agreements with
Victor Valley college allow high school students to
earn credit for introduction courses offered on
campus: Woodworking, Medical Terminology,
Emergency Medical Technician, Medical Assistant,
Culinary Arts, and Commercial Baking. The next
course to be articulated is TV Video Production.
Articulation agreements between Career Technical
Education teachers and community college
teachers must be renewed yearly. A new online
process facilitates articulation success. This
process increases students’ access to
postsecondary opportunities.
Granite Hills and SCADA were also named in a
Victor Valley College Grant, which will foster
further articulation with our SCADA students and
the College. This grant will help bring electronics’
courses to Granite Hills. The grant also provides
the construction of a CISCO lab on our campus,
which will allow our students to participate in
distant learning courses through colleges or
schools around the world.
Granite Hills’ special education staff meets with
middle school staff, parents, and students to select
student courses for ninth grade. Students and
parents have an opportunity to visit Granite Hills
during High School Awareness night. They are also
encouraged to tour the school and are encouraged
to visit the classrooms. Parents receive progress
training for core departments
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Presentation Flyers
Articulation Agreements
SAI Articulation meetings
High School Awareness Night
Shadow Days
Super Cougar Tutor
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CTE and ROP Articulation with
VVC
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Annual articulation agreements
renewed annually
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California Career Pathways Trust
 “Ramp Up”
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Two SCADA Grants Awarded
 $50,000 (2013-2014)
 $100,000 (2014-2015)
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Special Education students’
transition
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reports from the special education staff four times
per year regarding students’ educational goals.
This is in addition to grade reporting from the
general education staff. Ongoing collaboration
changes based on individual student needs often
include the following: auto dialer, e-mail, texting,
daily or weekly progress reports, personal phone
calls, and home visits.
The Transitional Partnership Program (TPP) Case
Managers work with students in completing career
transition curriculum. Students are involved in
workshops and assessments offered through
Desert Mountain Special Education Local Plan Area
(SELPA). Next, students are referred to the
department of rehabilitation to establish career
education services and a case carrier for the
remainder of their lives.
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TPP Program
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GHHS band director is also the
director at Vanguard Academy
Annual Performing Arts Festival
held for all district K-8 students
to attend, showcasing choral and
instrumental performances and
featuring an original children’s
theater production written and
performed for the students
(many GH students have
indicated that their passion for
performing was inspired by
visiting this and similar events
back in elementary school)
Annual “Make a Joyful Noise” 3day performing arts workshop
where GH students are guided
on how to conduct workshops
and instruct elementary and
middle school students on
performance techniques/routines
A visual arts instructor provides
after school instruction at one of
Granite Hills High School SAI students are also
given the opportunity to receive paid work
experience through Workability. This program
allows students to be placed on job sites and
receive valuable job and interpersonal skills.
The VAPA department also articulates with feeder
schools and with local colleges and universities.
The effectiveness of the curricular program is
revealed through responses from Granite Hills’
graduates.
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The English Department has also articulated with
local feeder schools and universities. English
teachers have received training from California
State San Bernardino together with feeder schools
in the district.
English teachers have met with California State San
Bernardino professors and Victor Valley College to
peer edit essays and share status of student
writing and expectations of student outcomes.
The ELD Teacher on Assignment / Counselor helps
place ELD students in appropriate class settings.
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the K-8 schools
GHHS student performers
engage in music tutoring
programs with middle school
students
Portfolio reviews/culminating
performances and recitals
Articulation of performance
expectations with College Board
(AP) criterion
Choral performances at local
festivals/invitationals held at
area colleges
Occasional performances by
college/university choral/musical
groups held at GHHS
Representatives from art
schools/universities hold
presentations at GHHS (via
Career Center)
AP Art History/Studio Art scores
of graduates
Individual contact with former
students who have entered into
the visual/performing arts
industry (typically one-to-one
post-grad contact
Implementation of ERWC in
classrooms
Student essays
Collaborative projects
Implementation and study of
grammar and vocabulary to
develop student writing.
Peer edit essays
Shared Cal State and VVC essay
rubrics
ELD Meetings
Conclusions:
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Strengths
Weaknesses
Granite Hills is continuing to develop
articulation with feeder schools. Lately, this
communication is becoming more specific;
however, more development is necessary to
fully understand what students’ strengths and
weaknesses are currently as they arrive on
campus. This year the administration
implemented the Renaissance math and
reading tests to gauge where students’
strengths and weaknesses lie. After the third
quarter of school next year, the feeder
schools will provide Granite Hills this
information in order for students to be placed
in reading and math intervention elective
courses.
Granite Hills would benefit from a Curriculum
Council comprised of parents, staff, industry
partners, and administration that would help
update student access to relevant and current
educational resources in core and AP classes.
For example, since the opening of the
campus nearly twelve years ago, expository
reading material in all departments, aside of
textbooks, has not been steadily available to
students (newspapers, journals, etc.). In
addition, class sets of novels and recent AP
material need support to supplement missing,
worn, or outdated materials. Teachers
support the concept of an online library that
would offer students opportunities to
research information using encyclopedias,
journals, articles, and newspapers, as well
with an opportunity to check out books that
are protected under copyright law. With the
implementation of Chrome books next year,
the student body will have the ability to
access online reading materials regularly, and
with the new annotating text features offered
on Google Docs and other programs, students
can mark up their text as they read as well.
Special education and ELL learners would
especially benefit from this feature, because
they can choose audio support recordings,
audio pronunciations, and dictionary features
to learn new words and phrases that would
help them develop reading fluency and
comprehension.
The Granite Hills’ Special Education
Department attends articulation district
meetings along with the school psychologist
to place students into the appropriate
settings for their freshmen year.
Granite Hills’ staff will continue to articulate
with community colleges and colleges to best
prepare students for the 21st century
workplace and college setting.
GHHS is currently in the process of
implementing new California common core
standards and research programs into the
existing curriculum. Some departments have
received new curriculum and training to
implement new research based programs.
The SCADA Academy, CTE, ROP, and core
department courses provide interdisciplinary
experiences.
The Department PLC process is still
developing. Some departments meet
regularly and are working towards integrating
new common curriculum and assessments.
ELL parents are invited to District English
Learner Advisory Committee Meetings that
are designed to involve parents in the
Granite Hills’ students are accepted to a
range of universities and colleges across the
United States, from Ivy League to state
schools; however, there isn’t an official
procedure for tracking what happens to
students after they leave the campus in order
to provide collective feedback about the
effectiveness of our programs. At this time,
teachers individually invite former students to
come back and speak to current students.
Sometimes former students provide feedback
to their teachers through email, phone calls,
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education process. The Granite Hills’ ELD
Program offers a Summer Academy for
parents and students to become acquainted
with the campus and the ELD program.
CELDT testing is also offered during the
academy.
or classroom visits. The AVID program has
been actively requesting former students to
come back and give speaking presentations.
An alumni community needs to be established
to create procedures for tracking student
success in post-secondary programs. Also,
alumni should be asked about the
effectiveness of Granite Hills’ programs as it
applies to college and career readiness.
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All students have equal access to the school’s entire program and assistance with a personal
learning plan to prepare them for the pursuit of their academic, personal, and career goals.
Variety of Programs — Full Range of Choices
Indicator: All students are able to make appropriate choices and pursue a full range of realistic
college/career and/or other educational options. The school provides for career exploration,
preparation for postsecondary education, and pre-technical training for all students.
Prompt: How effective are the processes to allow all students to make appropriate choices and
pursue a full range of realistic college/career and/or other educational options? Discuss how the
school ensures effective opportunities for career exploration, preparation for postsecondary
education, and pre-technical training for all students.
Findings
Evidence
The counseling department meets with students
individually to identify students’ goals for college
and careers, and guides them to select courses
that align with their personal pursuits that are
documented on students’ four-year plans.
Information about students’ transcripts, state test
scores, and college preparatory exams (PSAT) help
guide students and counselors towards realistic
goals and expectations immediately following high
school. Counselors speak to students’ parents often
to verify course selections or changes.
•
Four Year Plans
•
ROP, CTE, and SCADA Courses
 Digital Video Production
 Cougar Kitchen—
Hospitality Recreation,
Tourism
 Bakery
 Medical Terminology
 Medical Assisting
 Introduction to Nursing
 Introduction to Records
 All Volunteer Emergency
Response Team after
school medical program
 Health Occupation
Students of America after
school nursing program
 Computer Aided Design
 Drafting
 Woodshop
 Robotics
 SCADA Science Courses
•
SAT/ACT Practice Tests on
Saturdays
Core departments offer AP
Programs
Students and parents learn about ROP, CTE, and
SCADA courses through the curriculum posted on
the school’s website, student’s course selection
sheet, and counseling conferences or
presentations. ROP courses are offered during the
day and after school. The SCADA Academy
integrates career technical education with core
courses and is a college preparatory and career
based program. Students that are passing their
classes and stay current with their credits earned
are encouraged to stay in the academy. Any
student may join the academy during their
freshmen year.
The AP program begins with honors level courses
in most core departments. Students may take the
honors courses to build upon skill sets that will
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help them become successful in the AP classes.
The curriculum guide states recommendations that
students should meet before enrolling in an AP
class.
In addition, the Career Center offers a wealth of
career and college information that students may
access during the day or after school. Guest
speakers offer question and answer sessions.
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Military Presentations
College/University Presentations
College Information Night
Financial Aid Night
Vocational School Presentations
Work Experience Program
Student-Parent-Staff Collaboration
Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s
personal learning plan, and their college/career and/or other educational goals. (This includes
the evaluation of whether online instruction matches the student’s learning style.)
Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and
monitoring a student’s personal learning plan, and their college/career and/or other educational
goals.
Findings
Evidence
The Counseling Department establishes a student’s
personal four – year plan that is sent home to be
shared with parents and is also viewed online
within the Aeries’ program.
Teachers reach out to include parents in several
ways. First of all, parents and students are invited
to set up an Aeries account to monitor student
academic progress regularly. At times, a SST
meeting is necessary to discuss students’ personal
goals with an administrator, counselor, teacher(s),
and parent(s). Parent conferences occur to help a
student and parent reach a student’s learning
goals as needed. Some teachers call or email
parents to help guide a student’s progress.
The Special Education Department involves
parents, students, and staff to review students’
progress towards personal learning goals.
•
Four Year Plan
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•
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SST Meetings
Parent Conferences
Parent and Student Portal Aeries
accounts
Direct parent contact
Teachers document parent
contact in Aeries.
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IEPs
504 Plans
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An ELD para-educator notifies parents of students’
failing grades per request from classroom teachers
or the ELD Coordinator.
•
ELD Program
Monitoring/Changing Student Plans
Indicator: The school implements processes for monitoring and making appropriate changes in
students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.
Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized
for monitoring and making appropriate changes in students' personal learning plans (e.g.,
classes and programs).
Findings
Evidence
The Counseling Department monitors student
progress quarterly and may help the student adjust
his or her course schedule or four-year plan based
upon student success or interest. When students
request a level change from a pre-AP or AP course,
the classroom teacher, department chair, and
parent sign a form of agreement. The counseling
department monitors the need for students to earn
credits and makes adjustments in students’
schedules to reflect course changes on a semester
basis.
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•
Student’s Four Year Plan
Counseling Department Level
Change Request Form
The ELD department reviews students’ grades
quarterly and suggests level changes with the
counseling department. Parents and students are
contacted if a leveling change is suggested.
•
ELD Meetings
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IEPs
Transition Goals/ Plans
Graduation Checks
Progress Reports
Academic Warnings
Four Year Plans
Report Cards
The Special Education Department monitors
students’ learning plans quarterly also.
Post High School Transitions
Indicator: The school implements strategies and programs to facilitate transitions to college,
career, and other postsecondary high school options and regularly evaluates their effectiveness.
Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to
college, career, and other postsecondary high school options.
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Findings
Evidence
Through the Career Center and Counseling
Departments, students receive presentations and
services to help them prepare for college entrance
or careers. At times, these presentations are
offered after school for parents to view: PSAT/ AP
Night and FAFSA Night.
Some core departments, including the Counseling
Department, review AP and EAP scores to
determine how well prepared students are for
college work and adjust their instruction to
increase scores.
Students may take the official SAT or ACT at
Granite Hills, an official College Board Testing Site,
so the Counseling Department tracks students’
scores on these exams to help determine how well
students are doing.
The AVID program tracks and provides additional
support for students’ progress towards college and
offers a field trip to visit universities. AVID
acceptance rates to universities are tracked.
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•
Bridge Program (Priority list to
Enroll to VVC)
PSAT
PLAN/ ACT
AP Night
FAFSA
CAL Grant
ASVAB Test
AP Exams
SAT
ACT
AVID College Field Trips
AP Scores
EAP Scores
•
College Board Testing Site
•
AVID Acceptance Rates
•
Conclusions
Strengths
Weaknesses
Granite Hills offers a wide range of courses to
a diverse population that requests several AP
course offerings and more manageable
courses for those that are anticipating
starting a career after high school. The staff
is committed to expanding CTE and ROP
course offerings while maintaining the core
curriculum that has been Granite Hills’
mainstay. Bilingual Spanish speakers are
The four-year plan could be updated with
entering data from the Bridge program
starting the freshmen year of high school.
This program includes student surveys of
learning styles, occupational interests, and a
personality assessment amongst college and
career information. This program is in the
early implementation stages in the English
department; however, the information
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invited to participate in Spanish for Spanish
speakers, an advanced World Language’s
course. Students are also encouraged to
choose any level of course they would like to
take with the exception of students taking
ROP courses beginning at sixteen years of
age or older.
learned from the surveys could coordinate
with counselor discussions, and, if
documented, could turn the four-year plan
into a personalized learning plan that would
help students set long-term goals.
Granite is developing its CTE range of courses
and would like to expand course offerings in
the near future.
Articulation with feeder schools and post
secondary schools has been building over the
past few years and is anticipated to
accelerate as staff members continue to
articulate about curriculum and build
relationships.
The Counseling, Special Education, and ELD
Departments regular monitor student
progress and make adjustments in scheduling
as necessary. Also, students are supported
with preparing for post – secondary education
and working programs through the special
education department, ROP and CTE courses,
the academy, core curriculum, and AP
curriculum.
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Upon completion of the high school program, students have met all the requirements of
graduation and are prepared with success in college, career, and life.
Real World Applications — Curriculum
Indicator: All students have access to rigorous and relevant curriculum that includes real world
applications that will prepare students for success in college, career, and life.
Prompt: Evaluate ways the school ensures that all students have access to a rigorous and
relevant curriculum that includes real world applications that will prepare them for success in
college, career, and life.
Findings
Evidence
Granite Hills’ courses are based upon California
standards that require the curriculum to be
rigorous and relevant for all students. In addition
to required standards, teachers also include
components that will prepare juniors and seniors
for success in college, career and life. According to
the teacher survey, 92% of teachers reported that
students regularly apply classroom study to realworld problems.
The English Department provides a conceptual and
disciplinary focus for a wide variety of issues and
problems that converge in written discourse:
*Offers techniques for rhetorical analysis so that
students can learn about, then synthesize in their
own writing, a variety of rhetorical strategies
*Analyzes author’s implicit and explicit political and
/or philosophical assumptions and beliefs about a
subject or topics vs. logos
*Critiques the validity of arguments in texts: their
appeal to both friendly and hostile audiences; and
the extent to which the arguments anticipate and
address reader concerns and counterclaims (e.g.,
logos, pathos, and ethos)
New math courses and SCADA science courses are
based on project-based learning and relevant
applications to life.
The Special Education Department prepares
•
Course Descriptions
•
Teacher survey
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Student research papers
Student essays
Student Collaborative Group
Reports
Power Point Presentations
Real World Projects
Cross Curricular Projects
Problem/Project Based Learning
Cougar Kitchen
Baking
Video Production Projects
Vitals Clinics
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•
Math 1 real-world activities
Real world problems in
textbooks
Curriculum Guide A-G courses
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Job applications
Resumes’,
Life skills
•
Creation of tangible work
product (including commercial
art applications, marketing and
business processes, etc.)
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133
students for real life.
•
Creation/performance/critical analysis of art
provides real world application
•
Staging performances (including
maintaining timetables, logistics,
etc.)
Critical
analysis/interpretation/problem
solving in art applies to other
endeavors requiring divergent
thought and application of
processes
Meeting Graduation Requirements
Indicator: The school implements academic, college- and career-readiness support programs
to ensure students are meeting all requirements, including the CAHSEE.
Prompt: Comment on the effectiveness of the academic, college- and career-readiness support
programs to ensure students are meeting all requirements, including the CAHSEE.
Findings
Evidence
At Granite Hills, the Counseling Department helps
guide students through the college and career
readiness programs, making adjustments to
students’ schedules to accommodate academic
weaknesses and strengths. According to the
student survey, 57% of students reported that the
school provides effective school-to-career
guidance.
The core departments offer rigorous California
standards- based curriculum that consists of a
regular education or core plan and an Honors and
AP program. 72% of students reported that they
are developing academic skills necessary to be
successful after high school, and 77% reported
that the school provides them with AP and honors
opportunities. Whereas, 72% of the students
surveyed reported that their courses challenge
them academically. The trend of students
completing an UC/ CSU “a-g” program is 28% over
four years. In the 2013-2014 school year, the fifth
year of data, this trend dropped to 22%.
•
Counseling Department
Procedures
Career Center Procedures
Community Service Hours
Documented
Work-Study Program Hours
Documented
Concurrent Enrollment at VVC
•
Student Survey
•
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•
Through the Career Center and Counseling
Departments, students document community
service hours to receive credit hours and
134
recommendations for college and future
employment. 21% of students surveyed do
community service after school.
Work-study is also available to those who want to
earn credits through local employment. Students
may also concurrently enroll in classes at Victor
Valley College to make up credits or to take credits
that count towards high school graduation and
college, which also prepares them for college and
careers. Some students enroll in these programs.
Within the Math and English Departments, an
elective CAHSEE course is available to juniors and
seniors that have not been successful with passing
the CAHSEE during their sophomore year. CAHSEE
results demonstrate that Granite Hills’ is
competitive with local high schools, county, and
state results.
The AVID program provides tutorial sessions
several times a week to help students sustain
understanding of the rigorous academic skill sets
that are required for college success. College
tutors are hired to provide tutoring assistance to
students within their AVID classes. During the past
several years, most senior AVID students are
accepted to four-year universities.
In the Special Education Department, students are
integrated into work-study transition programs
called WST or TPP. This program is proven to
provide effective work experience to help students
with job placement after high school graduation.
After school tutoring is provided to all students
Monday through Friday in the library. Granite Hills’
teachers, students, and a math bilingual paraeducator tutor students. Specific math and English
tutoring programs occur on Tuesdays and
Thursdays to help students develop skill sets and
concepts that are required for success in the
college and career readiness programs. 59% of
students surveyed reported that the library is a
good place to do their homework, while 36% of
students reported they went to the library to
receive tutoring assistance. In addition, 44% of
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Work Study Program
Documentation
Counseling and Career Center
Documentation
Curriculum Guide
CAHSEE Math and English
Course Descriptions
CAHSEE Results
•
AVID Program Tutorials
Schedule
AVID Data
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WST
TPP
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After School Tutoring Program
Student Survey
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135
students go to their teachers for tutoring
assistance.
Conclusions
Findings
Evidence
Students have access to a rigorous and relevant
curriculum throughout the programs offered at
Granite Hills. The academic and college readiness
programs are applicable to college and career
readiness, and the student survey reveals that
students believe that their education has been
relevant and challenging. Granite Hills’ graduation
rates have remained steady for the last several
years.
The last few years of testing data
indicates that some subjects in the AP
Program need more support to booster
success rates. Some of the AP tests
have been significantly altered and
teacher training would benefit
departments that are dealing with these
changes. Some AP teachers would
strongly benefit from attending the
week long College Board Conference to
learn new teaching strategies and to
receive updated AP curriculum
information. Class sets of updated AP
curriculum need to be purchased when
AP tests are updated.
136
WASC Category B. Standards-based Student Learning:
Curriculum:
overall category.
Category B: Standards-based-Student Learning: Curriculum:
Areas of Strength
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Granite Hills is offering more ROP courses that contain relevant skills.
The District Office has trained core departments in best practices and common core
standards.
New math courses have scope and sequences and curriculum based on California
common core standards, UC approval, and articulation with K-8 schools. Over time,
students will experience a sequential math course of study that will encompass the
development of essential math concepts that are needed to be successful in high school
as well as college and career. Math teachers are receiving current math training at the
district level.
The English Department is in the process of implementing an ERWC unit in each
semester of high school from grades nine to eleven. The entire department and other
district high school and middle school teachers have received California State University
ERWC training sponsored by the district office.
The Social Science Department along with other district high school teachers and middle
school teachers are in the process of implementing a DBQ program. The district office
provided training to support the new program.
PLC time is used to articulate and develop curriculum.
Struggling math and English students are receiving remediation and tutoring
opportunities as of January 2015.
Category B: Standards-based-Student Learning: Curriculum:
Areas of Growth
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•
•
Teachers need to establish a collection process to share Common Core student learning
outcomes/ new curriculum outcomes with Department PLCs.
In the 2014-2015 school year, WASC meetings have prevented the PLC process from
continuing in all departments.
Teachers need to continue to develop and implement Common Core curriculum.
137
Category C: Standards-based Student Learning: Instruction
Analysis must show distinctions that appear across the range of students (grade level, diverse
background, and abilities) and the variety of programs offered at the school.
Examples include:
• Online instruction approaches (school site or off site, integrated within other programs
• Focused programs such as IB Diploma Program, college/career readiness programs,
 Note: In some areas additional prompts have been inserted to emphasize the analysis
related to online instruction.
C1.
Instruction Criterion
To achieve the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes, all students are involved in challenging and relevant learning
experiences.
Results of Student Observations and Examining Work
Results of Student Observations and Examining Work
Indicator: The school’s observations of students working and the examining of student work
provide information on the degree to which all students are engaged in challenging learning to
assist them in achieving the academic standards, the college- and career-readiness standards,
and the schoolwide learner outcomes. The school, particularly, has evaluated the degree of
involvement in the learning of students with diverse backgrounds and abilities and modified
approaches based on findings.
Prompt: Comment on the degree to which all students are involved in challenging learning to
achieve the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes. Include how observing students working and examining student
work have informed this understanding.
Findings
Evidence
Granite Hills offers a wide scope of course selections
for all students to choose from. Within all core
departments, “a-g” approved courses and Honors and
AP courses are available to students that are
preparing for college. In addition, ROP and CTE
courses promote career exploration using modeling
and other instructional techniques such as project
based learning to demonstrate skill sets that are
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•
•
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Curriculum Guide
Department PLC Meetings
CRT Revisions
CST Results
ROP Courses
CTE Courses
SCADA Courses
AP Courses
138
applicable to the work force.
Core courses provide an avenue to develop skills that
will help the 21st century learner continue his or her
education after high school, and or will help him or
her to effectively communicate in the workplace.
Throughout the process of instruction, teachers are
utilizing a variety of strategies to engage a diverse
student body. These strategies may vary and overlap
between departments. For example, students use
annotative techniques in their social science and
English courses. Within some departments, some
teachers are using similar teaching strategies and are
examining student work to reflect upon student
learning outcomes. Over the past several years,
departments have met often to examine test results
and have adjusted instruction to meet these
concerns. Within the last few years, some core
departments have been focusing on developing
assessments based on college and career readiness
standards. This process, which has been adopted to
reflect the new California Common Core standards, is
focusing on student learner outcomes that can be
measured in the forms of writing and project based
learning. Realizing that gaining new skills are based
on exposure to curriculum in new and innovative
methods and opportunities to practice, teachers are
applying research-based approaches to instruction
and monitoring student progress to informally and
formally assess what students may need taught
again, or if students need more experience with a
concept as they develop mastery for a skill set. The
process of collecting new data that reflects the new
strategies that are implemented to enhance CA
Common Core instructional practices will be
implemented in some core departments: English,
Math, Science, and Social Science. In the teacher
survey, 98% of teachers reported that they use
differentiated instruction to meet all students’
learning needs, and 69% reported that they meet
frequently to plan curriculum and discuss strategies
for addressing the needs of all learners.
Throughout the course offerings for the English
Department, specific teaching strategies accompany
several of the programs to deliver curriculum in an
effective manner to the learner. Within the core
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ELD Courses
Special Education Courses
Teacher Survey
•
Modules dispersed throughout
all grade levels 9-12
 Annotating Text
 Writing an Expository
139
courses, teachers employ ERWC strategies to engage
students to critically think and write. ERWC modules
are taught in all of the core classes from 9th-11th
grades.
Essay
 Common ERWC
Writing Rubric
 Reading Rhetorically
Responses
 EAP Exam
Within the AP program, some of these strategies
overlap with the ERWC college readiness strategies.
However, additional AP applied instruction extends
the learner’s critical thinking and writing skills.
Students are encouraged to enroll in Honors or AP
courses.
Within the department, student work is examined to
decide where the students’ skills sets currently reside
in the forms of written assignments, class
discussions, tests, student led presentations,
speeches, and collaborative work. State test results
are also utilized to adjust teaching strategies. AP
teachers review students’ AP exam results to reflect
upon instructional practices as well.
Students who may need more support preparing for
the CAHSEE, are offered a CAHSEE language arts
elective course their junior year to review skills sets
and essay writing that are required for CAHSEE
passing scores.
Based upon English proficiency standards determined
by the CELDT Test, ELD students are dispersed
throughout the English courses. All English teachers
are trained in SDAIE. As an extra support, ELD
students who are still gaining proficiency are taught
language arts in a separate ELD classroom coupled
with an English teacher and a bilingual para-educator.
Inside of this setting, ELD I-IV courses are offered.
Within this small and supportive environment, the
teacher assesses student written and oral responses
throughout the class period. These courses
encourage English acquisition at a steady and
challenging pace. ELD IV is also an a-g approved
course.
Students that have failed the core freshmen course,
Introduction to Literature, are offered an opportunity
to retake the course through the Apex program,
which is also based upon California Common Core
Standards. Also, students may request to take an
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Student Presentations
Essays
Discussions
Speeches
AP Exams
CAHSEE
EAP
AP Tests
•
CAHSEE Language Arts
Elective Course
•
Edge Program for ELD courses
(Research driven strategies
and curriculum)
 Academic Vocabulary
Strategies
 Context Clues
 Learning inference
skills
 Reading
Comprehension
Techniques
 Modeling of
grammatical structures
 Constant Student
Feedback
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Apex Introduction to Literature class.
In the 2014-2015 school year, freshmen students
took a Renaissance Placement Test. Those that
scored in the bottom 20% are enrolled in a Read 180
course to engage them in developing higher reading
skills. This program is offered by a trained teacher
and consists of mostly online learning and direct
instruction.
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
Edge Tests
CELDT Tests
CAHSEE
Student Writing
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Apex English Courses
Online instruction
•
Based on last semester’s grades, struggling language
arts students were invited to participate in a writing
course that takes place in a Chrome lab after school
on Tuesdays and Thursdays. The writing teacher is
employing ERWC strategies to help students gain skill
sets in writing.
•
Read 180 intervention elective
course enrollment
After School Writing Tutoring
Program with ERWC trained
teacher
Incoming freshmen for the 2013-2014 school or
earlier are continuing to participate in the traditional
core math sequence: Algebra I, Geometry, Algebra II,
Pre-calculus, Statistics, Calculus AB, and Calculus BC.
Within these core courses, students began with a
course in ninth grade that aligned with their skill set,
and students who are successful in these courses will
continue in this path to the senior year. Math
teachers regularly review student work, assessments,
and classroom feedback as opportunities to guide
instruction.
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CRTs
Student Demonstrations
Socratic Questioning
Expository Teaching
Think, pair, share
Cooperative Learning Groups
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Manipulative
Project Based Learning
Discovery Lessons
Common Assessments (in
folder within Math
Department)
In the 2014-2015 school year, Math I and Math I
Honors was introduced to incoming freshmen as a
course that encompasses new strategies to teach
math using more manipulates, project based learning,
and discovery lessons. The new course is based upon
the new California Common Core Standards. Teachers
use student results in the forms of informal and
formal assessments to reflect upon the effectiveness
of teaching strategies. Math I instructors review
common assessments collectively to determine the
effectiveness of the program and the success and
struggles students are encountering.
In the 2014-2015 school year, students that are
unsuccessful in the fall Geometry class are required
to enroll in the spring semester of Math I. The
curriculum is transitioning to California Common Core
Standards. These former Geometry students will
continue in the new course sequence for the
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remainder of their education. This shift in course
sequence is intended to establish an innovative
platform of learning for these struggling sophomore
math students. With the new Math I course, students
will be instructed with project based learning and
relevant experiences that are intended to enhance
their development of mathematical concepts.
Students are also encouraged to enroll in Honors and
AP courses throughout the grade levels.
An ELD bilingual para-educator supports ELD students
within their math class. This para-educator is also
available to help these students in the daily After
School Tutoring Program. This intervention is
intended to help ELD students to understand
information more thoroughly and at a faster pace.
This one on one support not only helps students
break down concepts into meaningful chunks, but
also creates a scenario where students can receive
math instruction in their primary language as needed.
Students are also offered opportunities to retake
math Apex courses to earn credits based on California
State Standards. This is the last year that Apex math
will be offered as an option for students.
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2014-2015 Master Schedule
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Four Year Plan
CST Results
AP Exams
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Bilingual Math Para-Educator
funded by LCAP
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Apex Math
Online Instruction
UC Doorway Website
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Math Intervention After
School Program
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CSTs
CRTs
Piloted a Note-booking
Strategy
Piloting a science writing
strategy
Developing a Science Lab
Rubric
Student Lab Work
Teacher Designed
Assessments
Freshmen students that scored in the bottom 20% on
the Renaissance Math test, were invited to participate
in an After School math intervention program that
employs different strategies to build mathematical
concepts.
The Science Department has met regularly to review
student-learning results from CSTs and CRTs. Since
the cessation of CSTs and CRTs, the science
department has been focusing on other strategies to
help students demonstrate learning. Student work is
assessed through teacher examinations and lab work.
Some teachers piloted a note-booking program last
year. Now some of the department members are
developing strategies to help students write in the
science genre – short responses, essays, and lab
work. Teachers have discussed using and or
developing writing prompts and rubrics.
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Students may choose to enroll in a Honors or AP
science course. AP teachers administer tests and
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written assignments that contrast students’ current
academic strengths and weaknesses with the
requirements for the AP test. Teachers provide
feedback on these assessments continually.
Teachers strive to increase literacy in the social
sciences by requiring daily reading in the classroom.
In addition, teachers use direct instruction and note
taking to provide greater understanding of the
material and to focus on key concepts. With the
implementation of Common Core the Social Science
Department has expanded instructional strategies to
incorporate greater emphasis on analysis and writing.
New curriculum using document – based questions
promotes higher engagement, the development of
important historical thinking and writing skills, and
reaches students with diverse reading skills and
abilities. This has led to a significant change in the
traditional lecture based classroom.
Although students still receive direct instruction to
provide context for the topic at hand, more
collaborative lessons are administered which
incorporate class discussion, small group analysis and
individual writing. These lessons are centered on an
essential question(s) and supported by analysis of
diverse sources and key terms. This approach has led
to greater discussion within the department about
teaching students’ strategies to closely read text,
form an argument, and find evidence in primary and
secondary sources to support the argument. Social
Science teachers are in the early stages of defining
the elements of the writing process, as well as
developing common rubrics and common
assessments that will help students increase their
skills in writing an academic essay.
In addition to the greater focus on historical, a
growing number of Social Science teachers use
technology to boost student motivation and to help
them develop 21st century skills. The majority of
teachers in the department do not have consistent
access to a computer lab. Nonetheless, there are a
few who are moving forward to incorporate
technology in the classroom by encouraging students
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AP Exam Preparation
FRQ Experience
Lab Work
AP Exams
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Graphic organizers
Interactive notebooks and
note-taking
Content based essential
questions (DBQ) with primary
sources (i.e. text,
photographs, political
cartoons, and film)
DBQ writing outlines
Diverse reading materials
(i.e. primary and secondary
sources, supplemental
articles, textbook, and online
sources)
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Chromebooks
Online Websites
Digital History
Gilder Lehrman
PBS
Miller Center
Library of Congress
Quizlet
Prezi
Student Sample Essays
Writing Rubrics
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to use their personal devices (i.e. tablets, laptops,
etc.). Students research and disseminate information
from the web to support their learning in the
classroom. Next year there are plans to provide
Chrome books to all students in the district. To
prepare for this transition, one of the history classes
has been “flipped” by implementing Google
Classroom. Instructional strategies in this classroom
have broadened access to multiple resources
including online textbooks, streaming videos, and
study tools. Additionally, students are being trained in
Google Drive, which encompasses Google Docs,
Sheets, Slides and other web based learning tools.
Due to the increased focus on literacy within the
Social Science Department, traditional textbook
reading has been expanded to include, original and
supplemental sources as well as online text.
Instruction has become centered on critical thinking,
problem solving, and has integrated academic writing.
In utilizing these progressive technologies, it has
altered the traditional mode of instruction. Students
can now use online tools to work in and out of the
classroom individually and collaboratively with their
teacher and or their peers. Moreover, instruction is
moving beyond the content of history. Students are
positively preparing for college and a variety of
careers by providing technology training, increased
keyboarding skills, and digital citizenship.
The World Languages Department offers Honors,
Native Speaker Courses, and AP courses for students.
The World Language teachers employ a strategy
called Teaching Proficiency through Reading and
Storytelling or TPRS. TPRS lessons use a mixture of
reading and storytelling in context and in the target
language to help students learn a foreign language in
a classroom setting.
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Class Interaction
Dialogue
Assessments
Re-teaching based on student
feedback
Proponents of TPR Storytelling, basing their argument
on the second language acquisition theories of
Stephen Krashen, hold that the best way to help
students develop both fluency and accuracy in a
language is to expose them to large amounts of
comprehensible input. The steps and techniques in
TPR Storytelling help teachers to provide this input by
making the language spoken in class both
comprehensible and engaging. In addition, TPR
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Storytelling uses many concepts from mastery
learning. Each lesson is focused on just three
vocabulary phrases or fewer, enabling teachers to
concentrate on teaching each phrase thoroughly.
Teachers also make sure that the students internalize
each phrase before moving on to new material, giving
additional story lessons with the same vocabulary
when necessary.
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Classroom observations and
critiques
Teacher created rubrics
designed to evaluate the
progress of the student work
Teachers are constantly observing the classroom and
making notes of student progress or weakness.
Visual and Performing Arts- VAPA (including
Advanced Placement) students are engaged in a
challenging learning environment designed to
facilitate achievement of all applicable standards.
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SPED- The Special Education Department follows a
scope and sequence based upon guidelines
established by the general education curriculum.
Within these classes, teachers regularly review
student assessments to determine how well students
are learning. Special education students are
mainstreamed in the general education courses when
they demonstrate a pattern of success and
accomplishment.
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Observation of students’ work
processes, from introduction
of skills and concepts to
assessment and evaluation of
the product or performance
(performance demonstrations;
checking for understanding
and re-teaching; direct
teacher observation during
studio time)
Holistic and criterion-based
examination of students’ work
product/performance
(ongoing assessment of skill
attainment; re-teaching
skills/concepts; checking for
understanding; guided selfevaluations; evaluation of
performance outcomes)
Using General Education
Curriculum and materials used
in SAI classes
Mainstream SAI students to
General Education core
courses
Annual IEP Meetings
Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing
guides for completing coursework for asynchronous online instruction.
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Findings
Evidence
A diverse group of students take APEX courses.
Some are self motivated to complete the work and
may move through the program in congruence
with the online pacing guide. Others need more
time to complete the program.
In addition, some math teachers utilize the
Renaissance math program to offer more
individualized practice of math problems. The
Accelerated Math Program is based on California
Common Core Standards and allows for the
teacher to set a reasonable goal for student
completion of standards. Students may work ahead
of set guidelines to advance their math skill sets.
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Apex English
Apex Math
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Quarter outline of standards to
be taught
Accelerated Math
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Student Understanding of Learning Expectations
Indicator: The students know the standards/expected performance levels for each area of
study.
Prompt: Examine and evaluate the extent to which students know the standards/expected
performance levels before beginning a new area of study; an example is the use of pacing
guides for online instruction.
Findings
Evidence
The English department presents standards at the
beginning of units of study and lessons.
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Course Descriptions/ Syllabus
Rubrics (include writing
standards)
Standards or objectives are
stated on handouts/ notes for
students to focus on during a
unit
Daily Agenda/ Objectives Posted
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APEX
The Math Department posts standards in the
classrooms and introduces the standards being
taught with daily lessons.
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Standards posted in classroom
Daily Objective/ Standards
For the new California Common Core math
courses, a course description has been developed
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Course Descriptions and Syllabi
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The APEX online English course already has an
established pacing guide.
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for Math I, II, and III courses at the district level.
Math Apex courses offer an established pacing
guide.
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Apex Math
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Course Descriptions and Syllabi
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Objectives listed at the
beginning of each
chapter/section of notes and
textbook.
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Essential Concept Questions for
Note-booking (SCADA)
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Teacher websites (links on
school website)
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Science Common Lab Report
Rubric (as we move forward
sample student lab reports that
have been scored by the
department members)
Within the Social Science Department, standards
are attached to daily agendas and reading logs for
student regular viewing. Student rubrics
accompany DBQ writing assignments.
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Copies of reading logs and daily
agenda schedules.
Common DBQ Rubrics
The World Language Department introduces
learning objectives at the beginning of a chapter or
unit of study.
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VAPA instructors evaluate prior knowledge/skills of
students.
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In the Science Department, course descriptions
have been developed for each science course at
the district level, but will be needed to be updated
to reflect NGSS.
Learning objectives are explicitly shared with
students as part of the unit/lesson introduction or
preview of a unit.
Departments are developing standard rubrics.
Teachers are planning to take sample lab reports
from each area and score them together.
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VAPA instructors introduce evaluative criteria to
students based on expected learning outcomes.
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Learning Objectives obtained in
chapters or unit information
Power Point Presentations
Auditions/performance surveys
are conducted to assess current
skill level and to determine most
appropriate
pacing/differentiation of
instruction (flexibility of
scope/sequence)
Introduce evaluative criteria
(rubrics) at the beginning of a
lesson unit to help guide
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students on understanding the
expected learning outcomes
(guided self-evaluations; art
critiques)
The CTE/ROP Department performs
problem/project based learning projects.
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Skill demonstrations
Certifications
Hands on projects
Rubrics
Special education teachers notify students of
learning objectives in the daily agenda, grading
rubrics, and posted standards.
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Course Syllabus
Visual agenda
Grading rubrics
Classroom guidelines
Posted standards
IEP Goals
Pacing guide
Differentiation of Instruction
Indicator: The school’s instructional staff members differentiate instruction, including integrating
multimedia and technology, and evaluate its impact on student learning.
Prompt: How effectively do instructional staff members differentiate instruction, such as
integrating multimedia and technology? Evaluate the impact of this on student learning.
Findings
Evidence
Granite Hills’ teachers use a variety of technology
and multimedia resources to engage student
learning. Most teachers have regular access to a
desktop computer and a LCD projector unit to
display online and electronic resources. At this
time, teachers are experimenting with various
strategies and are continuing to develop innovative
ways to engage students.
Three Chromebook Labs exist on campus, which
allow teachers and students to pilot Google
Classroom in some of the 9th – 12th English and
Social Science classes. Success of this program is
in the development stages. It is anticipated that
more students will have access to a Chromebooks
and Google Classroom next year.
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Student and teacher led
presentations using technological
resources
Google Documents for student
writing
Teacher Tube or YouTube
Google Classroom (piloting)
Audio recordings
Film Clips
Video Demonstrations
Khan Academy used for
instruction
Graphing calculator (math)
Inter-write Pad used for
instruction
Images (pictures, figures,
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Three years ago, some staff members were given
I-pads to enhance instruction, and teachers have
been sharing various multimedia/ technology
strategies within department settings ever since.
In the teacher survey, 60% of teachers reported
that they had the technological resources to
enhance student learning; however, 95% of
teachers reported that they effectively use
differentiated instruction to meet all students’
needs.
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diagrams, or graphs)
Document cameras for modeling
and assessing
Electronic Responders for
student feedback
Music
E Books (World Languages)
Media Websites
Foreign Media Websites (World
Languages)
I-pad used for instructional
purposes
Apple TV
Granite Hills Technology
Committee
Chromebook Labs in two English
classes
One Chromebook Lab in a social
science class
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Some teacher I-pads
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Teacher Surveys
Student Perceptions
Indicator Interviews and dialogue with representative students inform the degree to which
learning experiences are relevant in preparing students for college, career, and life.
Prompt: Using interviews and dialogue with students, evaluate the extent to which students
understand the expected level of performance based on the standards and the schoolwide
learner outcomes in relation to preparation for college, career, and life. Evaluate the
effectiveness of the student-teacher interaction based on student feedback.
Findings
Evidence
According to the Student Focus group, some
students agreed that teachers explain that “what
students are learning are part of the state
standards”. Others also suggested that the core
program on campus needs to be more challenging
and that teachers need to have greater
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Student Focus Questions
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expectations. They would like to see the majority
of teachers “pushing them” and “holding them to
higher expectations” to succeed. Students also
stated that the AVID and AP program effectively
prepare students for college. Based on this
feedback, some students believe that some regular
education teachers may not be best preparing
students for careers and colleges.
Students also reported that AP and college
preparation classes are relevant to them because
they “will help them” in college or they will be
applicable to a student’s major. Students reported
that “some ROP” classes and electives are more
relevant than required courses because they help a
student prepare for “real life careers”. Students
also suggested that some classes don’t apply to
real life and would like to see courses that help
them prepare for life such as a course that
combines managing money, retirement, banking,
and taxes.
Conclusions
Strengths
Weaknesses
Many departments are focusing on developing at
least one research based strategy to improve
instructional practices. This strategy is in the
beginning stages of development across these
departments at this time.
At this time, access to computers or
Chrome books is limited for most
classes; however, there is a plan to
implement Chrome books throughout
the student body in the 2015-2016
school year. Then, Granite Hills’
teachers will be able to implement
strategies using technology to help
students become proficient in 21st
century skill sets.
ELL learners receive extra support in English ELD
classes and math classes that have the ELL paraeducator. The ELL para-educator is also tutoring
students daily in the After School Program. ELD
Team meetings meet often to assess the progress
of ELL students in all of their classes.
Teachers and Students from California State San
Many of Granite’s teachers have
received SDAIE training; however, only
two departments have ELD intervention
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Bernardino University and the Inland Empire
Foreign Language Association workshops observe
the World Languages Department four to six times
a year.
programs.
Special Education teachers hold annual IEP
meetings to address the learners’ goals and
progress towards college and career readiness.
Students are offered assistance with the transition
from high school to career or colleges with the
support of community mentors.
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C2. Instruction Criterion
All teachers use a variety of strategies and resources, including technology and experiences
beyond the textbook and the classroom that actively engage students, emphasize higher order
thinking skills, and help them succeed at high levels.
Current Knowledge
Indicator: Teachers are current in the instructional content taught and research-based
instructional methodology, including the integrated use of multimedia and technology.
Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology
in the delivery of the curriculum.
Findings
Evidence
Many teachers use multimedia and other technology
strategies on a regular basis throughout the school
to engage student learning.
Teachers utilize media and other websites and
articles to enhance instruction regularly.
Students use content from online sources to provide
information or evidence to support various forms of
writing and presentations.
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OWL Purdue Writing Lab
(Modern Language Association
Updated Resource)
Online Resources: websites/
articles
Presentations (Teachergenerated or web- based to
deliver content)
Teacher Tube
Film Clips
Audio Recordings
Media Websites
Annotating Text with Document
Cameras
Google Documents
ERWC Strategies
Mobi Pad/ I-pad to write notes
on the board
Science: Graphing applications,
spreadsheets, and digital
graphing tools
VAPA: Use of computers and
projectors for
presentation/application of skills
(technical demonstrations),
concepts (art vocabulary;
aesthetic valuing; critiques and
presentations), and knowledge
(cultural/historical
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•
presentations)
VAPA: Use of specialized
technology intrinsic to specific
VAPA disciplines (such as
lighting and sound equipment
for staging plays/performances;
cameras, scanners, photoenhancement software for
documenting/manipulating 2D
art images)
Additional Online Instruction Prompt: Evaluate how teacher technology competencies are
assessed during online instruction.
Findings
Evidence
Most teachers that oversee online instructional
programs have received professional development
or training specifically in the course(s) they are
teaching and are capable of troubleshooting and
modifying instruction as needed.
Teachers that are piloting Google Classroom have
been following the procedures established by the
online Google Training program. This training is
completed individually; however, teachers work
collaboratively to support one another’s
instructions.
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Apex Training
Reading 180 Training
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Google Classroom Training
Teachers as Coaches
Indicator: Teachers work as coaches to facilitate learning for all students.
Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate
learning for all students. Provide examples.
Findings
Evidence
Teachers regularly observe students working and
provide feedback while students are practicing a
skill set. This process may occur within individual
practice, group settings, and project based
learning. During modeling, teachers may ask
students to follow along and correct mistakes as
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Writing Activities
Labs
Developing Math Sequence/
Steps
Group work
Rubrics
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they occur during the process. In these settings,
students are watching and self-reflecting as the
teacher is instructing and correcting. Other times,
teachers may provide written feedback after a
student performance or completion of a lesson.
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Project-Based Learning Rubrics
and Critiques
Performance Rubrics
Socratic Inquiry Lessons/
Essential Questioning
Graphic Organizers to contain
student thinking
Class Discussions – Building
Vocabulary (World Languages)
Class Discussions that seek
supporting evidence
Teacher Tutoring
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One-on-one mentoring
Group discussions
IEP meetings
Counselor referral
Discipline referral
Clinical referrals
Parent contact
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Special Education teachers are coaches in social
skills, hygiene, relationships, behavior, academics,
and emotional support.
Examination of Student Work
Indicator: Representative samples of student work demonstrate: a) structured learning so that
students organize, access, and apply knowledge they already have acquired; b) that students
have the tools to gather, and create knowledge and have opportunities to use these tools to
research, inquire, gather, discover, and invent knowledge on their own and communicate this.
Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured
learning so that students organize, access, and apply knowledge they already have acquired; b)
that students have the tools to gather and create knowledge and have opportunities to use
these tools to research, inquire, gather, discover, and invent knowledge on their own and
communicate this.
Findings
Evidence
In several departments, students are continuing to
build upon their skill sets over a sustained period
of time. Some courses require that students
organize their work over the course of the
semester, so that these lessons and activities can
be referenced throughout the learning period.
Activities, assessments, projects, discussions, and
written work demonstrate the development of
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Student Notebooks
AVID Binder
Inquiry Based Labs
Group Exploration
Real-life Application Activities
Expository Writing Program
DBQ Program
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student mastery that is based upon a sequential
structure of study. As students become more
proficient with skills, new activities are introduced
that will require the use of mastered skills. As
students spend time in the program, they
experience opportunities to apply these skills to
new situations.
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VAPA Projects and Performances
Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of
reviewing student work online and online communications to determine the degree to which
students are analyzing, comprehending, and conducting effective research.
Findings
Evidence
Google Classroom and Google Drive are used as
tools to provide students feedback about research.
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Shared documents
Google Drive accounts
Indicator: Representative samples of student work demonstrate that students are able to
think, reason, and problem solve in group and individual activities, project, discussions and
debates, and inquiries related to investigation.
Prompt: Evaluate and comment on how well the representative samples of student work
demonstrate that students are able to think, reason, and problem solve in group and individual
activities, projects, discussions and debates, and inquiries related to investigation.
Findings
Evidence
The representative sample of student work
demonstrates that many students are working
towards developing critical thinking problem
solving skills in the academic areas, and some of
the student work demonstrates that students are
able to think, reason, and problem solve in group
and individual activities, projects, discussions and
debates, and inquiries related to investigation.
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Expository Essays
Lab Analysis and Conclusions
Project Outcomes
Creative-Based Projects
Formal Assessments
DBQs
Results of SKILLSUSA
Competition
AVID Socratic Seminars
Dramatic Performance
Preparation and Execution
Drama students work together in
scripting, rehearsing, and
performing plays and musicals,
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which involve a tremendous
amount of logistical support
(cooperation) and flexibility in
quickly overcoming/solving
unplanned technical problems as
they occur
Visual arts students collaborate
on various public art (gallery
shows/murals) and commercial
design projects for
school/community functions
(signage/advertising/artist calls)
VAPA students engage in peercentered Socratic dialogues
during group critiques
Indicator: Representative samples of student work demonstrate that students use technology
to assist them in achieving the academic standards and the schoolwide learner outcomes.
Prompt: Evaluate the extent to which representative samples of student work demonstrate
that students use technology to assist them in achieving the academic standards and the
Findings
Evidence
Within the English Department, students enrolled
in the Chrome lab pilot program utilize online
resources for research curriculum in AP and ERWC
courses. Journalism students use online resources
to research and develop relevant and applicable
21st century skills.
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Within the Science Department, students research
questions to develop ability to access information
and use reliable sources
Lab Analysis/Conclusion Questions require students
to think critically and demonstrate understanding
of concepts investigated.
Student Developed Presentations to share
ERWC Essays
AP Essays
ERWC, AP, and Journalism
Courses (Piloting Chrome Lab)
Online Student Newspaper: The
Granite Planet (ghnews.org)
Introduction to Literature and
World Literature Courses
(Piloting Chrome Lab)
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Students responses and
indication of sources used to
acquire information
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Lab reports (use of spreadsheets
to generate data table and
graphs)
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information researched, to explore ethics based, or
controversial prompts.
Social science teachers assign content assessments
that incorporate technology.
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Student presentations
Graphic organizer samples
U.S. History (Piloting Chrome
Lab)
AP History (Piloting Chrome Lab)
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Samples of VAPA student work demonstrate that
students use technology to successfully achieve the
standards and outcomes.
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Special education students use technology in the
classroom.
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Students use online resources to
research/explore new design
techniques/processes for proper
appropriation/integration of
concepts/imagery into their own
creations
AP Studio Art students utilize
technology (cameras/scanners,
online resources) to compile,
document, and submit final
portfolios for evaluation
Online assessments
Career exploration through
cacareerzone.org and the Bridge
Program
Indicator: Representative samples of student work demonstrate student use of materials and
resources beyond the textbook, such as use and availability of library/multimedia resources and
services; availability of and opportunities to access data-based, original source documents and
computer information networks; and experiences, activities and resources which link students to
the real world.
Prompt: Evaluate the extent to which representative samples of student work demonstrate
student use of materials and resources beyond the textbook; availability of and opportunities to
access data-based, original source documents and computer information networks; and
experiences, activities and resources which link students to the real world.
Findings
Evidence
Some core departments’ student work reveal that students
have access to original source documents to read and write
about. Some papers are written and some are typed. Most
students do not have regular access to school computers.
Student work from ROP, CTE, or art classes demonstrate
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ERWC Essays
History DBQs
AP
Computer Labs
Chromebook Labs
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activities that are project – based, which represent a skill
set acquired in a field of study that is applicable to an
industry.
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Google Classroom
(piloting)
Teacher printed articles
Teacher provided
primary sources
Student Projects
Real World Experiences
Indicator: All students have access to career awareness, exploration and preparation that may
include such activities such as job shadowing, internships, apprenticeship programs, regional
occupational programs, on-the-job training programs, community projects and other real world
experiences and applications.
Prompt: Evaluate the degree to which the opportunities for access and involvement in a variety
of real world experiences are available and effective.
Findings
Evidence
Granite Hills’ provides some career awareness activities,
exploration, and preparation. The school is in the
development stages of developing a well-rounded career
preparation program. Through the Career Center, students
can receive credits for working through the Work Study
Program. Also, the Career Center hosts guest speakers that
are available to students that sign up to participate in the
presentation during their class time. Most speakers are
from colleges or military branches. In the AVID program,
students are encouraged to volunteer in the local
community. Students can log their volunteer hours with the
Counseling Department.
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Students learn about careers through the Bridge Program,
which is currently offered to seniors through the Counseling
Department. This program is in the process of becoming
implemented in the earlier grades.
•
Through the SCADA, students have contact with industry
partners currently in the forms of field trips and
presentations that introduce real world concepts and job
opportunities in the local area. Internships, specialized field
trips, and real world problem solving opportunities are
being planned with local industries. Most of these
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ROP Courses
CTE Courses
Work Study Program
Career Center
AVID
Bridge Program
SCADA
SKillsUSA Community
Club
ROP Medical Assistance
The Super Power
Cougar Tutors
Special Education
Program – TPP
Japanese Exchange
Student Program
Foreign Exchange
Student Programs
158
opportunities will occur next year, in the junior year of
study. SCADA also has Memos of Understanding established
with the Air Quality Management District and with the
Victor Valley Waster Water authority for field trip and
internship opportunities. Also, the Town of Apple Valley has
included SCADA with the Legacy Project, a local business
project that will help establish an exercise park replete with
trails for the Town of Apple Valley residents.
Through the SkillsUSA SCADA chapter, student members
are able to compete in a variety of exploration and
preparation programs that develop and solidify students’
leadership, technical, and employability skills. There are
currently five student-led programs: leadership, community
service, 3D visual animation, customer service and pin
design. These five central SkillsUSA SCADA chapter
programs encourage students to apply their new skill set
knowledge in a real-world application process such as,
regional, state and national competitions.
One of the current notable programs that is effectively
challenging student members’ awareness is exploration and
preparation for real-world experiences with industry and
community partners is the Skills USA Community Service
Chapter. The community service group’s objective is to
conserve water on campus by targeting specific water-
wasteful landscaping areas for improvement. Students
conducted a water audit, and found that they will be able
to positively quantify water consumption. To improve
overall sustainability, students are determining ecological
(desert) adaptive plants and resources that can be utilized
to beautify and ultimately unify Granite Hills High School.
The ultimate goal for the community service SkillsUSA
chapter is to propose the campus as a regional
demonstration for water conservation. Through this servicebased project process, students have competed regionally
in front of community and industry members. They placed
first in the community service chapter competition. Industry
partners from local water companies and plant nurseries
have also made meaningful contact with student members
through informal sit-down meetings in order to guide
students’ goals. As a result, student participants in the
SkillsUSA programs have been able to develop, apply and
explore their leadership, employability and professional
development skills in natural real-world settings.
The Medical Assistant Program offers internships for several
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students in local doctor’s offices.
The Super Power Cougar Tutors are a community – based
outreach program that tutor K-8 feeder school students and
Granite Hills’ High School students.
The Special Education Department utilizes a program called
TPP that helps special needs students work with local
businesses to gain experience and future employment.
The Japanese Exchange Student offers an opportunity for
Granite Hills’ high school students at staff to offer
hospitality and cultural exchange with visiting Japanese
high school students and their teachers. This program helps
the visiting Japanese students practice their English, meet
American high school students and their families, and share
Japanese culture and language with Granite Hills’ students.
This program occurs in the spring of every year.
Also, over the years Granite Hills has coordinated with
foreign exchange students programs that have brought a
diverse student body to the campus. Students from all over
the world have attended Granite.
Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within
online instruction for real world experiences and applications for the students.
Findings
Evidence
Real world experiences are very limited with the current
online programs.
•
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Apex
Read 180
Conclusions
Strengths
Weaknesses
The English and History Departments’ curriculum offers
original source material that is utilized to teach critical
thinking, reading, and writing skills.
At this time, students have
limited resources to research
real – world or up to date
information through the
school’s library or through a
SDAIE certificated staff regularly incorporate a variety of
160
teaching strategies to address diverse student learning
styles.
ELL students are invited to attend a college fair annually. In
addition, technology based instruction offer opportunities to
increase student engagement and understanding of
material through more visuals being used.
Teachers excel at coaching and facilitating learning for all
students by providing regular feedback and individualized
instruction: scaffolding instruction for those that need it
and challenging those that are ready to move on.
CTE pathways are being developed and expanded to link
student learning to the real world. In addition, real world
experience and applications are supported for students with
special needs.
Granite Hills has developed new opportunities for students
to become involved in the local community through
internships and community service based programs.
specific database. The library
does not contain current
expository text in any core
subject. Independently,
students may access free online
research based resources only
if they have access to a
computer on campus during
scheduled computer time or
attend the After School
Program, are enrolled in a class
with a Chromebook Lab, or
have private internet service
and technology to complete
research based assignments at
home. Limited student access
to technology and to
supplemental reading material
prevents broader use of
materials and resources beyond
the textbook.
A collection process of student
work based on new Common
Core standards needs to be
established, so that
departments are routinely
analyzing student outcomes
during PLC time.
161
WASC Category C: Standards-based Student Learning: Instruction:
overall category.
Category C: Standards-based Student Learning: Instruction:
Areas of Strength
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•
In some core departments, teachers are in the process of implementing research-based
strategies that accompany new curriculum programs.
Original source material is offered through English and Social Science curriculum.
Teachers use a variety of strategies to engage students.
ELL students receive extra support in the ELD classes and some math classes with a
bilingual para-educator.
Granite Hills is developing its career awareness and community outreach programs.
Category C: Standards-based Student Learning: Instruction:
Areas of Growth
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ELL students would benefit from more support in other departments.
Students don’t have access to variety of current reading material or many original
resources in the school’s library. This especially effects economically disadvantaged
students because most of them don’t have the economic resources to supplement the
lack of reading material offered at the school.
For some departments, this is the first year teachers are implementing specific
research-based strategies as a cohort to instruct Common Core curriculum. This process
needs to continue to develop.
Students have limited access to technology.
Teachers will need training to utilize incoming technology that is planned district-wide
next year.
A review process of student learning outcomes needs to be established in departments.
162
Category D: Standards-based Student Learning: Assessment and
Accountability
D1. Assessment and Accountability Criterion
The school staff uses a professionally acceptable assessment process to collect, disaggregates,
analyze, and report student performance data to the school staff, students, parents, and other
stakeholders.
Indicator: The school staff uses effective assessment processes to collect, disaggregate,
analyze, and report student performance data to all stakeholders.
Prompt: Evaluate the effectiveness of the assessment processes.
Findings
Granite Hills High School staff members use an effective
assessment process to collect, disaggregate, analyze, and
report student performance data to all stakeholders.
Granite Hills has implemented a school-wide online grade
reporting system, Aeries, to inform students, parents, staff,
and all stakeholders about the academic progress of every
student throughout the year(s). Each newly enrolled student
and parent are invited to create a student and parent portal
account that allows 24/7 access to the student’s academic
performance, final semester grades, transcripts, updated
behavior reports, student work, and assessments, as posted,
per class. This process enables students and parents to track
successes and challenges as the semester progresses. Data
collected in Aeries can be easily disaggregated into reports,
which are included in all student- focused meetings.
According to the student survey, 72% of students check their
grades on the Aeries program with 57% of students checking
their grades daily or weekly. In addition, the Parent Survey
revealed that 80% surveyed check their children’s grades on
Aeries with 61% checking daily or weekly.
At the end of the five-week period, teachers are required to
report D/F grades to the Aeries Academic Warning Screen for
all stakeholders to view. In addition to these warnings being
posted online in the student/parent portal, the school mails a
hard copy of the academic warning to the parent or legal
Evidence
•
•
Aeries
All Departments
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•
Science Department
English Department
163
guardian’s residence. Report cards are posted online and a
hard copy is given to each student at the mid point and at the
end of each semester.
Most departments meet often to discuss the progress of their
students. For the past several years, teachers administered
district Criterion Referenced Tests (CRTs) once a quarter/
once a semester. These tests were designed to track students’
acquired California Framework Content Standards in many
departments (1998-2010). With the new common core
standards being introduced in 2011, teachers began to
familiarize themselves with these evolving new standards. In
2013, the state of California updated Common Core standards
again, and teachers have been reexamining assessment
practices to align with the new Smarter Balance Test that has
not yet taken place.
Aside of the classroom experience, students participate in the
state mandated tests. Students take the CAHSEE their
sophomore year. In 2014, Granite Hills' CAHSEE passing rate
for language arts reported at 79% and math at 81% of tested
sophomores. Results are posted in the late spring semester.
Students that did not pass one or more sections are required
to retake this exam during the junior year or consecutively
until it is successfully completed: two test dates for juniors
and four test dates for seniors. A CAHSEE preparatory elective
is offered for juniors and seniors.
Students also participate in the mandated state test for
Smarter Balance (will be implemented in 2014-2015), STAR,
and the EAP. Over the last few years, the required state tests
have varied as the state has made adjustments towards
Common Core implementation. Last spring, the Smarter
Balance Test was field- tested with a sampling of the junior
class. For the first time, students were testing in a
Chromebook Lab. Results of this test were not reported to the
school. The junior class also participated in the EAP test. The
multiple-choice portion of this test was taken in the same
Chromebook Lab. During all mandated state tests, special
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Math Department
World Language
Department
History Department
VAPA
Foreign Language
Department
Physical Education
Department
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CAHSEE
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STAR
EAP
Smarter Balance Test
164
accommodations are implemented for special education and
ELL students. Students are tested with their advocates or ELD
staff to accommodate their needs in order to secure an ideal
testing environment.
ELL students are identified through CELDT testing completed
by district personnel and Granite staff members during the
summer ELD Academy or beginning of the school year.
Results are shared with the district, administration,
counseling, ELD, and English Departments to coordinate the
best placement for incoming and current ELL students.
The Special Education Department disseminates data from
state test scores, the Woodcock Johnson III, and Renaissance
assessments to place special education students into courses
that will provide a rigorous and manageable academic
program for all qualified students. As needed, the school
psychologist will assess students using protocols that align
with the student’s area of concern. IEP and student study
team meetings center around Aeries data combined with
these other findings.
The Advanced Placement Program prepares students
throughout the year for the Advanced Placement exams that
occur in May. During the summer, Advanced Placement
scores are reported to Granite Hills' administration, staff, and
AP students directly online through the College Board.
Students may also directly contact their teachers through
phone or email to obtain their AP results. In the past five
years, Granite Hills AP students have an overall AP passing
rate of 49%. For the most current 2013-2014 school year,
45% of students passed their AP exams. In order to improve
these rates, Granite staff members that have not yet been
sent to the College Board Summer Institute, will be asked to
receive the weeklong AP training in the summer of 2015.
Throughout the school year, as specific test registration
becomes available, counselors visit students in their classes
and in counselor – student conferences to encourage
potential college or AVID students to sign up for the official
PSAT and PLAN. Students receive their results online through
the College Board and a hard copy from the counseling
•
ELD CELDT Scores
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Woodcock Johnson III
Renaissance Learning
Assessment
 STAR Reading
 STAR Math
•
AP Data
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PSAT
PLAN (prior to 2014-
165
department. Shortly after scores are given to students that
have taken the PSAT, students and their parents are invited
to participate in a PSAT event where the school counselors
demonstrate how to analyze the PSAT information reported.
Further SAT unofficial practices (hard copies) are available on
several Saturdays throughout the school year with no shared
student cost to help students improve their scores. Granite
Hills is also an official College Board Testing Center. Students
may sign up online to take the SAT and ACT on campus.
These tests follow procedures dictated by the College Board.
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2015)/ Aspire (20142015)
SAT
ACT
PSAT/ AP Night
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ASVAB
For those focused on a career after high school, the Career
Center Specialist provides testing information for the ASVAB,
which is given by members of the armed services to any
junior and senior students. Data from this exam guides
students into career choices as well as notifying them of their
current skill sets. Advertisement for all upcoming exams
occurs on the morning announcements, on weekly video clips,
and through the auto dialer (parent’s contact number).
Basis for Determination of Performance Levels
Indicator: The school staff has determined the basis upon which students’ grades and their
growth and performance levels are determined and use that information to strengthen high
achievement of all students.
Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their
growth, and performance levels are determined.
Findings
During the course of the semester, instructors follow a
framework that is in accordance with state standards for
determining students’ grades, judging their growth, and
evaluating their performances.
Evidence
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Department Rubrics
Teacher Created
Rubrics
When available by department/ course, CST scores are
compared to classroom performance grades to compare skill
sets acquired and mastery levels demonstrated on the CST.
•
CST Results in Aeries
Within the Advanced Placement Program, AP results are
directly compared to students’ semester grades. A passing
•
AP Exam
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score may justify a grade improvement in at least one
semester of an AP course.
As a response to the implementation of the new Common
Core standards, English teachers have implemented a writing
program that requires teachers to assess writing with the
same rubric from grades 9-12. This is the first year the
program has been implemented. With further study and
evidence, an opportunity to track student writing progress
within the department is promising.
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Aries
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ERWC Writing Program
Implementation
ERWC Teacher Training
ERWC Portfolios
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History Department
Student Portfolios
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Woodcock Johnson III
CST Scores
Renaissance Scores
IEP
•
Teacher Survey
This year the History Department has also implemented new
curriculum that gauges students’ writing abilities against a
rubric established by newly adopted curriculum. Data is also
being collected to mark the progress of students.
For many years, the Special Education Department routinely
updates student progress towards IEP academic and
transitional goals. The Woodcock Johnson III, CST, and
Renaissance scores are compared to a student’s grades to
decipher whether or not the student is making sufficient
progress within his or her current program. Adjustments to
the IEP or course schedule are made based upon these
comparisons.
According to the teacher survey, 87% of teachers said they
use benchmark assessments to measure student mastery of
standards and to determine where re-teaching is necessary.
79% reported that they evaluate our curricular programs on
an ongoing basis.
Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a
student is prepared to advance to the next unit, course, or grade level. Evaluate how course
mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students
from proceeding to the next unit if mastery has not been demonstrated.
Evaluate the effectiveness of the procedures for grading student work whether the teachers do
it electronically or individually.
Evaluate how teachers ensure academic integrity and determine students are doing their own
work in the online environment. Comment on the degree to which the results for statemandated assessments and the high school exit exam are used in decisions about student
achievement and advancement and improving the instructional program.
167
Findings
Evidence
A few teachers have recently received Chromebook labs to be
• Google Classroom Pilot
utilized as a pilot program for implementing Google
Program
Classroom. At this time, official online programs or procedures
have not been universally established on campus. The Granite
Hills High School Technology Committee is currently
researching areas mentioned in the prompt to protect the
integrity of the educational process as the school transfers
into a technological experience for students, teachers, and
parents in the near future. Read 180, Apex, and Humanities
Chromebook pilot courses are our only classes that can access
online resources.
Conclusions
Strengths
Granite Hills' staff routinely organizes and reports assessment
data to all stakeholders under the supervision of site
administrators. Assessments are based upon California
standards. The staff is in the process of examining and
redesigning new assessments to reflect California Common
Core standards. Some of these assessments are being
collectively created at a district level. At this time, the most
altered assessments would be reflected in the core
departments’ college and career readiness programs. These
assessments are in the earliest stages of planning and
implementation. In addition, many AP students participate in
the cumulative AP exam at the end of the spring semester.
Weaknesses
Common assessments still
need to be developed in most
core departments to
standardize the data that is
being taught and assessed in
similar classes in most core
departments.
Some AP exams have been
updated, but AP teacher
training has not been offered
to accommodate these
changes. As well, some Granite
Hills AP teachers have not
received AP College Board
training.
Strengths
Weaknesses
Currently, ELD assessments
CAHSEE results display that ELD and socioeconomically
that are provided from the
disadvantaged students fair about the same on the CAHSEE
Edge program, are based on
at Granite Hills when compared to county and district
the former California standards
averages for these subgroups. However, on the CSTs, special and need to be updated to
education students did not meet the criteria for growth, which reflect the new California
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resulted in Granite Hills receiving the status of Program
Improvement in the most recent CST years.
Common Core standards.
According to the program’s
website, updated Edge
curriculum based on California
Common Core Standards is
available.
169
Teachers employ a variety of appropriate formative and summative assessment strategies to
evaluate student learning. Students and teachers use these findings to modify the
learning/teaching practices to improve student learning.
Appropriate Assessment Strategies
Indicator: Teachers use appropriate formative and summative strategies to measure student
progress toward acquiring a specific body of knowledge or skills such as essays, portfolios,
individual or group projects, tests, etc.
Prompt: Evaluate the effectiveness and appropriateness of the assessment strategies selected
based on the programmatic goals and standards to determine student achievement. Evaluate
the Evaluate the selection of and the use of proctors, the security systems for test documents,
and the means to maintain the integrity of the assessments.
Findings
Instructors utilize a variety of formative and summative
assessments to measure student progress. Within the
humanities departments, teachers are implementing a new
writing rubric that coincides with new curriculum. The science
department is working with common rubrics to assess student
work. Math, Science, English, and History Departments are in
the process of developing assessments that reflect the NGSS/
Common Core-Smarter Balanced Test.
Before the Common Core implementation process began,
many departments had used data programs, such as Data
Director and Illuminate to either write criterion based quizzes
by grade level, or upload criterion based quizzes by grade
level. Teachers would quarterly administer such tests, scan,
and then examine results by grade level. Following an
examination, teachers would focus on low-scoring skill areas.
At this time, this is only sporadically done, since the transition
from Data Director to Illuminate, combined with the transition
from the traditional STAR testing system to Common Core has
caused cessation until such time as teacher training with new
assessment questions, etc. is completed.
Evidence
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•
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ERWC Rubric
History Rubric
Science Rubric
•
Data Director program
results may be on file
with the District office,
as Illuminate replaced
it.
Illuminate (an online
assessment bank of
questions and results)
is available
Illuminate does
currently hold quarterly
test results from some
courses.
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For informal assessments, teachers evaluate a variety of
student individual work, collaborative work, class discussions,
presentations, and projects to evaluate students’ acquired skill
170
sets per department standards.
Teachers maintain test security by being an active entity
during classroom testing and keeping assessment software
under password protection and hard copies secured in a filing
system that students do not have access to. Teachers are
required to have students put away all electronic devices
during tests and quizzes. Teachers establish protocols for
testing in their classrooms. At this time, students are not
testing online in their classes.
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Essays
Homework assignments
Class written work
Labs
Projects
Presentations
Reports
Class Discussions
•
Test Security
Procedures
The Woodcock Johnson III assessment materials are locked in
filing cabinets.
STAR, Smarter Balance, EAP, PSAT and PLAN security is
maintained through the counseling department. All hard
copies are locked in a storage area and are released to
teachers according to official test procedures stated in the
directions. Teachers return the tests to the counseling
department after the time limit for testing is over. Otherwise,
students and teachers do not have access to testing material.
Demonstration of Student Achievement
Indicator: A range of examples of student work and other assessments demonstrate student
achievement of the academic standards, the college- and career-readiness standards, and the
school-wide learner outcomes, including those with special needs.
Prompt: Evaluate how student work and other assessments demonstrate student achievement
of the academic standards, the college- and career-readiness standards, and the school-wide
learner outcomes.
Findings
Student work and other assessments reflect levels of mastery
occurring at a specified time in the learning process. Within
the academic standards, which include college and career
readiness standards, teachers monitor student progress
through observation, individualized/ group work or
presentations, class discussions, student notebooks/
portfolios, lab reports, and oral/ written student feedback.
Some teachers use responder systems such as clickers or cell
phones to measure student understanding during instruction.
Evidence
• Teacher Observation
• Portfolios
• Notebooks
• Lab Reports
• Responder Systems
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During formal assessments, academic standards are
measured through a variety of formats including multiple
choice, short answer, free response, essay, interviewing, and
problem solving. Projects are used to assemble several
standards into one event that demonstrates mastery of skills
previously taught. This format links with real world
applications and allows the student to personalize his or her
presentation to reflect authentic creativity and mastery of
concepts or possible solutions to problems.
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Multiple Choice
Short Answer
Free Response
Essay
Interviewing
Problem Solving
Project Outcomes
School-wide learner outcomes are measured constantly
through informal and formal assessments. Some teachers
make adjustments to instruction by introducing previously
taught standards in a different way and allowing students to
retake certain tests or complete new innovative assignments
to master the skills not yet demonstrated on informal and
formal assessments.
Additional Online Instruction Prompts: Evaluate the use of student work and other online
assessments (formative and summative) that demonstrate student achievement of academic
standards and the school-wide learner outcomes.
Findings
Currently Read 180 and Apex Math and English programs are
utilized to pretest students skills, provide instruction and
learning activities, and assess students’ skills at the
completion of a unit.
Evidence
• Read 180
• Apex
Curriculum-Embedded Assessments
Indicator: The school regularly examines standards-based curriculum-embedded assessments
in English language and math, including performance examination of students whose primary
language is not English, and uses that information to modify the teaching/learning process.
Prompt: How effective are the standards-based curriculum-embedded assessments in English
language and math and across other curricular areas as students apply their knowledge?
Findings
In the English Department, a successful completion of two
ELD courses may fulfill the high school graduation
requirement for completing two English classes. Within the
ELD English classes, specialized curriculum, Edge, is designed
to build upon the academic word bank for ELD students and
to develop English language skill sets that are aligned with
California state standards. According to the teacher survey,
Evidence
• Edge Program
•
Teacher Survey
172
72% of teachers reported that they are successful teaching
students whose primary language is not English.
Outside of the ELD program, ELD students receive the same
curriculum as non-ELD students; however, students are
encouraged to use electronic and ELD staff resources to
manage difficulties with the language as needed. During
assessments, ELD students are allowed extra time to
complete their assessments. Granite Hills’ ELD staff compares
CST and CELDT scores to ELD students’ grades quarterly to
assess whether or not current or previous ELD students are
being successful in their classes. These assessments guide the
ELD Team to make adjustments to students’ courses. All
Granite teachers carry a CLAD/ BCLAD credential to modify
instruction for ELD students.
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•
ELD Team
Quarterly Assessment
CLAD/BCLAD
Student Feedback
Indicator: Student feedback is an important part of monitoring student progress over time
based on the academic standards, the college- and career-readiness standards, and the school
wide learner outcomes.
Prompt: How effective is student feedback in monitoring student progress over time based on
the academic standards, the college- and career-readiness standards, and the school wide
learner outcomes?
Findings
When using rubrics to measure the acquisition of standards,
teachers find that students have an active role in reflecting
upon how they did perform and how they could improve their
performance for the next assessment. Teachers regularly
discuss assessment results with their students to help
students improve their performance on a targeted area.
Evidence
• Rubrics
• Class/ individual
discussions
As well, teachers are constantly updating the Aeries program
with assessment data that is helpful to students and all
stakeholders. This information provides an academic record
that can be disseminated.
Once students have matriculated to another grade level or
have graduated, some teachers ask for oral and written
feedback from these students. At times a formal student will
provide teachers feedback in retrospect based upon how the
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information was helpful or could be improved in the college or
career readiness process.
Modification of the Teaching/Learning Process
Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions
and changes in the curricular and instructional approaches to ensure students are prepared for
success in college, career, and life.
Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used
as the basis to make decisions and changes in the curricular and instructional approaches.
Findings
Individual teachers collect data directly from their students
and reflect upon the effectiveness of his or instructional
approach based upon results of informal and formal
assessments. Adjustments to instructional strategies or
changes to the sequence of standards or instruction are
considered while looking at student results. As needed,
teachers prepare lessons to revisit the standards in new and
innovative ways.
In the past, departments utilized CRT results to reflect upon
student progress. For the past several years, the district has
not mandated nor updated CRTs for the new Common Core
standards. Departments are working on meaningful
assessments that will gather student progress over the course
of one or more years.
Evidence
• Formal Assessments
• Informal Assessments
• Assignment Summaries
•
•
Rubrics from new
district curriculum
Illuminate is available
Monitoring of Student Growth
Indicator: The school has an effective system to monitor all students’ progress toward
meeting the academic standards, the college- and career-readiness standards, and the school
wide learner outcomes.
Prompt: Evaluate the system used to monitor the progress of all students toward meeting the
academic standards, the college- and career-readiness standards, and the school wide learner
outcomes.
Findings
The Counseling Department meets with students to set up a
four year plan their freshmen year. As the years progress, the
counselor meets with students to ensure that they are
succeeding in their classes and are signed up for the right
sequence of courses early in the spring semester. The
Counseling Department monitors quarterly all student
Evidence
• Four Year Plans
• Student Transcripts
• Credit Deficiency
Letters
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progress throughout the school year. Counselors review
student results on the Aries program, and have conferences
with students and parents when a student is off track for high
school graduation or is not meeting the student’s goal for
college or career readiness. Counselors offer alternative
choices for students to complete courses required for college
and career readiness and or high school graduation
requirements.
Most departments on campus monitor student progress
through the Aeries program, CST scores, transcripts, CAHSEE
testing, and classroom assessments.
AVID teachers monitor student progress on Aeries. In addition
to monitoring academic performance, AVID teachers track
students’ four-year plans, college acceptance rates, A-G
completion rates, and SAT/ACT/ CAHSEE/ and PSAT scores.
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•
•
•
•
Aeries
CST Scores
Transcripts
CAHSEE
Classroom Assessments
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4 Year Plans
College Acceptance
Rates
A-G Completion Rates
SAT/ACT/CAHSEE/PSAT
Scores
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Conclusions
Strengths
Granite Hills’ formative and summative assessments are in the
early process of being shifted from the California Standards
Framework to California Common Core Standards. Some
departments have implemented new assessments to test the
new standards, while a few departments are waiting for their
standards to be developed. The entire staff no longer
administers district CRTS; however, new assessments based
on meaningful written work or project based assessments are
just being implemented. Informal assessments are being
adjusted to align with the new standards and assessments.
Aside of the shift, 78% of students reported on the student
survey that they believe their teachers are knowledgeable in
the subjects they teach, and 68% reported that they know
how to improve test results. In addition, 91% of the students
surveyed believe they will graduate from high school. For the
last two years, Granite has maintained a graduation rate of
89%, which has improved from 82% in 2009-2010. With
careful planning and implementation of new assessments,
Granite Hills should continue to provide a relevant and
meaningful education while maintaining the growth of student
success.
Weaknesses
Granite Hills’ staff needs to
focus department PLC time on
developing effective research
based strategies for assessing
students formally and
informally, and developing
procedures for student
feedback. Department
procedures for assessments
need to be developed that
reflect the new standards and
the Smarter Balance
Assessment while maintaining
a focus on the EAP (math and
English) and other college
exams as well (ACT and SAT).
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Strengths
Revised career and college readiness assessments benefit all
learners and can lead to a deeper understanding of skill sets
across the curriculum. With departments sharing skill sets
such as writing, the ELD, Special Education, and Economically
Disadvantaged Student will have more experience with skill
sets than was previously provided in the curriculum and
assessment experience before the California Common Core
implementation process began. Research supports that with
more experience developing skill sets, students’ performance
levels whether they are informal or formal, will increase over
time. Up to 2013, CST data reflects that ELD students have
improved their performance on this test while Special
Education students did not. However, on the CAHSEE, both of
these subgroups average the same results on CAHSEE as the
county. The Smarter Balance Test will officially begin in the
spring of 2015 to provide a base line for assessing new
California Common Core standards.
Weaknesses
Within the ELD Department,
the ELD program’s (Edge)
assessments have not been
updated to correlate with new
California
Common
Core
standards. New assessments
for ELD curriculum need to be
development to help these
students become ready for the
21st century as well.
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The school with the support of the district and community has an assessment and monitoring
system to determine student progress toward achievement of the academic standards, the
college- can career-readiness standards, and the school-wide learner outcomes.
Assessment and Monitoring Process
Indicator: The following stakeholders are involved in the assessment and monitoring process
of student progress: district, board, staff, students, parents, and the business and industry
community.
Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student
progress. Include district, board, staff, students, parents, and the business and industry
community.
Findings
The district office, school board members, and site
administration have actively been reviewing site state test
results and student passing and failure rates. Intervention
programs are designed and implemented based upon their
articulation. Due to the high failure rates in math, the district
and site implemented a new math course sequence that
would provide more real world application and project based
learning.
Local industry partners have been instrumental in developing
SCADA and STEM based specialized program of instruction
designed to prepare students to meet local industry needs.
Within the Special Education Department, SAI students are
working in the community. Community partners monitor and
assess student progress in the working environment.
Evidence
• After School Tutoring
Program
supported
with district funding
• ELL Math Aide and
Tutor
• Math I-III Courses
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SSP Grant Proposal
SCADA Business
Partners
New UC Approved
Biology Course
TPP (Transition
Partnership Program)
WST
WAI 1
WIA
Department of
Rehabilitation
SELPA
Additional Online Instruction Prompt: Evaluate how the school ensures that all online
students have access to state-mandated tests and that results are reported to all stakeholders.
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Findings
Granite does not offer an online educational program that
includes students that don’t regularly attend the campus.
Evidence
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Junior students participated in the Smarter Balance field test
in a chrome lab in the spring of 2013. Results of the Smarter
Balance Field Test were not shared with the district.
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Smarter Balance Field
Test
EAP Test
The EAP multiple-choice portion was also administered in the
same lab. Results of the EAP exam were mailed to students’
residences.
Reporting Student Progress
Indicator: There are effective processes to keep district, board, parents, and the business and
industry community informed about student progress toward achieving the academic standards,
the college- and career-readiness standards, and the school-wide learner outcomes.
Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders
(governing board members, teachers, students, parents, business/industry community) about
student achievement of the academic standards, the college- and career-readiness standards,
and the school wide learner outcomes.
Findings
Granite Hills High School mails state testing and AP results to
parents or legal guardian’s mailing addresses. In addition,
state testing, AP, ACT, and SAT results are posted on
students’ Aeries accounts where teachers, students, parents,
counselors, site administrators, and district administrators
have access to the information. District and site
administration have routinely discussed testing results during
district and board meetings. Industry partners learn about
student success during industry meetings.
Evidence
• Student Aeries’
Accounts
• District and Board
Meetings
Conclusions
Strengths
Granite Hills has procedures for reporting state and AP testing
information to students and parents on the Aeries portal.
District administrators, site administrators, counselors, and
teachers can access all testing information given at this site,
including the ACT and SAT results.
Weaknesses
In the future, Granite could
post testing information on its
website, including overall test
scores of the school, so that
the community stays informed
about the school’s overall
progress.
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Strengths
Weaknesses
ELL and special education students can easily access their
assessment results through the Aeries program. Granite has a
bilingual counselor that ELL parents can contact to
communicate about student progress. In addition to the
counselor, the school also employs bilingual para-educators to
communicate with Spanish speaking parents during meetings
or other times of the day.
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The assessment of student achievement in relation to the academic standards, the college- and
career-readiness standards, and the school wide learner outcomes drives the school’s program,
its evaluation and improvement, and the allocation and usage of resources.
Modifications Based on Assessment Results
Indicator: The school uses assessment results to make changes in the school program,
professional development activities, and resource allocations, demonstrating a results-driven
continuous process.
Prompt: Comment on the overall effectiveness of how assessment results have caused
changes in the school program, professional development activities, and/or resource allocations,
demonstrating a results-driven continuous process. Examine examples and comment on the
overall effectiveness of changes in the online opportunities, professional development of the
staff, and the resource allocations to support student achievement and their needs.
Findings
Evidence
Granite has been experiencing a shift from curriculum based
on California state standards to curriculum needing to be
based upon California Common Core standards. With the
input from teachers throughout the district, the district
calendar was adjusted last year to include Student Early
Release Days so that departments could meet within the work
day to learn about and make adjustments to their current
curriculum in anticipation of the Common Core this year.
Beginning last year, many departments have participated in
district level training for new programs to be implemented in
the 2014-2015 school year. An English teacher from Granite
accompanied a language arts district led consortium to
identify and address the common core curriculum and
implementation in the high school classroom while attending a
National Reading Association Conference.
As a result of this shift in standards, the Math, Science,
History, and English Departments have implemented new
curriculum after receiving training from the district office. New
assessments are in the process of being developed and
tested. Rubrics from new programs are being implemented as
applicable. Results of these new assessments are just
beginning to form, and teachers are communicating on SERD
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SERD Calendar
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One English teacher
from both high schools
was selected to attend
the National Reading
Association conference
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ERWC pieces have
been distributed to all
grades.
Common Core and
ERWC Training –
English Department
Math I Training
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180
days about how to adjust to the new curriculum and
assessments to ensure student achievement on future
common core and Smarter Balance assessments. Teacher
feedback pertaining to new curriculum and assessments are
shared with the district office.
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History Department
Training and
articulation with 8th
grade teachers
Science Department
Training
AP teachers meet once a quarter to discuss updates to the
curriculum and assessment requirements. Due to new
funding and drop in AP assessments last year, this summer
untrained AP teachers will be invited to participate in a
College Board training seminar.
Course offerings are determined on a yearly basis and are
dependent on enrollment. The number of sections offered
changes each year; therefore, resources for maintaining
current staff or funding equipment may fluctuate based upon
a decline in student enrollment. This decline has been steady
for the last four years and has impacted the budget for
professional development opportunities for staff and extra
resources for student support. With a limited budget,
administration has been determined to retain well-trained and
dedicated teachers and fund STEM and specialized programs.
In response to a limited budget that endured through the last
three years, dedicated teachers have realized that students
need extra support to help them pass their assessments and
practice homework assignments; therefore, teachers have
donated their time to tutor students in the After School
Program. The Family Center and ELD para-educator organizes
the tutoring program in the library, which also includes a
group of tutoring students donating their time, the Super
Power Cougar Tutors. Together the staff and students have
helped others with homework, class assignments, one on one
tutoring, etc. The program was open for an hour per day on
Mondays, Tuesdays, Thursdays, and Fridays. On SERD days,
students have had a two-hour study hall period in the library.
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Principal’s Budget
AP Program
SCADA Program
Health Careers Program
AVID Program
Remedial Math Classes
ROP
Independent Study
APEX
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After School Program
Super Power Cougar
Tutors
Para-Educator
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This year the After School Program has been expanded. New
district funding pays for a math and an English teacher to
instruct an intervention program inside their classroom two
days a week, and the entire After School Program is now
available for two hours after school. In addition, students
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receive a snack. Also, the district has funded a math bilingual
para-educator through L-CAP funds to assist students in math
classes and in the After School Program daily. In February of
2015, the district office began funding bus services from
Granite to three local feeder schools for students to get
themselves closer to home on Tuesdays and Thursdays. 32%
of students surveyed said they couldn’t stay after school
because transportation was a problem.
Also new to this year, ninth grade students participated in the
STAR math and reading Renaissance tests. The range of
results spanned nine grade levels – third grade through
twelfth grade reading and math levels. In response to this
overwhelming need to help struggling students, students that
scored in the bottom 15% of the STAR reading test were
placed in a reading intervention course, Read 180, during the
school day. This course replaced the elective students had
planned on taking this semester. In addition, ninth grade
students that failed Introduction to Literature last semester
were invited to participate in an After School Intervention
Writing program on Tuesdays and Thursdays.
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Read180 Training
Renaissance Training
Also, students that had failed the first semester of Math I
were required to retake the course in the second semester.
These students were also invited to participate in an after
school intervention program for math students on Tuesdays
and Thursdays.
Teachers that instruct the Read 180 program either have
already been trained or will be trained in the program. Some
teachers and administrators have been trained in the
Renaissance program and more training will become
available.
Conclusions
Findings
Granite is providing extra support for student academic
success. More funding has been allocated to supporting ELL
students in math and struggling students in the After School
Tutoring Program.
Evidence
• ELL Para-educator
• After School Tutoring
Program
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Findings
The ELD Program uses CELDT results to determine
appropriate placement needs, as well as the results from
Cluster Tests (every 4 weeks). Counseling is consulted in the
monthly ELD Team meeting to determine needs, which
includes modifying placement plans, instituting additional
credit recovery programs, or instituting new courses that
meet ELL’s needs.
Evidence
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CELDT results and ELD
Team minutes are
available to show that
these changes have
been discussed and
made.
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WASC Category D. Standards-based Student Learning:
Assessment and Accountability: Strengths and Growth Needs
overall category.
Category D: Standards-based Student Learning:
Assessment and Accountability:
Areas of Strength
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Granite Hills has changed the curriculum for 12th grade English classes by replacing
British Literature classes with Expository Reading and Writing Courses (ERWC). Portions
of the ERWC course are required in grades 9-12 in order to meet Common Core
standards. Common assessments for essays are established in the senior ERWC courses.
The 9th-11th grade program began using the same assessments with ERWC units this
year. The English department has agreed to share the outcome of common essays
within the ERWC curriculum in order to determine the effectiveness of the ERWC
program.
New math courses have common assessments.
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The-Social Science Department has been working to incorporate more reading analysis
of primary sources to answer focus questions in history.
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Some departments are still working towards developing common assessments that are
effective measures of the new California Common Core Standards.
Category D: Standards-based Student Learning:
Assessment and Accountability:
Areas of Growth
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Common Assessments are limited throughout most core departments. Therefore,
teachers are restricted to in-class assessments to determine growth rather then having
recent CST scores or CRT results to compare with class assessment results.
PLC time needs to be devoted to developing common assessments and focusing on
learner outcomes.
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Category E: School Culture and Support for Student Personal and
Academic Growth
Analysis must show distinctions that appear across the range of students (grade
level, diverse background, and abilities) and the variety of programs offered at the
school.
Examples include:
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Online instruction approaches (school site or off site, integrated within other programs
Focused programs such as IB Diploma Program, college/career readiness programs,
Note: In some areas additional prompts have been inserted to emphasize the
analysis related to online instruction.
E1. School Culture and Student Support Criterion
The school leadership employs a wide range of strategies to encourage family, business,
industry, and community involvement, especially with the learning/teaching process.
Regular Parent Involvement
Indicator: The school implements strategies and processes for the regular involvement of
family, business, industry, and the community, including being active partners in the
learning/teaching process for all programs. The school involves parents of non-English
speaking, special needs and online students.
Prompt: Evaluate the strategies and processes for the regular involvement of parents and the
community, including being active partners in the teaching/learning process. Comment on the
effectiveness of involving non-English speaking parents and/or online parents.
Findings
Supporting Evidence
● Informational letters and flyers
Our school incorporates numerous strategies and
(mailed home or sent with
processes for facilitating the regular involvement
students) for policy
of parents and community members as active
dissemination/event notifications
partners in the teaching and learning process. As
● Academic warnings/report
part of the typical logistics of organizing and
cards/graduation and grade level
maintaining the day-to-day operations of the
status reports
school, the administration, counseling, faculty, and
● AERIES (parent portal)
staff have at our disposal various channels of
● Auto Dialer phone system
mass communication for proactively disseminating
● Email contact (as available to
information to our parents.
parents)
● School web page (featuring links
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Our Counseling Department serves as a primary
nexus of information dissemination. Our
counselors register new students throughout the
year and meet with parents to help facilitate
successful student integration into our programs.
Counselors regularly facilitate Student Study Team
(SST) meetings with parents for students who are
not responding to previously set academic
interventions. Our counselors coordinate (along
with administration and faculty) the annual Back
to School Night and (for incoming ninth graders)
High School Awareness Night.
Our ELD Department is a primary link for
communicating with our non-English speaking
parents and for engaging parent participation
through enrichment and recognition events. A
District EL counselor, presently assigned to GHHS
one day a week, assists our staff with providing
additional support for our EL population and with
facilitating communication among our students,
staff & parents.
The AVID program continues to maintain solid ties
with parents through its AVID Parent night and its
celebratory participation in Senior Awards Night.
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The Parent Teacher Student Organization, in
conjunction with our Family Center, initiates and
coordinates outreach efforts to our parents.
Efforts include assisting with promotional efforts
aimed at increasing student enrollment and
disseminating information about GHHS program
offerings and resources; coordinating adult
Annual college information night
(including financial aid) for
parents
Annual Back to School Night and
(for incoming ninth graders) High
School Awareness Night
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ELD Awards Night
EL Summer Academy
Facilitating English and Civics
classes for adult parents of EL
students
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AVID parent night
Senior Awards night
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SCADA BBQ (social/professional
mixer)
SCADA information nights (for
parents and students) and follow
up meetings
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Our SCADA program is firmly established and
continuing to expand its scope of community and
business partnerships.
to teacher web pages)
Digital sign
Ongoing individual contact
(Teacher/Counselor/Attendance)
with parents via phone calls,
letters, or email
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PTSO training for adult member
volunteers (test proctoring)
PTSO, in conjunction with the
Family Center, coordinates
donation efforts (food, classroom
supplies, commercial equipment,
sports equipment, funds to
clubs/activities)
Family Center access and training
for parent portal
Family Center provides
translation services to parents for
communicating school policies
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member volunteers (for proctoring tests and other
supervisory/support tasks); and sponsoring
donation efforts for students and families in need,
and for facilitating fund raisers for select campus
programs and activities.
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The Family Center encourages
parent participation in ELAC,
school activities, and the
community
Overall, our school is continuing to improve upon
our ongoing efforts in reaching out to parents and
community members.
Use of Community Resources
Indicator: The school uses business, industry, and community resources to support students,
such as professional services, business partnerships, guest speakers, job fairs, field trips to local
employers, and evaluation of student projects and classroom presentations.
Prompt: How effective is the school use of community resources to support students?
Findings
Our school has made progress over the last few
years in establishing and maintaining outside
resources (via business, industry, and community
partnerships) for supporting students in the
learning process.
Evidence
● Annual AVID college/university
field trips
● Ongoing college/career
presentations sponsored by the
Career Center.
● SCADA
partnerships/collaboration with
community and business
partners (including event
sponsorships such as the
AVRWC water conservation free
toilet giveaway program).
● “It’s a GAS to Go to Class”
program for promoting increased
student/teacher attendance.
● MEEC Envirobus Bucks grants.
● Rotary Club Grants.
● Women in Math and Science
Conference.
● School site security coordination
with sheriff/probation office in
policing and intervention training
and drug awareness training.
● Explorers Police Program.
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(SPED) Jobs Program (TPP) and
Work Studies Transition
Program.
(Athletics) CIF Scholarships and
Women in Sport conferences.
(Social Sciences/AVID) Various
guest speakers (including
community leaders).
(World Languages/EL) Annual
UCR Chicano Leadership
Conference.
(ASB) Blood drive events; CPR
training; “Every 15 Minutes”
drunk driving awareness
campaign (involving EMS,
Community response and law
enforcement).
(Peer Helpers) County of San
Bernardino Friday Night Live
Program; Teen Safe Driving
contest; DUI in court (Mock
trial).
ROP Restaurant program for
feeding the homeless.
ROP Medical field trips/training
(with VVC).
E-Waste disposal/collection
events (PTSO).
Family Center “Cougar
Exchange” programs
(clothing/food distribution).
Student tutors and volunteers
(on and off campus).
Various other
donations/monetary support (via
community sponsorship of club
activities/events).
Parent/Community and Student Achievement
Indicator: The school ensures that the parents and school community understand student
achievement of the academic standards/schoolwide learner outcomes through the curricular/cocurricular program.
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Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that
parents and school community understand student achievement of the academic
standards/schoolwide learner outcomes through the curricular/co-curricular program.
Findings
Primarily, parents and school community members
are kept informed of students’ academic
achievements through the Aeries parent and
student portal. Other strategies include
dissemination of information via student
handbooks; individual subject class syllabi; class
selection (enrollment) processes; counselinginitiated graduation checks/level unit checks;
individual and group meetings with administration
and counseling.
Evidence
● Student handbook and
curriculum guide information.
● Individual subject matter class
syllabi and grading/behavior
protocols.
● Quarter/semester meetings with
students by class level.
● Ongoing counseling review of
student progress/unit level
standing.
● Parent Nights (Back to
School/High School
Awareness/et al).
● Auto Dialer notifications.
● Student attendance meetings.
● “Coffee with the Principal” visits
at K-8 schools with parents.
● Parent Portal.
● Home visitations by
administration (explain
policies/provide student progress
updates).
● (SPED) Ongoing IEP processes,
including meetings, follow-ups,
and scheduling adjustments.
● State testing data
(STAR/Smarter Balanced) mailed
home.
● Scoring data/grades available on
AERIES.net and Illuminate.
● After school tutoring program
offered for students needing
academic assistance.
● Academic warnings for students
not making academic progress.
● Parent/guardian phone contacts.
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Additional Online Instruction Prompt: Evaluate the school’s processes to ensure that
parents understand the expectations for the online instruction in relation to the desired student
achievement and to review and counsel families for whom the selected online instruction format
may not be the best match.
Findings
Although our school does not have an extensive online
instructional program, the school has processes in place that
address the availability and appropriateness of the online
instruction formats that we do offer for students in need of
this alternative mode of learning. Counseling assigns Apex
for credit recovery, and there is an established
parent/teacher contract protocol addressing academic
performance and integrity expectations. There is also
available an Independent Study program geared for full-time
and part-time study, and there are two instructors on
campus designated as continuation school instructors for
facilitating credit recovery.
Evidence
● Apex (credit recovery)
● Independent Study
program
● Continuation classes
Conclusions
Findings
The school’s efforts in increasing parent involvement and
opening more lines of communication is improving and
constantly ongoing.
The school needs to expand its offerings in alternative
education models, including increased online instruction in
more subject matter areas.
Evidence
● Periodic review and
reassessment of School
Site Plan to address
areas of concern and to
facilitate greater parent
input.
● Quarterly staff meetings
to address issues.
● Using SERD meetings to
address issues and
formulate solutions.
● Frequent updates to
Gradebook (academic
and discipline issues).
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Findings
The ongoing efforts and improvements listed above
illustrate that the school is making strides on improving
upon the goal of identifying and using techniques to
increase participation and involvement of parents and
families in the education of their students. The school
makes an effort to support ELL and special needs students
in all programs. If students need more time to complete
online work, they are able to work at their own pace.
Evidence
[See above]
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E2.
School Culture and Student Support Criterion
The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that
is characterized by trust, professionalism, high expectations for all students, and a focus on
continuous school improvement.
Safe, Clean, and Orderly Environment
Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,
clean, and orderly place that nurtures learning, including internet safety.
Prompt: Comment on the effectiveness of a) the existing policies and use of resources to
ensure a safe, clean, and orderly place that nurtures learning, and b) all aspects of the school
with respect to safety regulations including effective operating procedures for internet safety.
Findings
The school’s existing policies and regulations for ensuring a
safe, clean, and nurturing learning environment are well
established and maintained through a process of ongoing
review and dissemination. This process includes frequent safety
inspections with regard to the physical plant, and established
procedures and policies for ensuring internet safety on site.
Administration sets the standards for academic and behavioral
expectations through the production and dissemination of the
Student Handbook at the start of every school year.
Throughout the year (via counseling and/or student leadership)
discipline assemblies (school-wide and by grade level) are
conducted to ensure that students are aware of and understand
the policies and procedures. All staff members undergo annual
mandatory training covering mandated reporter issues, health
and safety, and guidelines for appropriate professional conduct
and behavior.
Teachers across all departments establish and utilize classroom
rules and procedures that are, by design, intended to establish
and foster a safe, supportive, and orderly environment. Among
some of the basic features for establishing and informing
students of best practices include detailed subject matter
course syllabi and classroom management plans outlining
expectations and a system of consequences (which are subject
to annual review and approval by administration). Typically,
most instructors also have students and parents sign an
Evidence
● Teacher/Staff
handbook
● Student Handbook
● Annual training for
staff and faculty on
Mandated Reporter
guidelines, BBPs,
and Sexual
Harassment.
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Detailed course
syllabi and
classroom
management plans.
Signed
acknowledgment
forms/class
contracts.
Consistent
application of
established
classroom rules and
procedures.
Electronic Use
Agreement forms
Daily electronic user
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acknowledgment form (or class contract) indicating that they
have received, and understand, the given information.
Instructors consistently apply and abide by the established
classroom rules and procedures for the maintenance of safety
and order and to facilitate a stable learning environment.
Integral support processes are in place for monitoring and
ensuring internet safety for students. Electronic Use Agreement
forms are generated and compiled through the Career Center,
and students must complete this process to receive online
account access. Daily electronic user agreement verification for
staff and students occurs each and every time a student or staff
member signs on to the internet. Instructors monitor student
use of Internet resources during computer lab times.
Our instructors also provide safety instruction (including testing
safety knowledge and securing written safety contracts) and
monitor student use of lab equipment and resources in order to
ensure a safe environment as appropriate in applied skills shop
classes, applied science labs, for the use of athletic equipment,
etc.
Procedures and equipment are in place for maintaining a safe
environment, in regards to ensuring the safety of the physical
plant and in monitoring and ensuring the ongoing safety of the
students and staff on campus. Annual fire inspections (in
conjunction with town fire department) and Keenan Safety
Inspections are conducted. Fire extinguishers are tested and
restocked throughout the year. Potential fire hazards in
classrooms and common areas are addressed. Administration
maintains and annually updates disaster plans, including
updating staff assignments during an emergency
event/evacuation; staging regular evacuation drills; performing
visual inspections to make sure that exits are clear and that
there is no physical plant damage that could jeopardize student
safety; ensuring that classrooms have posted evacuation routes
and emergency response guides (and that all teachers have an
evacuation plan in place). Our school district police maintain
visibility on campus in support of campus security, and our
school site participates in the Safe Schools Program. There are
multiple cameras in place, and they are constantly monitored
during school hours.
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agreement
verification for staff
and students (every
time at log-in).
District firewalls are
in place to protect
students from
restricted
(inappropriate)
online content.
Instructors monitor
student use of
Internet resources
during computer lab
times.
Safety instruction
(safety knowledge
quizzes/written
safety contracts)
and monitoring
student use of
equipment and
resources.
Annual fire
inspections.
Keenan Safety
Inspections.
Annually updated
and disseminated
emergency
response plan
On campus plant
manager is available
during operating
hours.
193
Periodic volunteer efforts aimed at maintaining and improving
the campus environment (and making it more accommodating
and welcoming in the process) have occurred through campus
beautification projects, such as (in prior years) an Eagle Scout
Clean-Up Project and the efforts of our Foreign Exchange Club
in sponsoring the creation of the senior patio area and the
cougar mural on the exterior of the Cougar Kitchen. Presently,
students involved with SCADA/SkillsUSA are initiating a desert
landscaping project on campus to replace vegetation with
drought-resistant desert plants that will reduce our water usage
while providing an aesthetically pleasing environment.
High Expectations/Concern for Students
Indicator: The school demonstrates caring, concern, and high expectations for students in an
environment that honors individual differences and is conducive to learning.
Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring,
concern, and high expectations for students in an environment that honors individual
differences and is conducive to learning.
Findings
Staff and instructors establish and emulate/reciprocate
professional behavior and respect conducive to a positive
civic/learning environment. Professional relationships and
interactions are forged between staff and student aides as
TAs, office aides, volunteers are trained in a variety of
clerical duties and leadership opportunities.
Evidence
TAs, office aides, volunteers
ASB and Leadership
interactions
The diversity of groups and the general acceptance of
divergent viewpoints and interests reflect a positive,
nurturing environment. This is exemplified by the interaction
of the Family Center and PTSO who consistently interact with
students providing assistance through clothing and food
drives, and coordinating the “Super Power Cougar Tutors”, a
committed group of students who volunteer community
service hours every day after school providing tutoring for all
core classes. GHHS offers a wide variety of clubs to suit any
student interests. To promote these clubs ASB organizes
Club Rush, a lunchtime activity held at the beginning of the
school year in which the clubs advertise what they offer.
Students are encouraged to be involved in at least one of
these extracurricular activities. One challenge that students
Family Center and PTSO
Super Power Cougar Tutors
Academic Awards Night
EL Awards Night.
PRIDE Line
Clubs:
● Art Club
● AVERT
● AVID
● Bowling Club
● Chess Club
● Cougar Cakes
● Cougar Clinic
● Cougar Kitchen
194
face, particularly freshmen and sophomores, is taking
advantage of these after school opportunities due to lack of
transportation.
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Two peer assistance outreach programs that have been very
successful are the GRIEF GROUP and Peer Helpers. Grief
group is available for any grieving student who would like to
attend. It is a six week program that meets once a week,
twice a year in the 2nd and 4th quarters. The time of the
meetings is scheduled on rotation cycle so that single classes
will not be overly affected. Students who take part of this
group are required to have parent permission to belong to
this group and are responsible to make up any missed
assignments. Students are either self referred, through a
staff member, or family member. These meetings are
facilitated a trained peer helper. This support group offers
students tools to be able to cope with the variety of
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Cougars United
Dead Rabbits Rugby
Drama Club
EDSTWA
Explorer Post #95
FCA
French Club
GH Cheer
GSA
High Desert Young
Writers
Interact
Japanese Foreign
Exchange
Journalism
Key Club
National Honor Society
Ping Pong Club
Rock Robotics
Sports Therapy
SALTT Christian Club
SkillsUSA
Snowboarding Club
Super Power Tutors
Yearbook
Video Production
Grief Group: sponsored
by counseling and Peer
Helpers and Mrs. Celle
Peer Helpers
195
emotions as they move through the grief process and It also
allows them to connect with other grieving students as well
as a peer helper.
The Granite Hills High School Peer Helpers, a group of
students, trained in communication and listening skills in
order to do “one on one” counseling help students on
campus discover their own questions and answers without
giving advice or solving the problem. The Peer Helpers have
various events on campus to help bring awareness to teen
issues such as drugs, alcohol, traffic safety, and bullying.
They also help improve the school environment by holding
an event titled, “Cougars United” where awareness is
brought to the student population about their similarities and
to respect each other’s differences.
Recognition events and ceremonies to spotlight student
achievements, such as Academic Awards Night and the EL
Awards Night. The establishment of the PRIDE line, allows
students the ability to text positive remarks and reports any
issues of concern they witness on campus. GHHS offers
numerous on-campus clubs, community-based organizations
and peer groups which represent a diversified spectrum of
interests.
Atmosphere of Trust, Respect and Professionalism
Indicator: The school has an atmosphere of trust, respect and professionalism.
To what degree is there evidence of an atmosphere of trust, respect and
professionalism?
Prompt:
Findings
The school has shown improvement in fostering and
maintaining an atmosphere of trust, respect, professionalism,
and cooperation among faculty and staff. Through the
processes for establishing site PLCs (primarily based upon
departments) and defining norms and expectations, the
administration has facilitated a systematized approach for
effectively utilizing the established professional development
calendar (SERDs). Additionally, the norms established for the
Department Lead Meetings have helped foster improving
lines of communication between and among the varied PLCs.
Through this more effective organization template, and by
Evidence
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PLC training
PLC meetings
SERD
196
improving efforts at communication, administration
expectations for staff and student performance can be more
clearly defined and documented.
The improved mutual rapport and cooperation among staff
members facilitates more effective and productive
collaboration efforts, which in turn fosters improved support
and cooperation between staff and students.
English language development teachers, paraeducator, and
district personnel meet monthly to discuss student progress
and program changes that need to be made as well as
upcoming events that support ELL students. Each year
parents and students attend the ELL Summer Institute. This
one day institute is used for students to take the CELDT and
learn more about the program. Parents are assisted with
filing out the free and reduced lunch application, signing up
to the Parent Portal on Aeries, meeting with counselors who
explain graduation requirements, as well as instructing them
how to read a transcript as well as providing them with
important contact information.
Special Education teachers meet yearly with students and
parents to discuss the individual education program. In
these meetings goals are set, strengths are reported, and
student progress is reviewed. Case carriers continually review
students on their caseload and meet routinely with students
and parents to make adjustments to the IEP as necessary.
Those students who are doing well in Specialized Academic
Instruction, and are qualified, are transitioned to regular
education classrooms.
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ELD classes
ELL Summer Institute
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SPED Classes
SAI
In a few classes teachers are beginning to find common
standards that are ideal for cross curricular teaching. For
example, AP Art History and AP United States History have
started to develop overlapping lessons and serve as guest
speakers in each other’s classrooms. Although teachers and
students have learned a great deal from this collaborative
approach to teaching, it has been difficult to do this kind of
instruction on a large scale given the constraints of the
master schedule.
However, in an academy program this obstacle is decreased
197
significantly. SCADA teachers share the same preparation
period which is intended to allow time for common planning
and development of the program. As SCADA is in its early
stage, much of this time has been dedicated to building
curriculum and establishing a good rapport with students and
parents. During the school year the SCADA team, students,
parents, and industry leaders meet for several gatherings. A
“Back to School Barbecue” is held in which staff, students,
parents and industry partners enjoy a casual evening
together in order to promote meaningful relationships.
SCADA staff also meets with incoming freshmen and their
parents for an informational and interactive meeting in the
late spring. This meeting was designed to welcome new
students into the program, inform parents and students of
the available opportunities within the Academy, and to
answer any questions.
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SCADA Social for
incoming freshmen
and their parents
SCADA Back to School
BBQ
Conclusions
Findings
The school sets a high priority on establishing and
maintaining a safe, clean, and orderly environment that
nurtures learning. The developing school culture is
characterized by trust, professionalism, high expectations
for all students, and a focus on continuous school
improvement.
Evidence
(See above)
Findings
The school’s efforts to improve upon this criterion positively
impacts our goal of effectively organizing and utilizing
collaboration time.
Evidence
Empirically, a more positive
environment of cooperation and
rapport among the staff and
faculty, and improvement in
facilitating positive student
demeanor and engagement, is
evident.
198
E3 & E4. School Culture and Student Support Criteria
All students receive appropriate support along with an individualized learning plan to help
ensure academic success.
Students have access to a system of personal support services, activities, and opportunities at
the school and within the community.
Adequate Personalized Support
Indicator: The school has available adequate services, including referral services, to support
students in such areas as health, career, and personal counseling and academic assistance,
including an individualized learning plan.
Prompt: Evaluate the availability and the adequacy of services, including referral services, to
support students in such areas as health, career, and personal counseling and academic
assistance, including an individualized learning plan.
Findings
The school has adequate services available, including referral
services to support students in such areas as health, entry
level careers and personal counseling, academic assistance
including an individualized learning plan. Counselors and
school psychologists refer students to Desert Mountain SELPA
for clinical counseling services that can serve both students
and or families.
GHHS offers a number of health services to support students.
The Grief Group provides imperative support through peer
assistance to students who are going through the grieving
process. Another service that students are provided is
information about 211, an emergency crisis line sponsored by
United Way. By calling this number, students are linked to
free services provided by the county. Also, the district
responds to immediate site crisis with a Crisis Management
Team consisting of school psychologists, counselors, and
teachers. This team can be assembled in a moment’s notice to
help teachers, parents, and students handle sudden tragedies.
An on-site nurse is available for students in need, and is
available to coordinate with teachers who have students with
special medical needs that require monitoring (medication,
insulin injections, etc.)
Evidence
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SELPA
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Grief Group
United Way /211
District Crisis
Management Team
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CCRT
IEPs
SSTs
199
GHHS students that have an IEP plan that requires articulation
or language development can continue to receive these
services with the speech therapist on campus. The Speech
Therapy Program is offered to all students that are assessed as
needing speech therapy. When a student no longer needs
these services, an IEP meeting is held to exit students out of
the program.
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Speech Therapy
Program
SPED provides assistance and support facilitated through IEP
processes and 504 Plans for special needs students, and there
is a full time IEP coordinator on site. SPED also coordinates
TPP (Transitional Partnership Program) for students.
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504 Plans
Transitional
Partnership Program
With the implementation of STEM there is a greater focus on
preparing students for careers. Some instructors provide
formal and informal guidance to students addressing specific
college/career goals and pursuits within their subject area.
They do this through student produced career/college
presentations, guest speakers, and teacher-student
conferences. One specific service that has been available in
some capacity since the foundation of GHHS to aid students in
the transition to the labor force is the Career Center. This
center offers collegiate and military information for students
and families post high school, and facilitates career evaluations
such as the ASVAB exam, and assistance with the filing of
FASFA and college applications. The Career Center Specialist
also conducts parent workshops designed to educate first time
college applicants, assists with scholarship and grant
applications, and help students file a job permit. GHHS also
offers CTE programs that directly train students for specialized
careers. Students are also offered ROP courses embedded in
the school day and after school.
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Information on
postsecondary
programs,
Recommendation
letters
Career Center
Woodworking
Culinary Arts
Bakery
AVERT
Medical Technology
First Responder
SCADA
TV/Video Production
Drafting Technology
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The Counseling Department coordinates multiple services to
aid students in academic planning and in establishing a four
year plan. Counselors work with students starting their
freshman year to establish a four year course of study. A copy
of the four year plan, including high school graduation
requirements and college entrance requirements, is sent home
with students to share with parents. In addition to the four
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year plan, counselors have supplemental information that
describes students’ post-secondary goals including university
and career aspirations. This information is in the form of
written responses or notes and needs to be developed into a
uniform document that can be shared with parents and
students on Aeries. The four year plan needs to include
students’ high school and post-secondary goals, learning
styles, career and or college interests on one document that is
shared on students’ accounts on Aeries. At this time, seniors
participate in the Accuplacer test and Bridge program which
help them identify careers and possible majors that match up
with their personal strengths and interests. There is a need to
begin the Bridge Program beginning the freshmen year and
have counseling staff input this data on the student learning
plan as they progress through their academic course of study
at GHHS. Students who enroll in the Bridge program are
automatically able to pre-register for classes at the local
community college, Victor Valley College.
The Peer Helper program is a combination of students and
staff that help students handle different avenues of life. Peer
teen helpers are pulled out of class to mentor others as
needed.
The Family Center offers assistance and support to
parents/guardians for setting up an Aeries.net account,
checking students’ grades, and other technical support as
needed. District ELAC meetings have also been held in the
center. The center has been active with donating resources to
students: clothing and school supplies.
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Four Year Plan
Bridge Program
Accuplacer
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Peer Helper Program
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The Family Center
Additional Online Instruction Prompts: Comment on the availability and adequacy of the
academic counseling, college preparation support, personal counseling, and health services
provided for the students involved in online instruction.
Findings
GHHS does not offer online instruction for students not
regularly attending the school.
Evidence
201
Direct Connections
Indicator: The school demonstrates direct connections between academic standards and
schoolwide learner outcomes and the allocation of resources to student support services, such
as counseling/ advisory services, articulation services, and psychological and health services, or
referral services.
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Prompt: Evaluate the ways that there are direct connections between academic
standards and schoolwide learner outcomes and the allocation of resources to student
support services, such as counseling/advisory services, articulation services, and
psychological and health services, or referral services.
Findings
The school demonstrates direct connections between academic
standards and schoolwide learner outcomes and the allocation
of resources to student support services, such as
counseling/advisory services, articulation services, and
psychological and health services, or referral services.
LCAP funding (allocated in district and site budgets) addresses
the needs for EL, foster youth, and low income students.
Program funding is dependent on addressing the needs of these
target populations.
Other esource allocations (categorical funds, program grants,
etc.) are inextricably linked to addressing specific program
requirements and for ensuring equitable access and opportunity
for academic achievement. For instance, our SCADA program
utilizes grant funding that is restricted to very specific funding
guidelines in service to the needs of the academy. Additionally,
our SPED programs must follow strict protocols of student
service referral and monitoring (IEPs/504 Plans) in order to
document that those students are having their individual needs
met.
Evidence
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LCAP funding to
support funding
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Three Chromebook
Labs
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Strategies Used for Student Growth/Development
Indicator: Strategies are used by the school leadership and staff to develop personalized
approaches to learning and alternative instructional options which allow access to and progress
in the rigorous standards-based curriculum. Examples of strategies include: level of teacher
involvement with all students, a curriculum that promotes inclusion, processes for regular
review of student and schoolwide profiles, and processes and procedures for interventions that
address retention and redirection.
202
Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership
and staff to develop personalized approaches to learning and alternative instructional options
which allow access to and progress in the rigorous standards-based curriculum.
Findings
The school leadership facilitates and encourages the
utilization of effective strategies for developing and
facilitating personalized approaches to learning. An aspect
of this ongoing effort includes incorporating more
technology in the classroom (Chromebook labs, iPads) and
providing support training on effectively managing and
incorporating new technologies into the classroom.
Evidence
● Chromebook Labs
● iPads
Our instructors strive to provide differentiated instruction
reflecting multiple learning modalities and addressing the
individualized needs of students.
The department PLCs (including core subject departments)
meet weekly to discuss the (ongoing) implementation of
Common Core standards and in collaboration on addressing
best teaching practices, strategies, ideas, activities, and
resources (for facilitating effective scope and sequencing,
and to promote personalized instructional approaches).
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Department PLCs
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SDAIE Strategies
IEP Accommodations
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AVID Program
AP Program
SCADA
Instructors strive to incorporate flexibility in the
presentation, pacing, and evaluation of technical practices
and processes (acquisition and application of skills), and in
making subject matter study relevant and accessible for all
students. This incorporation of inclusivity is reflective of
CLAD/BCLAD training guidelines (SDAIE modifications) and
awareness of meeting IEP/504 modification requirements
for designated students.
AVID, AP/Honors courses, SCADA courses, and APEX are
available options for providing personalized approaches and
support for students who have their own uniquely divergent
academic needs and goals.
203
Additional Online Instruction Prompt: Provide evidence that the processes and strategies
are effective for incoming students with regard to orientation or induction and the ongoing
monitoring and support of the students to ensure all have a full opportunity for academic
success.
Findings
Counselors (and in conjunction with ELL and SPED support
services as required) provide orientation and induction
services to incoming students, to best determine their
appropriate placement within the school, including our
continuation/recovery programs as warranted.
Evidence
● ELL and SPED program.
● Continuing
Education/Independent
studies program.
● Apex program.
Support Services and Learning
Indicator: The school leadership and staff ensure that the support services and related
activities have a direct relationship to student involvement in learning, e.g., within and outside
the classroom, for all students, including the EL, GATE, special education, and other programs.
Prompt: Evaluate the extent to which the school leadership and staff ensure that the support
services and related activities have a direct relationship to student involvement in learning, e.g.,
within and outside the classroom. Evaluate the processes that are used to identify underperforming or struggling students and the interventions to address these identified student
learning needs.
Findings
School leadership and staff collaborate to ensure that
support services and related activities have a direct
relationship to student learning within and outside the
classroom.
Counseling monitors student performance and evaluates
subject/level placement on an ongoing basis. Counselors
collaborate with faculty on addressing specific needs and
concerns for underperforming students, including assessing
transition into recovery programs.
Instructors engage in utilizing ongoing formal and informal
(formative) assessments to track and identify struggling
students, and incorporating differentiated instruction
techniques initiated to help get struggling students back on
track. Additionally, all instructors utilize AERIES gradebook
to enter and update student performance; provide progress
reports (academic warnings) for failing and
underperforming students, and to generate grade reports
and assignment sheets as needed. Athletic coaches
Evidence
●
Apex
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Aeries
204
supplement this process by requiring students to complete
weekly progress reports to verify continuing eligibility (via
meeting academic requirements).
As needed, instructors make contact with parents in order
to solicit additional support for students. ELD provides
assessment and placement services, and actively
collaborates with all departments to provide ELL student
support (including bilingual paraeducator support),
including Summer Session programs. SPED provides
assessment and placement services, and actively
collaborates with all departments to provided student
support via IEP/504 plans. Continuing
Education/Independent Study programs are available, and
Home Hospital services are provided for those students
whose needs require receiving instruction at home. AVID
provides support and collaboration to all departments in
addressing student needs. Tutoring (including after school)
is available for many students who are under-performing.
PTSO makes personal connections to parents of struggling
students.
SCADA incorporates processes for tracking academic
performance and assessing which students are
underperforming. A lot of support is available to many
students.
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ELD Support Team:
counselor, teachers, and
paraeducators
Additional Online Instruction Prompt: Evaluate the extent to which the support services
and related activities have a direct relationship to student involvement in learning with respect
to equity of access, availability of computers and internet.
Findings
There is limited access for students to use the computer
and internet on campus.
There are a number of core classes with Chromebook labs
in place, and plans are in place to expand this technology
into more classrooms over the next few years.
Evidence
● There is computer
access through the
career center, library,
A108, and A110
(periods 1&4).
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Three Chromelabs
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Equal Access to Curriculum and Support
Indicator: All students have access to a challenging, relevant, and coherent curriculum to all
students. Schools regularly examine the demographics and distribution of students throughout
the class offerings (e.g., master class schedule and class enrollments) and the types of
alternative schedules available for repeat or accelerated classes (e.g., summer, class periods
beyond the traditional school day).
Prompt: What have you learned about the accessibility of a challenging, relevant, and
coherent curriculum to all students? What have you learned from examining the demographics
and distribution of students throughout the class offerings (e.g., master class schedule and
class enrollments)? Evaluate the impact of the types of alternative schedules available for
repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day) on
student achievement?
Findings
There exist a number of alternative schedules available for
repeat and accelerated classes
Evidence
● Advanced Placement
courses are open to all
interested students
(access/equity).
● Counseling (in
conjunction with SPED
advocates and ELD)
identify and evaluate
underperforming
students. Based upon
what’s best for them,
these struggling
students may be
concurrently placed in
multiple sections of the
core subject matter
class they are struggling
with (credit
recovery/CAHSEE
preparation), or they
may be placed into
alternative program
pathways (Independent
Study, Continuation
Programs, APEX) as
appropriate.
● Students may repeat
various classes of
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personal
interest/fulfillment while
concurrently obtaining
elective units (such as
VAPA courses, ROP,
etc.) Many advanced
(second-year) elective
courses (such as VAPA)
require that students
meet performance
requisites (passing firstyear with a B,
submitting portfolio
reviews, etc) in order to
receive approval to
advancement.
ROP courses/programs
(woodshop, bakery,
restaurant occupations,
video production) are
available after school.
AVID program.
Summer School
(including APEX).
After school tutoring
offers extra academic
support.
Co-Curricular Activities
Indicator: School leadership and staff link curricular and co-curricular activities to the
academic standards, the college- and career-readiness standards, and the schoolwide learner
outcomes.
Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities
for all students to the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes. How effective are these efforts?
207
Findings
Instructors ensure co-curricular opportunities for students
outside the standard curricular offerings.
The school offers a wide variety of co-curricular
opportunities for students to engage in community service
and to explore interests and
Evidence
● Participation in school
productions
(drama/musical/choral
performances) and
public art projects
(murals/art contests).
● ASB and Leadership
programs.
● Athletic programs.
● ROP courses (Bakery,
Restaurant/Catering,
Woodshop, and Video
Production).
● AVID (provides crosscurricular instruction,
collaboration and
support).
● SCADA (provides crosscurricular instruction,
collaboration and
support).
● Numerous social/civicorganization clubs which
not only provide
enrichment experiences
but serve to supplement
the academic subject
matter courses related
to that interest:
○ Art Club
(supplements
VAPA)
○ Drama Club
(supplements
VAPA)
○ French Club
(supplements
World
Languages)
○ Robotics Club
(SCADA)
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○ SkillsUSA events
(SCADA)
○ Key Club
○ National Honors
Society
AP/Honors courses
which meet college
standards and are
supplemented by civic
organizational efforts
(and through such
participation students
can gain more prestige
in applying for colleges).
Science and math (Math
1) co-curricular activities
are designed to reflect
on real-life applications
in all curricular activities
(per Common Core
alignment).
Additional Online Instruction Prompt: Evaluate the school’s processes to address the
needs of socialization for the students and involvement in the school.
Findings
Students are invited to join clubs during Club Rush in the
beginning of the school year. In addition, many sports
teams recruit new students as they have need. Also,
regular pep rallies are centered around sports programs
and school spirit to create a sense of community and pride.
SCADA students are a small community that socializes
outside of school with special events for socializing and
competition such as SkillsUSA activities.
Evidence
● Daily Bulletin
(dissemination of
information and
activities)
● Club
meetings/membership
drives
● ASB
● Signs/flyers (ads)
posted throughout
campus
● Lunchtime activities
(mini-rallies, music)
● Peer Helpers
● Multicultural/sports and
group recognition
209
●
●
assemblies
After school sports
SCADA
Student Involvement in Curricular/Co-Curricular Activities
Indicator: The school has an effective process for regularly evaluating the level of student
involvement in curricular/co-curricular activities and student use of support services.
Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of
student involvement in curricular/co-curricular activities and student use of support services.
Findings
The school process for regularly evaluating the level of
student involvement in curricular/co-curricular activities and
student use of support services is nominally effective. In
curricular terms, the school can access student involvement
via daily attendance reports. In terms of co-curricular
activities, monitoring occurs at the local levels (clubs and
organizations), and all documentation (rosters, budgeting
paperwork, etc.) is channeled through ASB. Should the
school need data for analyzing student participation in a
particular program, ASB would have to compile and
extrapolate the raw data. Perhaps an online database could
be created that would require all event participation data to
be entered so that administration can more efficiently
extrapolate the data for evaluating student involvement.
Evidence
● Student sign up/in
sheets in
extracurricular
activities/clubs (copies
of which are
forwarded--or are
required to be, in any
case--to ASB for
formal documentation
and monitoring of
activities).
● Instructors and
sponsors of
clubs/events are
responsible for
providing lists of
student participants
and securing their
event participation
approval (on-campus
or off-campus)
through appropriate
district/administration
channels and staff
notifications (to
include notifying
attendance and staff
of dates and times,
and ensuring that
participants are
verified and excused
210
absent).
Additional Online Instruction Prompt: Provide evidence about the effectiveness of the
students’ involvement in school and community activities, such as clubs, yearbook, newsletter,
newspaper, field trips, volunteer work, service projects, college courses, etc.
Findings
Student involvement in school and community activities
varies annually, based upon population shifts
(increases/decreases), changing demographics (including
socio-economic factors), and the vagaries of factors that
are technically beyond our control (including budgetary
issues, the impact of the “learned-behaviors” culture of
incoming freshmen classes, the transitioning of personnel,
and so on). Specific clubs and events that prove successful
one year may see sharp declines in popularity and/or
viability (e.g., lack of funding or services; lack of a staff
sponsor; lack of transportation; lack of parent volunteers)
in the next. Even as there exists a good diversity of clubs
and activities, and many students who actively participate
are productively engaged, the school is aware of the need
to facilitate greater student participation and is exploring
new ideas and solutions to address this need.
Evidence
● AVID sponsored college
field trips
● ASB events
● Yearbook
● Newspaper
● Rotary Club events
● Key Club charity
fundraising events
Student Perceptions
Indicator: The school is aware of the student view of student support services through such
approaches as interviewing and dialoguing with student representatives of the school
population.
Prompt: Comment on the student view about the effectiveness of student support services
after interviewing and dialoguing with student representatives of the school population.
Findings
Evidence
The school periodically engages in dialoguing with select
Students report high
student representatives to gage the effectiveness of
effectiveness in these areas:
services presently available and to field suggestions on what
● Career Center
improvements/additions could be made for addressing
● APEX
ongoing student needs.
● AVID
● After School Tutoring
(Super Power Cougar
The school recognizes that this focus area is not being
Tutors)
addressed to its fullest capacity and is diligently working on
● Library services
improving its efforts at soliciting greater student feedback
● Parent Center (for
and participation from among a greater number, and more
creating AERIES
diverse representation, of students within our overall
211
population.
●
●
●
●
accounts)
Online resources
(website, calendar, &
news)
Peer Helpers
Link Up
Pride Line
Conclusions
Findings
All students receive appropriate support along with an
individualized learning plan to help ensure academic
success.
Evidence
● IEP
● Tutoring Programs
Students have access to a system of personal support
services, activities, and opportunities at the school and
within the community.
The school actively continues to seek ways to improve and
build upon our existing resources in order to ensure that we
can further identify and include those students who may,
by circumstance, be overlooked or feel as if though they
are not included within our community.
Findings
The school’s efforts in addressing these criteria addresses
the goal of seeking out and applying proven methods to
become more familiar with and more in touch with the
needs of the student population presently and as it changes
over time. The school continues to work on improving this
goal.
Evidence
• ELD
• Family Resource Center
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WASC Category E. School Culture and Support for Student
Personal and Academic Growth: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each
criterion is being addressed. Then determine and prioritize the strengths and areas
of growth for the overall category.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Strength
1) The school staff is developing more effective ways to support the school program
2) Over the last few years, GHHS has expanded efforts at reaching out to parents and to the
community at large.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth
1) Development and sustainability of clubs and After School Programs due to lack of
transportation and staffing
2) Promote a Clean, Safe, and Orderly Environment: too much trash, too little security, and
need more structure amongst the hallways.
3) Master Schedule Conflicts: too many AP courses are only offered once a day due to a low
enrollment
4) Student Perceptions: Students need to have more representation in the development of the
culture.
5) Include parents in the education process in multiple ways: improve effective communication
and school or program involvement.
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Chapter 5:
Schoolwide Action Plan
214
Goal # 1
Rationale: Action Plan Goals were generated by reviewing the conclusions plus the strengths and
weakness noted throughout the Self-Study Document. It was clear from Chapters II and III along with
weaknesses found in many of the Chapter IV Categories, that data previously available from CSTs, CRTs,
etc. is no longer available and this lack has created a data void. It is evident that an under-used source
of data, particularly for the critical learner groups, is manifested in quarterly grades. Critical learner “C” or
better pass rates, in classes, need to be documented every quarter to assess whether each critical learner
group is achieving adequate success. This is particularly important since a big district goal is the
completion of all UC/CSU “a-g” requirements and these require a “C” or better to qualify. This data could
also be used to assess the success of interventions and programs over time and adjustments could be
made to interventions and programs as the success rates indicate. Therefore, the following goal is
essential to booster student “a-g” success rates:
Action Plan Goal 1: Granite Hills High School needs to create a systematic process of compiling course
success rates (“C” or better) broken down by critical learner categories after each quarter grading period.
Granite Hills, as discussed in “Administrative Changes” in Chapter I, has not maintained the frequent selfreflection required to maintain an ongoing WASC process. The result has been, that the self-study work
has required much of the time allotted for productive PLC work such as course alignment, common
assessment and documentation of progress on the action plan and action plan goals. The principal and
the leadership team need to restructure the WASC process:
Action Items
Create criteria to
quarterly assess
effectiveness of
instruction.
Define
underperforming
as it relates to
Granite Hills
High School and
identify its
population in a
timely fashion.
Train Teachers in
the use of
Illuminate for
the creation of
common
formative
assessment.
Analyze data from
Assessment.
Timeline
Personnel Responsible
Resources
Assessment
Fall 2015
Administration team
PLC
Title I
SERD Time
Data Evaluation
Student Pass Rate
June 2015
Administration Team
PLC
Counseling
Title I
SERD Time
Definition of
underperforming
Students
Fall and
Winter 2015
Administration Team
PLC
Teacher Leads
Teachers
Title I
Release Time
SERD Time
Completion of
Common
Assessment in
core subjects
Begins Fall
2015 and
Winter and
is ongoing
Administration Team
PLC
Teacher Leads
Teachers
Title I
SERD Time
Release Time
Data Charts and
notes, Changes in
curriculum to
adjust to student
needs
215
Goal # 2
Rationale: Granite Hills, as discussed in “Administrative Changes” in Chapter I, has not maintained the
frequent self-reflection required to maintain an ongoing WASC process. The result has been, that the
self-study work has required much of the time allotted for productive PLC work such as course alignment,
common assessment and documentation of progress on the action plan and action plan goals. The
principal and the leadership team need to restructure the WASC process:
Action Plan Goal 2: Granite Hills High School needs to design a systematic process of assessing and
documenting progress on the Action Plan Goals, and adjusting those goals and the Action Plan yearly.
The process must include members of all stakeholder groups. The new Single School Plan for Student
Achievement will be adjusted to reflect WASC Action Plan Goals.
Action Items
Timeline
Resources
Assessment
The administration
needs to refine
methods for
monitoring and
evaluating
student learning
outcomes based
upon student
assessments.
Develop a systematic
approach to collect
and analyze data.
April 2015
SLT/Lead Teachers
Parents
Administration Team
SERT time
Release Time
School Process
School Data Profile
April 2015
Ongoing
SLT/Lead Teachers
Parents
Administration Team
SERD Time
Release Time
Stakeholders need to
review the data
and determine
how effective
the school
program has
been over a
contained period
of time.
Administration needs
to create a
quarterly
monitoring
system that will
generate a
quarterly
monitoring
report.
April 2015
Ongoing
SLT/Lead Teachers
Parents
Administration Team
SERD Time
Release Time
School Data
Profile/Analysis
School Process
Analysis
Goal Management
Development
Single School Plan
for Student
achievement and
align it to Action
Plan Goals
April 2015
Ongoing
SLT/Lead Teachers
Parents
Administration Team
Daily
Quarterly
Monitoring Report
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Goal # 3
Rationale: Granite Hills is committed to establishing 21st century students that develop effective
technological skill sets. These components are a part of the Vision and Student Learning Goal
Statements. With the district commitment to providing “Chromebooks” for every student, they must be
used effectively as educational resources and opportunities to develop 21st century skill sets. A major
area of weakness, developed in the analysis of Chapter IV, Category C Instruction, is the lack of
adequate training in the use of new technologies. If we are to educate 21st century learners, we need to
develop 21st century teachers. Since the district has already created training and collaboration time in
the form of weekly Student Early Release Days, staff development can occur systematically:
Action Plan Goal 3: Granite Hills administrative staff and the district must commit to providing
adequate training for teachers and staff in the use of 21st century technologies.
Action Items
Timeline
Resources
Assessment
Review Research
and literature
that address
effective
technology
training for
teachers
Conduct a needs
assessment
based on the
current
technology and
survey teachers
and
administration
on most needed
technology
training
Provide teachers
with Jobembedded
training that
includes
modeling and
coaching on how
to integrate
technology in
the classroom
Administration needs
to be trained on
how to
effectively
evaluate
technology
integration
2015 – 2016
Administration Team
Teachers
Title I
SERD
Release Time
2015 – 2016
Administration Team
Teachers
Title I
SERD
Release Time
2015 – 2016
Administration Team
Teachers
Title I
SERD
Release Time
Schedule formal
off site training
Release trained
teacher to work
with other
teachers to
demonstrate best
practices
2015 – 2016
Administration Team
Teachers
Title I
SERD
Release Time
Schedule training
for administration
and attendance
Teachers will
develop an
awareness of the
technology
resources available
to them and their
students
List of training
needed
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Goal # 4
Rationale: In Apple Valley Unified School District’s commitment to successful implementation of the
Common Core Standards, now mandated by the state, the district is providing ongoing training for all
teachers in the common core. Teachers are being brought out of the classrooms to meet with other
teachers from the same departments district wide. All teachers are getting training but the core
departments are being allotted three days each year of specialized common core training while a number
of teachers from all disciplines will be meeting for additional training during the summer break. In spite
of these training efforts, there is clearly a need for more as we move forward with the implementation
and refinement of the common core strategies, curriculum, and assessments.
Action Plan Goal 4: Granite Hills’ faculty and staff need to continue to implement and refine common
core strategies, curriculum, and assessments. PLC time must be allocated and used specifically for this
process, along with continued training through the district and other sources when appropriate and
needed.
Action Items
Curriculum:
Conduct professional
development to increase
knowledge of CCS
Analyze current curriculum
and alignment with CCS
Continue to educate parents
Instruction:
Develop pacing guides
aligned with CCS
Adhere to instructional
Minute requirements
Conduct teacher
collaboration to share
effective instructional
strategies aligned with
CCS
Conduct professional
development to increase
knowledge of
instructional strategies
aligned with CCS
Assessment:
Conduct Smarter Balance
Assessments
Develop and use Multiple
Measures aligned to CCS
Timeline
Resources
Assessment
2015Ongoing
District Personnel
Administration
PLC
Teachers
Industry Partners
Title I
LCAP
SERD
Teacher
Release
Single School Plan
Professional
Development
Pacing Guide to
Common Core
Standards
2015Ongoing
District Personnel
Administration
PLC
Teachers
Industry Partners
Title I
LCAP
SERD
Teacher
Release
Completed Pacing
Guide
Master Schedule
Collaboration
Notes
Teacher Walkthroughs
Evidence of
participation (Sign
In Sheets)
2015Ongoing
District Personnel
Administration
PLC
Teachers
Title I
LCAP
SERD
Teacher
Release
Data
Assessments
aligned to CCS
which are used to
adjust curriculum
218
Appendix
Granite Hills High School is a school dedicated to preparing students for college
and career by forming relationships, providing rigor and establishing relevancy.
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Administrative Duties
Charles McCall
Rafael Navarro
Principal
Assistant
Principal
LaRon JacksonWhitfield
Assistant
Principal
Ben Bell
Assistant Principal
Curriculum
11-12 Grades
9-10 Grades
Responsible for all
testing (CAHSEE,
Smarter Balance,
CAHSEE, CELDT, AP
Testing)
Student Discipline,
IEP oversight, 504
Student Discipline, IEP
oversight, 504
Program oversight
School Site Council
Program oversight
ELL, AVID,
Counseling, AP,
UC-Approval
Technology, DataAnalysis
Program oversight
Continuation,
SART/SARB
Program oversight
Facilities, Disaster
Response
Departments
English
Science
ASB
Departments
Math
Physical Education
Departments
Special Education
World Language
Departments
Math
CTE/Vocational
Classified Staff
Office Manager
Student Data
ASB
Library
Health
Records
John Morrell
Classified Staff
Ell Para- educators
Liz Mora
Classified Staff
Sp Ed paraEducators
Campus Security
Jennifer Clinton
Classified Staff
Debi Salisbury
Scott Barns
220
Acronyms
AFDC—Aide to Families with Dependent Children
ANGs—Areas of needed Growth
AP—Advanced Placement
APEX—Apex online web-based digital learning
API—Academic Performance Index
ASCA—American School Counselors Association
ATFL—American Council on the Teaching of Foreign Languages
AYP—Adequate Yearly Progress
AVID—Advancement Via Individual Determination
AVUSD—Apple Valley Unified School District
CAFs—Critical Areas of Follow-up
CAHSEE—California High School Exit Exam
CELDT—California English Language Development Test
CLTA—California Language Teachers Association
CMA—California Modified Assessment
CRT—Criterion Referenced Test
CSA—Campus Security Assistant
CST—California Standards Test
CSTA—California Science Teachers Association
CTE—Career Technical Education
DBQ—Document Based Questions
EFL—Teachers of English as a Foreign Language
ELD I-IV—English Language Development one through four
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ELL—English Language Learner
ESLRs—Expected School-wide Learner Results
FTE—Full Time Equivalent
GHHS—Granite Hills High School
HO—Honors Program
IEP—Individual Education Plan
IELP—Individual Educational Learning Plan
ITP—Individual Transition Plan
JROTC—Junior Reserve Officer Training Corps
LEA Plan—Local Educational Agency
MEEC- Mojave Environmental Education Consortium
MOBI—Mobile interactive Wipe Board
NCLB—No Child Left Behind
NCTM—National Council of Teachers of Mathematics
NSF—National Science Foundation
PAMS—Parent Access Management System
PLC—Professional Learning Community
PTSA—Parent Teacher Student Association
ROP—Regional Occupational Program
RSP—Resource Specialist Program
SAT—Scholastic Aptitude Test
SARB—School Attendance Review Board
SARC—School Accountability Report Card
SART—School Attendance Review Team
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SCADA—Supervisory Controls and Data Acquisition, also the name of our Systems and Design
Academy
SDAIE—Specially Designed Academic Instruction in English
SDC—Special Day Class
SH—Severely Handicapped
SLG—Student Learning Goal
SLT—Site Leadership Team
SPED—Special Education Department
SSC—School Site Council
STEAM—Science, Technology, Engineering, Arts, and Math
STEM—Science, Technology, Engineering, and Math
TPP—Transition Partnership Program
TPR—Total Physical Response (movements and signals with language learning)
TPRS—Teaching Proficiency Through Reading and Storytelling
STAR—Standardized Testing and Reporting
TLT—Teaching Learning Team
VVC—Victor Valley College
WIA—Workforce Investment Act
WST—Work Study Transition Program
223
Summary of Programs
Advanced Placement (AP) Program
The AP program at Granite Hills High School enables students to pursue college-level courses.
While still in high school, they have the opportunity to earn college credit, advanced placement,
or both in addition to earning high school credit. AP courses help students prepare for rigorous
college-level work. Students have the opportunity to delve into subjects that interest them,
develop advanced research and communication skills, and enhance their creative, problemsolving, and analytical potential. Granite Hills offers 20 different AP courses in six different core
areas.
Advanced Placement Course Offerings
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
AP
ENGLISH LANGUAGE
ENGLISH LITERATURE
EUROPEAN HISTORY
UNITED STATES HISTORY
AMERICAN GOVERNMENT AND POLITICS
FRENCH LANGUAGE & CULTURE
SPANISH LANGUAGE
MACROECONOMICS
PSYCHOLOGY
ART HISTORY
STUDIO ART: DRAWING
STUDIO ART: 2-D DESIGN
STUDIO ART: 3-D DESIGN
BIOLOGY
CHEMISTRY
PHYSICS 1
ENVIRONMENTAL SCIENCE
CALCULUS AB
CALCULUS BC
STATISTICS
Advanced Placement Accomplishments
•
•
•
•
•
•
•
In 2014, GHHS exceeded the state average in the following subjects: US Government,
US History, Calculus AB, Environmental Science, and Spanish Language
In 2014, GHHS Studio Art enrollment increased from 2 to 16 students
In 2014, all 15 Spanish Language students passed the AP exam
In 2014, 168 GHHS students took 335 AP exams
In 2014, all AP students were on time and present for all of their AP exams
More than ½ of the students in each of these subjects passed the AP exam: Studio Art:
Drawing, Art History, English Language, Psychology, US History, Calculus AP,
Environmental Science, and Spanish Language.
In 2011, Studio Art: Drawing, Studio Art: 2-D Design, and Studio Art 3-D Design was
added to the GHHS AP program
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•
•
•
•
•
•
•
•
In 2011, AP French Language and AP Environmental Science was added to the GHHS AP
program
In 2014, AP Psychology was added to the GHHS AP program
In 2015, AP Macroeconomics was added to the GHHS program
In 2014, 23 students at GHHS were identified as AP Scholars
In 2014, GHHS had 5 AP Scholars with Honors
In 2014, GHHS had 6 AP Scholars with Distinction
GHHS has had 5 AP National Scholars over the last 4 years
GHHS began using the AP Potential program in 2013 to more accurately identify AP
students by utilizing PSAT exam data
APEX
APEX learning is a standards-based digital curriculum which sets high expectations for every
student. The learner experience engages each student in active learning and supports
students’ success by making rigorous content accessible to each student at their level of
academic readiness, yielding increased student outcomes. This program allows the student to
work quickly and earn more than 5 credits during a semester. These classes meet A-G
requirements.
Also, if the student needs just credit recovery or an alternate school day, APEX accommodates
this need through our Independent Study program or C-Model.
Career and Technical Education (CTE)
A program of study that involves a multiyear sequence of courses that integrates core academic
knowledge with technical and occupational knowledge to provide students with a pathway to
postsecondary education and careers. Culinary Arts 1,2 Commercial Baking, Medical Courses,
Video Production, Woodworking, Drafting, and Robotics.
The mission of the Counseling Department is to provide a comprehensive, developmental
counseling program addressing the academic, career and personal/social development of all
students. School counselors are professional school advocates who provide support to maximize
student potential and academic achievement. In partnership with other educators, parents or
guardians and the community, school counselors facilitate the support system to ensure all
students have access to and are prepared with the knowledge and skills to contribute at the
highest level as productive members of society. Counselors provide a comprehensive guidance
program for each specific grade.
We encourage parents to be involved in the decisions made regarding course selection for the
coming school year. All students will develop a four-year plan of courses leading to high school
graduation, employment and/or entrance to an institution of higher learning. This plan should
be reviewed annually for accuracy.
225
FRESHMAN- Freshmen learn about resources available to them at GHHS, high school graduation
requirements, and basics of college entrance. All freshmen students will develop a four-year
plan of courses leading to high school graduation, employment and/or entrance to an institution
of higher learning. This plan should be reviewed each year at registration time.
SOPHOMORE- Sophomores gain a mastery of high school graduation requirements, learn to
interpret their transcript, develop a thorough understanding of college entrance requirements,
and are encouraged to continue career and post-secondary options.
JUNIOR- Juniors are assisted with completing high school requirements, understanding the
college testing and college search process, or introduced to vocational avenues.
SENIOR- Seniors meet individually with their counselor in September to complete a “graduation
check.” In the classroom, they are also given final information on post-secondary options,
college application process, and financial aid options.
The continuation model is designed as an intervention for those students who are behind in
credits to such an extent as to be unable to earn enough credits, within the constraints of a
regular school schedule, to graduate on time.
English
It is important for every student to graduate from high school with communication skills that
enable the student to write and speak clearly and concisely. Further, it is important for every
student to have a greater appreciation of literature through improved reading skills. With these
skills and appreciation, a student may realize a greater capacity for success. The department
encourages students to enroll in English throughout their high school careers.
Members of the English Department strive to assist students to improve their ability to use
written language correctly and to improve their academic success through better reading skills.
Also, students will improve their ability to think critically and to speak clearly, and they will
increase their knowledge and appreciation of literary works.
English Language Development Program
ELD is the acronym used to discuss the English Language Development academic program for
English Language Learners. It is a program with an aim to support any and all students on
campus whose primary language is not English (English Language Learners/ELL's). The ELD
Program gives these students the opportunities they need to develop their English skills, so they
may succeed in all disciplines in school and in their future career paths. ELL students receive
sheltered instruction in all their coursework in mainstream courses, with modified instruction
delivered by trained teachers. In addition, five ELD courses, which are not mainstream English
courses, provide ELL's at the newcomer, beginning, or intermediate language proficiency levels,
instruction in English, using curriculum specifically designed to teach second language
learners. ELL students also receive constant support from the ELD Leadership Team of
teachers and administrators.
226
Foreign Language
The world for which our students are being prepared—the world of the twenty-first century—is
one in which traditional borders are being opened and traditional distances are being shortened.
Telecommunication, e-mail, teleconferencing, and international data transfer are already
realities. A key element to success in this world is communication, the ability to speak other
peoples’ languages and to function with people from other cultures. This ability is critical if
Californians are to participate successfully in the multilingual, communications super highway.
At the same time, California’s own population is fast becoming a mirror of the linguistic and
cultural diversity of the world outside the United States. Thus, proficiency in language in
addition to English is critical simply as a means for Californians to communicate with one
another as well as to abolish stereotypes and racism. It is clear then that California’s schools
must provide instruction that enables students to communicate in a variety of languages as well
as in English, according to California Foreign Language Framework.
Honors Program
The Honors Program prepares students for the Advanced Placement Program. Rigorous
coursework is offered in the disciplines of English, math, social sciences, world languages, and
science to ensure that students are prepared for advanced coursework.
Independent Study Program (ISP)
Independent study Program (ISP) is an alternative instructional strategy that allows students to
work independently under the general supervision of a credentialed teacher. Granite Hills HS
offers two forms of ISP: part-time and long-term ISP. Part-time ISP offers students the
opportunity to complete 20 credits or less per semester while maintaining the class room
experience. The work would be in addition to the regular class work. The second form is the
long-term ISP. This form is for the student who cannot attend regular school hours. Due to
Independent Study's flexibility and individualization, students receive a personalized form of
instruction meeting the individual student needs, interests, and styles of learning. Although it
can serve a wide range of students, those students that show basic academic skills and a level
of commitment, motivation, organizational skills, and self-direction are the most successful.
Mathematics
Mathematics is an absolute necessity for those who live in today’s society. It is not just a tool
for solving problems related to science and daily living; mathematics is a science in its own
right. It is one of the humanities which has captured and stimulated the most creative minds all
through the ages. It is the most precise of languages that continually grow in order to
accommodate new ideas and solve new problems. It is a form of mental recreation that
completely fascinates and absorbs the mind. All math courses cover the state-mandated
curriculum and standards.
227
The goals of the math department are to:
1. Help students perform and master mathematical skills and algebraic processes.
2. Encourage students to seek precise solutions and use logical thinking.
3. Help students develop problem solving strategies and critical thinking skills.
4. Prepare students for the high school exit exam.
Music
Music encompasses both the instrumental and vocal music departments, as well as our Music
Appreciation class.
The music classes at Granite Hills High School offer a variety of skill and education for our
students. While most of the classes are geared towards performance, we also have a Music
Appreciation class that is designed to introduce non-musician students to the world of music,
especially how it relates to contemporary music they know and enjoy. For students who wish
to begin learning how to play or sing, these classes introduce basic techniques and build a
foundation for students to continue their musical studies after the class. Our experienced
students may take Concert Band. These classes continue performance practice studies and
introduce students to the standard repertoire and provide performance opportunities for the
skills they have learned. In addition to performance, we also recognize the need for a rounded
music education. In each of the performance classes we also explore music theory, music
listening, and music history. We find these not only mandated by state standards, but also
necessary to build complete music students.
Vocal Music Department has four choirs:
SERENADE WOMEN’S ENSEMBLE
This is a beginning/intermediate level vocal ensemble for young women grades 9-12. The class
teaches the basics of good singing and musicianship. The group performs all styles of music,
specializing in music written for the women's ensemble, ranging from "Bach to Rock". The
group performs in festivals, competitions, and concerts.
BRAVO MEN'S CHORUS
This is a beginning/intermediate level vocal ensemble for young men grades 9-12. The class
teaches the basics of good singing and musicianship. The group performs all styles of music,
specializing in music written for the men's ensemble, ranging from traditional to barbershop to
spirituals to pop/rock. The group performs in festivals, competitions, and concerts.
ENCORE!
This is an auditioned, select, show-choir open to grades 9-12. Vocal production and
musicianship skills are studied through many styles of music. In addition to the different idioms
of pop music and show-choir, the ensemble prepares a traditional/ classical set of music. The
group will study different dance styles in their choreography. The group competes in showchoir competitions, some music festivals and concerts. They will also participate in the annual
tour.
228
CHAMBER SINGERS
This is the mixed, advanced, select ensemble at GHHS, open to grades 9-12. The Chamber
Singers study advanced choral literature of all styles and genres. Vocal technique is mastered,
and musicianship skills and music theory are studied. The group has many performances and
activities, attends traditional choral festivals and competitions. There is an annual tour.
Physical Education (PE)
Physical Education is a vital element in a comprehensive, well-balanced educational program. A
positive learning experience in physical education can be a major contributing factor in the
optimum development of an individual in all aspects of life: physical, emotional, mental, and
social.
Regional Occupational Program (ROP)
The Regional Occupational Program (ROP) is a career ready pathway designed to demonstrate
the personal skills that promotes success and growth in the workplace. The courses help
students with career planning that leads to postsecondary education and employment.
Encouraging students demonstrate their application of academic skills and concepts necessary
for entry level and postsecondary and employment. Students demonstrate problem solving and
critical thinking skills. While using appropriate technology used in the 21st century.
Courses offered are as follows:
Emergency First Responders, Introduction to Nursing Careers, EKG Monitor Technician, Medical
Assisting, Medical Terminology, Medical Records, Culinary I, Culinary II Advanced, Bakery
Occupations, TV and Video Production, Digital Recording Studio, and Woodworking
Occupations.
Social Science
Helping students understand their relationship to the world, nation, and local community is the
primary concern of the Social Science Department. Courses in history and government are
designed to broaden the individual’s awareness of how various human social systems have
developed and presently function.
Students will develop a better understanding of:
1. Their obligations to the world, national, and local societies to which they belong.
2. Their interrelationships that exist between all people of the world and the necessity
that exists for cooperation between all people.
3. How our country has developed into a world leader and the obligations that go along
with that status.
229
Science
Honors Biology and Honors Chemistry are courses offered within the science department to
challenge and prepare students that are interested in taking AP level courses. Students in the
Honors level courses are responsible for mastering traditional Biology & Chemistry standards
and are exposed to additional content to prepare them for the AP level courses. Additionally,
the honors courses include a higher percentage of inquiry based lab work.
The science department offers four AP level courses including Biology, Environmental Science,
Chemistry, and Physics. The courses are designed to challenge students who are ready to
tackle college level content. In addition to a greater depth of knowledge students receive
advanced lab instruction and opportunities.
Skills USA
SkillsUSA on Granite Hills Campus is a club comprised of many students and teachers working
together with industry partners to produce America with a skilled workforce. SkillsUSA provides
educational programs, events and competitions that support career and technical education
(CTE). SkillsUSA empowers its members to become world-class workers, leaders and
responsible American citizens. SkillsUSA improves the quality of America’s skilled workforce
through a structured program of citizenship, leadership, employability, technical and
professional skills training. SkillsUSA enhances the lives and careers of students, instructors and
industry representatives as they strive to be champions at work.
Specialized Academic Instruction (SAID)
The Specialized Academic Instruction Department offers programs designed for students with a
variety of special needs. These programs provide access to the core curriculum for students
who require assistance beyond the regular classroom. Students must complete graduation
requirements in the least restrictive environment possible. Also, an individualized education
program (IEP) is created for each student based on each person’s specific needs. Within the
IEP, goals and specialized courses of study are assigned to each student.
The Workforce Investment Act is a federal act that “provides workforce investment activities,
through statewide and local workforce investment systems, that increase the employment,
retention, and earnings of participants, and in-crease occupational skill attainment by
participants specifically our Special Needs Students upon graduation.
WorkAbility I is a school-based transition program working to benefit students, employers, and
the community at large by meeting the needs of local job markets. • WorkAbility I promotes
independent living and provides comprehensive pre-employment and follow-up services for
youth in special education. • WorkAbility I provides secondary special education students ages
14 to 22 with the opportunity to obtain marketable job skills while completing their education.
Work Studies Transition program is designed for Special needs students that are of age 18-22
and deficient in credits. The program focuses on continuing the requirements to graduate while
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also serving transition needs and developing employment skills through a variety of district run
or partnered programs such as the Transition Partnership Program, Workability 1 and the
Workforce Investment Act.
The Transition Partnership Program builds partnerships between local education agencies and
the Department of Rehabilitation (DOR) for the purposes of successfully transitioning high
school students with disabilities into meaningful employment and/or post-secondary education.
Special Education is what we use to meet the unique needs of students with disabilities,
through services, supports, programs, specialized placements or environments. It provides
specially designed instruction and intervention and gives students with disabilities access to the
same educational programs as their non-disabled peers.
State Seal of Biliteracy Opportunity
The State Seal of Biliteracy is a recognition from the State Superintendent of Public Instruction
of graduating high school students who have attained a high level of proficiency in speaking,
reading, and writing in one or more languages in addition to English. A gold seal will appear on
the diploma of each qualifying high school graduate, in addition to a notation on the student's
transcript. Beginning with their 9th grade enrollment, students are encouraged to work toward
qualification of the State Seal of Biliteracy by their 12th grade year. Students are supported in
the English department to meet the requirements for proficiency in English, while also
supported in the World Languages department to meet the requirments for proficiency in a
second language. State-required written and oral exams are organized and administered for
students who wish to test for proficiency in any second language.
System Control and Design Academy (SCADA)
The System Control and Design Academy (SCADA) is a college and career ready pathway
designed to prepare students to compete for jobs in the industry sector. The academy is
designed around the fundamental principles of electronic data acquisition, programmable
system control and energy efficiency. The academy is designed to prepare students to become
members of a technologically trained workforce. Students receive advanced instruction of
Supervisory Control and Data Acquisition (SCADA) technology, a toll used across many
industries to control industrial processes. Students learn electronics principles, computer
programming, system design, and soft skills. Students will learn how to integrate technology to
design efficient and environmentally friendly industry control systems.
Theatre
Beginning Drama offers offering students basic theatre skills, such as, voice production,
movement, theatre history and its alignment with world history, basic acting theory, stage
presence, and presentation skills. Presentational skills improve student’s ability to make
effective presentations in all classes.
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Advanced Drama deeps the knowledge attained in Beginning Drama, adding collaboration skills,
script writing, public performance skills, acting in specific styles and periods, intro to the basic
technical aspects of theatre. Students have attended the CSUSB Theatrefest to present scenes,
monologues, and participate in workshops. Students create a children’s theatre piece for our
Performing Arts Festival. We then invite our elementary and middle schools to come to the
performance. Approximately 1200 students attend each year to experience live theatre, choral
music, and band.
Theatre Production gives the students an opportunity to learn set construction, lighting design,
sound design, costuming, make-up, and all aspects of producing a play. They will also research
and have the opportunity to act as a dramaturge for a production. In addition, there are
opportunities to learn as a director. Students also provide technical support for all events in the
Performing Arts Center.
Designing sound gives them the opportunity to analyze a script for practical sound effects as
well as music that creates the appropriate mood and fits the genre or period of the play.
Lighting requires students to have an understanding of the practical elements of electricity as
well as how to create mood with light.
Acting as a dramaturge requires students to do research into the history of the period of the
play and make connections for the rest of the staff and actors to assure that the choices made
represent the reality of that time.
The department does three shows a year, a comedy, a drama, and a musical. All students at
Granite are eligible to audition, thus giving students who may not have room in their schedule a
chance to participate. The shows are made available to the community and are well-attended.
The production class provides support for the shows.
Victor Valley College (VVC) BRIDGE
This program links GHHS seniors to VVC.
First semester, GHHS counselors assist our seniors in creating a 'my mentor' account. With this
account they have access to the PEIRSON TEST PREP (our district purchased) that prepares
them for SAT, ACT, and all AP COURSES. GHHS counselors encourage our seniors to complete
the 'career exploration' portion also. Again this in on their 'mymentor' account. Next GHHS
students apply online.
Second semester, GHHS counselors facilitate the placement test (ACCUPLACER) here at GHHS
& our counselors create student's EDUCATION PLAN for their first semester at VVC. VVC
trained GHHS counselors on this process.
If our seniors complete it, they get 'priority registration'. That allows our students to register
during the 'second block' of time, not the 'fifth block' where they did not get to take the classes
they needed/wanted. First block is for returning students.
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Visual Arts
The arts are a vital part of education. All courses offered provide students opportunities to
develop knowledge and skill in the performing and visual arts. These programs are designed to
promote a better understanding of civilization and cultural heritage, creativity and selfexpression, effective visual communication, and the capacity for making wise choices among
products of the arts.
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Parent Focus Questions & Response
1. In what ways do you see the Mission and Vision Statements reflected in the
school?
● Mission:
● The AP/Honors system in place it allows student to “choose” what they are after
life. And the ability to advance above the norm.
● Students are expected to not only “learn accepted standards” but to demonstrate
mastery of various course curriculum.
● The AP and Honors system has definitely given the students a more unique
environment to choose the path they want.
● With the tech age, I feel we don’t have enough tech based courses like computer
science etc. More availability to computers and iPads, etc.
● My son graduated several years ago. I definitely feel like the school is more
welcoming and inviting than before.
● I believe the mission of providing a challenging and supportive environment is
well met. Critical thinking is also a wonderful mission that is well met.
● Well met. Only thing is I think we need to continue to watch bathrooms for pot
smoking. Otherwise, GHHS is challenging, supportive, safe, and school strives to
acquire knowledge and thinking skills very well.
● The school provides a supportive environment where students can learn.
●
Vision:
● Would like to see more technology here.
● Not quite sure if I am in agreement with the Common Core Standards and what
it promotes.
● Creative environment/diverse programs- other local high schools are supported
by the D.O. and offer e.g. shop, agriculture.
● The support of the teachers could be better when it comes to the help provided
for the students in daily work and achieving the high standards required.
● I believe the vision statement is reflected completely with the SCADA program.
● Program is rigorous, creative, and diverse.
● I think more technology should be available, to help students succeed in
common core.
2. Are students provided with a rigorous standards-based curriculum?
● Students are provided with a standards-based curriculum in their core subject
areas. Elective courses do not seem to be as rigorous.
● Yes, the standard-based curriculum is very rigorous. The electives can be hard to
choose with most students.
● Students have been provided with rigorous curriculum. I do not wish my
daughter was not affected in the past by all of the math changes that took place
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●
●
●
in the district. She had to take Pre-algebra twice and choice of math has
lowered. She feels she is a little behind because of this.
Yes, ample opportunities for plenty of rigor. I do think that the new altered math
path will hurt some students who really can handle the old path. I would love to
see a path where higher level courses can be offered after school for students
ready to be more competitive in college. This would be higher level than AP- just
maybe 1-2 courses (i.e. a science and language arts) each year. However, GHHS
offers a lot already and there are ample opportunities during the school day. I
am very pleased with the upgrading of labs seen in science department- much
more relevant to college than in prior years.
I feel the students are provided with a rigorous standards-based curriculum.
Unfortunately, not all students take advantage of the educational opportunities
provided on campus, and neither do their families.
Yes, students are given standards-based curriculum in required courses for
graduation. Not yet Have I seen what electives will do for my child.
3. Are your students able to sign up for the courses they want or need?(i.e.
Advanced Placement, SCADA, etc.)
● Yes, my children have always been able to sign up for classes they want/need,
including changing courses during the year.
● My child is a freshmen. Not sure why sophomores don’t have more AP
opportunities.
● Never had a problem with signing up for any class my daughters needed (I have
2 students here). The AP classes are very challenging and will get them ready for
college- way to go!
● Absolutely. The only problem comes in senior year with scheduling conflicts.
However, my children have always gotten the classes they want and need.
● Yes, my children have always been able to sign up for their desires classes. The
problem is, that I think it would better for all athletes to have a 6th period P.E.,
so when they travel out of town for their competitions, they are not missing any
assignments or lectures. 6th period teachers need to be aware of the athletic
competitions and let the athletes “make up” the missing work in a timely
manner. The athlete should not be punished for representing the school at a
competition.
● Yes: our daughter has been in honor/AP courses since freshmen year and we are
happy with what she has learned.
● SCADA is a wonderful program and the teachers work well at helping the
students keep up grades and stay in the program. Students are also given
chances to stay in the program if they have the drive to do better.
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4. Are students prepared for college and/or career upon graduation from GHHS?
● I believe the students that make the effort and “do the time” a ready upon grad.
from GHHS
● I think there is an amazing amount of responses available in career center. I do
thank hosting a career day in the quad 1-2 y/yr with professional who actually
work in the field would be helpful so that kids can start to think about what they
want to do after HS. However there really is a lot of information in the career
center and all questions are thorough and accuracy and realistically answered
exceedingly well.
● I feel the SCADA program is working well at preparing students for college
and/or career post graduation. I’m very happy that SKILLS USA is being utilized
by the program to help the students round out their education.
● I don’t think “you” (or any school) can really get any child completely ready for
college 100%. It is academically and emotionally too different when in college.
However, the “stress” of (and hard work) of AP classes, SAT etc is a good start.
● I think GHHS is doing a great job in preparing students for their future; but there
is always room for improvement. I’m not sure how to improve our test scores,
which I think we should, especially the AP scores. I don’t know if it is possible to
involve parents (on a more personal basis) of students who are not college
bound, to help choose a career that their child can be successful in. The school
may need to adopt a program in which their particular families may need to
develop technical skills, English Language Development Skills, or Basic Survival
Skills, etc. Local businesses could be involved in the program.
● AP and Honors classes were geared more for the college-bound student. I feel
that graduating from HS is much different than different than being college
prepared - we will see!!
5. Are classes challenging and relevant?
● AP classes very challenging and relevant. There is, however, an excess amount
of busy work assigned that does not help; in fact it can interfere with a busy
student getting everything they need to get done academically, socially and
physically. The work should be very focused especially to pass AP exam, learn
speaking, writing, application skills and not more and more work to fill time.
Excess work leads to short coming in other areas of life and pressure to cheat in
order to complete or perform up to parent’s standard/ expectations. This is
especially true while we incorporate core curriculum work should be streamlined,
not added on and on. Especially in 11th and 12th grade when students studying
for SAT, ACT, special ACT and college apps.
● SCADA students find the classes challenging, relevant and enjoy having classes
structured with their interest in mind
● My daughter did mention he math class was not challenging enough. She spoke
with her teacher and once a week a lesson is added that is more challenging.
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●
●
I think for the most part the classes are challenging.
Challenging: yes. Relevant: To graduating from high school- yes. Relevant to
college: Some classes are, some aren’t.
6. What are the type of resources beyond the text are used to reach students in
the classroom?
● Internet- based documents. DVDs. Teacher-generated materials.
● clubs- mesa, community service: speaking, organizing, interacting; honor
society-ted talk, SSC students involvement
● One on one dialogue between teacher and student initiated by either
(relationship building)
● Trips, Avid (for many populations), Career Center (books, direction, goals after
HS), Online Posting, Labs
● 1. Tutoring 2. Although my student has not needed this I do believe teachers
would make time if needed. Not aware of anything else.
● Internet, Teacher materials, labs, etc.
● Google classroom, and other online resource. SkillsUSA is a great club that the
SCADA program uses to help get more out of classroom instruction.
7. In what ways are students quizzed or tested in the classroom?
● Pencil-Paper, Online Testing, Project-based (Baking, Choir, Theater Arts), Oral
Presentations, Power-point type presentations created and shaved by the
students.
● Pencil/ Paper, via computer….?, Labs
● I know that Google Classroom is used in some classes. I have no idea how this
works or if it is used for testing.
● Pencil-paper, PowerPoint Presentation, Projects, etc.
8. Is money spent to promote curriculum that promotes college and career
readiness?
● The SCADA academy seems to be making great use of money available to the to
teach the students new and exciting things that will help them in a career path
and/or college.
● I am aware what PTSO does to financially support and promote curriculum for
future studies. I just am not aware of anything else. Not sure where to find info.
● AP/ AVID classes/counseling is available.
● AP/ AVID/ SCADA/ College trips. (Still need more ROP, Careered and prep
exposure. AVID needs more support). Need kids to think earlier what they want
to be/ do to prevent wasted time and money after high school. District needs to
assist GHHS as much as they do AVHS
● APEX. Career center accessibility to all
● I really don’t know for sure, but I hope so.
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9. Family, business, local industry, and community involvement are used to
employ a variety of instructional/programs.
● I’m very excited to see the SCADA students as they work with the industry
partners next year as the first class becomes Juniors. I would like to see more of
an involvement with the parents of the academy students. Possibly a booster
group or something similar. There is a gathering at the beginning of the year but
I’d like to see more.
● My knowledge of community involvement extends only to the Choir. Students
participate in community events. Some community members offer financial
support.
● Would like to see more family involvement here. Am not aware of programs that
support #9
● There are many opportunities for families, friends, businesses, etc.
10. The school is safe and clean and nurtures learning.
● Not a parent that is on campus all the time. But- it certainly feels extremely safe
whenever I have been on campus. Clean- we could improve on that. I heard the
kids don’t use the bathroom due to substandard cleanliness?? Not sure. I would
love more trees and “greenery” to make the campus more “desirable” for our
students. May also help to create a nicer environment and better behavior with
keeping things clean (because it already looks nice).
● Sometimes working on campus feels a little “institutionalized” and sterile.
Greenery could help. And I wish it felt cleaner. I’m not often on campus but
sometimes when I come it feels dirty. I can’t imagine that nurtures learning.
● The school campus is safe (cameras). It needs more color inside and out. It
would benefit from being cleaner, especially in the classrooms.
● For the most part, I feel that the campus is safe because of all the security
personnel. It would be nice to add low- maintenance landscaping on campus.
● My child feels safe and that is great!! I’m not here so need to trust what I’m told.
Clean...could be better. Start w/ soap in each bathroom regularly. Nurturing
learning...someone needs to be willing to be learn to accept it.
● School Spirit: Need a Stadium!
● Very clean inside and out the years teachers usually very nurturing need to water
out for pot in bathroom’s I feel this school is very safe and nurturing teachers
always available for lil nurturing and support
● Safe- Look around @ these kids. I love the idea of school uniforms!!
● Clean- For the most part. Staff tries. I wouldn’t want to be a maintenance worker
here
● Nurturing- Depends on what you consider “nurturing”
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11. The school has a culture that is characterized by trust, professionalism, high
expectations for all students and a focus on continuous school improvement.
● High expectations for all students. Programs available for students to take higher
level classes e.g. AP. High expectation and achievements are so important to
enrich and challenge our students.
● The staff that I have met here ( not very many; my child is a freshman) seems
to embrace this culture. I do think that each student has the availability there.
Would be nice to see this grow. Not sure how???
● I think the teachers do act professionally and are well prepared. I feel it is
important to have high expectations for every student, regardless of home
environment. If a student is not receiving positive feedback from their family,
they may need extra help or guidance from teachers, counselors, etc. A program
may need to be implemented to address this issue.
● I’ve only had one issue with a teacher not being professional and since both my
children have had this teacher I’ve written it off as a one time failing. I’m very
happy with the SCADA teacher and I am so happy I’ve had a chance to meet
with the teachers they will have in the future. I feel these teachers are doing
their best to encourage the students to better the culture. I hope these
expectations will help the entire school not just academy.
● There are not any male counselors, which could help male students and address
a culture of trust. Direct pathway to CSUSB such as some high schools have
would help foster a high expectation level for students as they would have a
concrete attainable goal in sight.
● A majority of the faculty fails under this statement. I feel there needs to be a
bigger emphasis on “high expectations for all students”
● Trust- usually
○ Professionalism - usually
○ High expectations - yes
○ Continuous improvement- an suggestions implemented!
12. All students receive support to help insure academic and college/career
readiness.
● I know there are after school tutoring every day. (Just extended hours.) I am
aware there is someone on campus that I could talk with regarding college
readiness, but have not gone down this road yet.
● I am glad that there is a career center on campus to guide students on choosing
a career.
● I appreciate the fact that students are able to take practice SAT’s several times,
on campus.
● I wish that meeting with a counselor was a little easier. Not just for the student,
but for parents as well. I’m so glad that tutoring is ready and available. I haven’t
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●
●
had experience with the career center but from from what I’ve heard, they are
very willing to help.
Career center available. Teachers available as well. I have always been able to
connect to a counselor. Maybe each English class should have a “career week”
advising different careers and/or a career day two times a year in the quad. I
think kids need a more focused direction with thinking realistically about future
careers, jobs-what can they do and what the job is really like etc. Also we need
to make a connection with more colleges besides VVC. IE Cal State San
Bernardino and other Cal States
I have had a HORRIBLE time trying to get in touch with a Counselor!! Our
Parental Support and Academic Support is preparing our child for college. Not in
agreement “All Students” receive support.
13. Students have opportunities to gain support through service activities with
business, industry, and community.
● Yes this school gives opportunities to students to volunteer with local medical
offices. For example the ROP program with Diana White is amazing.
● The only program that I am aware of is SCADA. Other than that I don’t know…
● Such opportunities have been a support for my three children who have
been/are students at GHHS.
● I am very eager to see the SCADA students work more with their industry
partners. Their work with them has been limited through the first two years of
the program but the SkillsUSA COUNCIL seems to get a little more involved tab
the average academy student.
● Community service activities always open. Key Club, Interact, etc. These are
great for students, school, and community. We excel at this! We also to AVUSD
clean up, these allow interaction with community, businesses and industry.
● Has always been seen through Band Boosters during fund raising. Not
necessarily been seen elsewhere.
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Master Schedule
241
242
Graduation Requirements
243
244
System Control and Design Academy (SCADA)
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
Granite Hills High School Clubs
Club
Advocates For The Right (AFTER)
Art Club
AVERT
Advisor
Mr. Arnt
Mr. Pruitt
Ms. White
Meetings
Mon @ Lunch
Tues 2-3pm
Wed 12:45-2:45
Location
TBA
TBA
D505
AVID 2015
AVID 2016
AVID 2017
AVID 2018
Bowling Club
Chess Club
Ms. Mosley
Mr. Kennedy
Ms. Ast & Kennedy
Ms. Sophy
Ms. Hall/Mr. McCall
TBA
AVID Class Daily
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
Choir
Clay Club
Cougar Cakes
Cougar Clinic
Cougar Color Guard
Cougar Kitchen
Mr. Churchill
Mr. Lubbe
Mr. Sanchez
Mrs. White
Mr. Stiglich
Ms. Morgan
TBA
TBA
Tues 2pm
Wed 11:13-11:43
TBA
Daily class
TBA
TBA
TBA
TBA
TBA
TBA
Cougars United
Dead Rabbits Rugby
Drama Club
EDSTWA
Explorer Post #95
French Club
Ms. Celle
Mr. Lohmeyer
Mr. Churchill
Ms. Jones
Officer Molina
Ms. Drewry
Tues 7-8AM
Bi-Weekly
TBA
Mon 2PM
TBA
TBA
TBA
TBA
TBA
A101
TBA
TBA
Granite Hills Cheer
GSA
High Desert Young Writers
Interact
Japanese Foreign Exchange Club
Journalism
Mrs. Tyrrell
Ms. Ortloff
Ms. Moore
Mr. Arnt
Mrs. C. Gonzales
Mr. Arnt
Thurs @ 2:30 monthly
Tues & Thurs @ Lunch
Mon 2-3PM
Tues @ lunch
Thurs @ lunch
Period 2
TBA
TBA
TBA
TBA
A224
TBA
Yes
Yes
Yes
Yes
Yes
Yes
Key Club
National Honor Society
Ping Pon Club
ROP Sports Thearpy
S.A.W.
SALTT Christian Club
Mr. Yoo
Mr. Aburto
Mr. Burnham
Mr. Gant
Mr. Rees
Ms. Larsen
Tues @ 2PM
TBA
Fri @ lunch
Fri @ 2PM
TBA
Tuesday
TBA
TBA
TBA
TBA
TBA
TBA
Yes
Skills USA
Snowboarding Club
Super Power Tutors
Varsity Club
Yearbook
Video Production
Ms. Morgan
Mr. Yoo
Ms. Hall/Mr. McCall
Mr. Hurtt
Ms. LaMay
Mr. Johnson
TBA
Wed
TBA
TBA
Period 2
Tues @ lunch
TBA
TBA
TBA
TBA
E601
TBA
APPROVED
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
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Standards Based- Board Adopted Texts
English Department
Literature Anthologies
Introduction to Literature - The Language of Literature McDougal Littell, 2006
World Literature - The Language of Literature McDougal Littell, 2006
American Literature - The Language of Literature McDougal Littell, 2006
British Literature - The Language of Literature McDougal Littell, 2002
Norton Anthologies
English Literature, 2000
The Restoration and 18th Century, 2000
The 16th Century 7th Edition, 2000
Grammar and Writing Resources
Language Network 9th-12th Grades, Mc Dougal Littell, 2001
English Workshop 9th-12th Grades, Houghton Mifflin, 1998
English Language Development Department
Edge, National Geographic, 2008
Math Department
Algebra 1 Prentice Hall, 2001
Geometry Prentice Hall, 2008
Algebra 2 McDougal Littell, 2001
Statistics W.H. Freemany and Company, 2005
Pre-calculas Houghton Mifflin Company, 2005
Calculus (AP) Houghton Mifflin, 1998
Business Math Prentice Hall, 2002
Science
Biology Prentice Hall, 2007
Biology (Honors) Holt, 1999
Geology Prentice Hall, 2003
Earth Science Holt, 2007
Environmental Science McGraw Hill, 2008
Environmental Science Cengage Learning, 2005
Chemistry Prentice Hall, 2005
Chemistry (AP) Houghton Mifflin, 2000
Physics Glencoe McGraw, 1999
Physics (AP) Paul G. Hewitt, 2010
Anatomy and Physiology Pearson, 2007
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Social Science
American Government Pearson, 2006
Modern World History McDougal Littell, 2006
U.S. History McDougal Littell, 2006
American Spirit (AP) Volumes 1 & 2, Houghton Mifflin, 2002
U.S. History (AP) Charles Hartford, 2006
Economics (AP) Pearson, 2008
Government (AP) Pearson, 2006
European History (AP), Huffington Mifflin, 2006
263
Student WASC Survey Report - January 2015
New Summary Report - 13 January 2015
1. What math class do you have?
Math 1
37.4%
377
Algebra 2
11.2%
113
Algebra 2 Honors
1.6%
16
Geometry
14.5%
146
Geometry Honors
0.0%
0
Advanced Integrated Math
2.6%
26
Pre-Calculus
5.0%
50
Pre-Calculus Honors
1.7%
17
Probability and Statistics
7.9%
80
Statistics AP
0.5%
5
Business Math
4.8%
48
Calculus AB
2.8%
28
Calculus BC
1.1%
11
I do not have a math class this year
9.0%
91
Total
1,008
2. Please use the rating scale to answer these questions about student learning culture at Granite Hills.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
Teachers in this school treat students of all races with
respect.
21
2.2%
69
7.4%
221
23.6%
411
43.9%
214
22.9%
936
Males and females are given an equal opportunity to be
successful at the high school.
11
1.2%
27
2.9%
80
8.6%
427
45.8%
387
41.5%
932
My teachers set high expectations for all students.
31
3.3%
89
9.6%
226
24.3%
384
41.2%
201
21.6%
931
I can get help at school if I fall behind in class.
23
2.5%
62
6.7%
129
13.9%
443
47.8%
270
29.1%
927
My counselor takes responsibility for helping me to be
successful academically.
70
7.5%
102
11.0%
263
28.3%
331
35.6%
164
17.6%
930
There are extra-curricular activities at school in which I am
interested.
39
4.2%
101
10.9%
146
15.7%
338
36.3%
306
32.9%
930
264
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
My school provides effective school-to-career guidance.
28
3.0%
84
9.0%
293
31.5%
379
40.7%
147
15.8%
931
The staff supports cultural events at this school.
38
4.1%
87
9.4%
383
41.2%
322
34.6%
100
10.8%
930
Many of my teachers are involved in student activities
outside the classroom.
45
4.9%
127
13.7%
338
36.5%
296
31.9%
121
13.1%
927
I feel like I belong at this school.
76
8.2%
72
7.7%
248
26.6%
348
37.4%
187
20.1%
931
I know how to find out about extracurricular events and
opportunities.
47
5.0%
76
8.2%
210
22.6%
413
44.4%
185
19.9%
931
3. How often do you use these forms of communication with Granite Hills High School?
Daily
Weekly
Monthly
Never
Responses
40
4.3%
98
10.6%
228
24.6%
580
62.6%
926
I use Aeries
217
23.4%
317
34.1%
135
14.5%
284
30.6%
929
My parents use Aeries/Parent Portal.
117
12.7%
202
21.9%
158
17.1%
469
50.9%
922
I check the online school news at www.ghnews.org
20
2.2%
44
4.8%
116
12.5%
756
81.6%
926
I contact my teachers by email.
16
1.7%
72
7.8%
209
22.5%
649
69.9%
928
I use the Remind 101 text system
126
13.6%
145
15.7%
100
10.8%
582
62.9%
925
I get information from the daily announcements
588
64.2%
93
10.2%
59
6.4%
210
22.9%
916
I watch the video production newscast
45
4.9%
179
19.4%
167
18.1%
552
59.7%
924
I contact the school on the Pride Line
9
1.0%
7
0.8%
37
4.0%
883
95.7%
923
I check the school web site at ghhscougars.com
4. Have you received any help from the Cougar Family Center in any of these categories?
School supplies
15.2%
80
Food
10.1%
53
Total
526
265
Clothing
7.6%
40
Opening an Aeries account
70.9%
373
Community service hours
13.7%
72
Early morning tutoring
3.0%
16
Computer/Printing services
16.2%
85
Total
526
5. Check the activities you participate in on a regular basis after school.
School Dances
19.6%
130
Sports
62.4%
414
Performing Arts (Choir/Band/Drama)
20.3%
135
After School Tutoring in the library
24.7%
164
Tutoring in a teacher's classroom
9.9%
66
Club enrichment activities
20.0%
133
Community service
20.8%
138
Total
664
6. Please give a rating to these questions about expectations for success.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
My teachers believe that I can learn the material taught in
class.
9
1.0%
23
2.5%
136
14.7%
519
55.9%
241
26.0%
928
My teachers work with me until I understand the material.
50
5.4%
167
18.0%
212
22.9%
380
41.0%
117
12.6%
926
I am sure that my teacher can help me if I am having
trouble learning.
19
2.1%
61
6.6%
175
18.9%
452
48.8%
219
23.7%
926
I want to learn at this school.
32
3.5%
30
3.3%
95
10.3%
416
45.1%
350
37.9%
923
Student disruptions make it hard for me to learn in class.
86
9.3%
202
21.8%
186
20.1%
245
26.5%
206
22.3%
925
My teachers expect me to graduate from high school.
16
1.7%
13
1.4%
108
11.7%
318
34.5%
466
50.6%
921
I am developing the academic skills necessary to be
successful after high school.
31
3.4%
52
5.6%
181
19.6%
393
42.6%
266
28.8%
923
266
7. Please use the rating scale to answer these questions about the safe environment at Granite Hills.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
Our principal works well with students.
64
6.9%
61
6.6%
336
36.4%
308
33.4%
173
18.7%
923
Rules at this school are fair.
55
6.0%
113
12.2%
240
26.0%
420
45.5%
133
14.4%
924
Administrators are available to answer my
questions.
43
4.7%
84
9.1%
306
33.3%
391
42.5%
112
12.2%
920
259
28.0%
269
29.1%
286
31.0%
80
8.7%
51
5.5%
924
50
5.4%
72
7.8%
221
23.9%
450
48.6%
164
17.7%
925
I have seen students with drugs at my school.
148
16.1%
148
16.1%
226
24.6%
228
24.8%
196
21.3%
920
Other students treat me with respect at school.
65
7.1%
99
10.8%
206
22.4%
410
44.6%
168
18.3%
920
I feel safe participating in after-school activities on
campus.
30
3.3%
43
4.7%
177
19.3%
450
49.1%
234
25.5%
916
I feel safe at school events held away from the
campus.
37
4.0%
36
3.9%
252
27.5%
404
44.1%
199
21.7%
917
My school has an effective approach to violence
prevention.
88
9.6%
102
11.1%
330
35.8%
307
33.3%
120
13.0%
921
Gangs are a problem on my campus.
I feel safe on this campus.
8. Please use the rating scale to answer these questions about the safe environment at Granite Hills.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
My teachers are knowledgeable in the subjects they teach.
21
2.3%
43
4.7%
166
18.1%
469
51.2%
246
26.9%
916
Rules at this school are fair.
50
5.5%
95
10.4%
238
26.0%
447
48.9%
120
13.1%
914
My teachers know how to help me if I am having a hard
time learning.
22
2.4%
86
9.5%
214
23.5%
461
50.7%
153
16.8%
909
230
25.2%
270
29.6%
304
33.3%
97
10.6%
56
6.1%
913
33
3.6%
88
9.6%
475
52.0%
247
27.1%
89
9.7%
913
144
15.8%
147
16.1%
226
24.8%
244
26.8%
175
19.2%
912
81
8.9%
217
23.9%
290
31.9%
270
29.7%
73
8.0%
909
Gangs are a problem on my campus.
My teachers know how to teach students whose primary
language is not English.
I have seen students with drugs at my school.
My teachers place me into learning groups where I can get
the instruction I need.
267
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
My school has an after school program that I like.
66
7.2%
106
11.6%
324
35.5%
289
31.7%
142
15.6%
912
Student in my classes have enough books and supplies.
57
6.3%
117
12.8%
271
29.7%
392
43.0%
110
12.1%
912
My school has an effective approach to violence
prevention.
82
9.0%
124
13.6%
327
35.9%
317
34.8%
89
9.8%
912
There are classes which I can take to explore career
possibilities and interests.
38
4.2%
75
8.2%
241
26.5%
395
43.4%
183
20.1%
911
My teachers often include other subjects in their lectures
and assignments.
25
2.7%
86
9.4%
247
27.1%
466
51.2%
121
13.3%
911
The school has successful programs for students who fall
behind in their work.
35
3.8%
74
8.1%
281
30.8%
394
43.2%
150
16.5%
911
The school provides AP and honors opportunities for me.
24
2.6%
32
3.5%
175
19.3%
372
41.0%
323
35.6%
908
I have too much homework.
56
6.1%
196
21.5%
228
25.0%
231
25.4%
249
27.3%
911
103
11.3%
101
11.1%
267
29.4%
361
39.7%
94
10.3%
909
45
5.0%
63
6.9%
194
21.3%
444
48.8%
187
20.6%
909
Standardized tests measure what I am taught.
I understand how to improve tests results.
9. Please check the technological items you use during class to complete assignments. Please check all that
apply.
iPad
9.7%
80
iPod
18.4%
152
Chromebook
45.5%
375
mobile phone
67.9%
560
school computer
46.4%
383
e-reader
2.1%
17
camera
13.9%
115
video camera
8.7%
72
flash drive
29.5%
243
Total
825
10. Check the online tools that you use to help you learn. Check all that apply.
268
Google Classroom
77.7%
548
Edmodo
29.4%
207
Quizlet
34.0%
240
Khan Academy
18.0%
127
Prezzi
10.4%
73
Online surveys
18.6%
131
Total
705
11. Please click the box if the following test results were reviewed and explained to you.
STAR
62.6%
493
PSAT
44.6%
351
SAT
45.5%
358
ACT
26.9%
212
ASVAB
35.2%
277
PLAN
11.7%
92
CAHSEE
69.8%
549
Total
787
12. Please use the rating scale to answer these questions about parent/family involvement.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
Someone at home attends my school activities.
161
17.8%
228
25.2%
141
15.6%
244
27.0%
131
14.5%
905
My parents think I will graduate from high school.
10
1.1%
5
0.6%
73
8.1%
215
23.7%
603
66.6%
906
Someone at home makes sure that I am in school
20
2.2%
30
3.3%
65
7.2%
293
32.4%
497
54.9%
905
My parent(s) know how they can help me learn.
56
6.2%
74
8.2%
218
24.0%
302
33.3%
257
28.3%
907
My parents support my education at this school.
20
2.2%
15
1.7%
91
10.1%
309
34.2%
469
51.9%
904
My parents know how I am performing on gradelevel tasks.
28
3.1%
31
3.4%
121
13.3%
328
36.2%
399
44.0%
907
269
13. Please answer these questions about your personal self-esteem.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
I will graduate from high school.
11
1.2%
11
1.2%
62
6.8%
191
21.0%
633
69.7%
908
I want to go to college.
29
3.2%
29
3.2%
145
16.0%
195
21.5%
508
56.1%
906
I feel positive about my future after high school.
22
2.4%
22
2.4%
165
18.2%
237
26.2%
460
50.8%
906
There is an adult at school with whom I can
talk.
70
7.7%
81
9.0%
201
22.2%
243
26.9%
309
34.2%
904
My courses challenge me academically.
30
3.3%
55
6.1%
163
18.1%
378
41.9%
276
30.6%
902
I have a group of friends at school.
28
3.1%
29
3.2%
60
6.7%
286
31.7%
499
55.3%
902
14. Please answer these questions about tutoring assistance. Check all that apply.
I went to the library after school.
36.3%
308
I got help directly from the teacher.
44.6%
379
I use online resources such as Khan Academy.
13.7%
116
I got help from my friends.
57.8%
491
I got help from a source not listed.
24.4%
207
I never ask for tutoring help.
29.9%
254
Total
849
15. Please rate the following questions about our library.
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
The library is a quiet place to work
30
3.3%
32
3.6%
188
21.0%
425
47.4%
222
24.7%
897
I can easily concentrate in the library
37
4.1%
46
5.1%
238
26.6%
382
42.6%
193
21.5%
896
I receive the tutoring/help I need in the library
81
9.2%
113
12.8%
324
36.7%
251
28.4%
115
13.0%
884
The tutors in the library were able to answer my questions
53
6.0%
63
7.2%
431
48.9%
222
25.2%
112
12.7%
881
270
Strongly
Disagree
Disagree
Uncertain
Agree
Strongly
Agree
Responses
The tutors helped me complete assignments that I wouldn't
have been able to do by myself
52
5.9%
67
7.7%
429
49.0%
215
24.6%
112
12.8%
875
The tutors were respectful towards me
38
4.4%
38
4.4%
346
39.7%
301
34.6%
148
17.0%
871
The library is a good place for me to do my homework
40
4.5%
48
5.5%
279
31.7%
331
37.6%
182
20.7%
880
117
13.4%
151
17.4%
395
45.4%
125
14.4%
82
9.4%
870
I went to the library because I got credit in a class
16. If you did not attend tutoring, what were your reasons for not attending? Choose all that apply.
I didn't need tutoring
69.3%
523
I didn't get the tutoring needed from the tutors
10.5%
79
The library is too loud
6.5%
49
I didn't have transportation home
32.3%
244
I didn't know there was tutoring available after school
5.4%
41
Total
755
17. If you do not participate in activities after school, what is the reason? Check all that apply.
I didn't have transportation home
36.7%
225
I was no longer interested
46.0%
282
I had too much homework to do
36.7%
225
I had D's or F's
16.2%
99
I could not afford the costs for the activity.
17.8%
109
Total
613
18. What after-school activities would you participate in next year? Check all that apply.
Intramural Sports
57.6%
402
Community Service opportunities
32.8%
229
Academic Competitions
12.9%
90
Total
698
271
Tutoring
20.5%
143
Credit Recovery
17.8%
124
After-school Clubs
48.7%
340
Total
698
19. If you could take an extra period 7 class from 1.59pm to 2.54pm, would you do so?
Yes
44.4%
398
No
55.6%
499
Total
897
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
School Information Form (SIF)
October 2014
CBEDS
California Basic Educational Data System
California Department of Education
Revised (10/27/2014)
School Information
Contact Information / Certification
Name of person completing the form
County:
Phone
District:
Certification – By electronically submitting the data to the CDE, I hereby certify that the data reported
on this form are accurate.
School:
Name/Title of person certifying data
CDS Code:
Date
A. Full-Time Equivalent of Classified Staff
Report to two decimal places the full-time equivalents (FTEs) of classified staff assigned to this school. For example, report full time as 1.00 FTE, half-time as .50 FTE, and quarter-time as .25 FTE.
(Single-school districts should report classified staff only on this form.)
Male
Female
American
American
Two or More
Pacific
Hispanic African
Hispanic African
Pacific
Indian or
Two or More Indian or
Races,
Alaska
Alaska
Islander, Filipino, or Latino American, White,
Races,
Islander, Filipino, or Latina American, White,
Not
Not
Not
Not
Not
of Any
Native, Not Asian, Not
of Any
Native, Not Asian, Not
Not
Not
Not
Not
Not
Hispanic
Hispanic Hispanic
Hispanic Hispanic
Hispanic
Hispanic Hispanic Hispanic Race
Hispanic
Hispanic
Hispanic Hispanic Hispanic Race
1
2
3
Totals
Paraprofessionals
Office/Clerical Staff
Other Classified Staff
B. Educational Options/Independent Study/Online Education
Complete this section if any type of educational option, independent study, and/or online education is offered to your students. Count students in each category that applies. Refer to the Glossary and the
SIF instructions in the CBEDS Administrative Manual for further information.
Types of Educational Options
Number of Participating Students
K–8
9–12
Independent Study/Online Education in all School Types
(including charter schools)
How many students are taking one or more classes
4
through independent study?
Of the students reported on line 4, how many are taking
5
50% or more of their classes through independent study?
How many students are taking one or more classes
6
through online education?
Of the students reported on line 6, how many are taking
7
50% or more of their classes through online education?
Number of Participating Students
K–8
9–12
1
Alternative Schools and Programs of Choice.
(Ed. Code 58500)
2
Magnet Schools or Programs.
3
Unduplicated Total of Lines 1 & 2
9
Graduates Taking Independent Study Classes
Report the number of students who graduated during the 2013–14 school year (August 16, 2013 through August 15, 2014) and who completed one or more high school classes
through independent study during any of grades 9–12.
8
Unduplicated Total of Lines 4 & 6
School Information Form – Page 1 of 2
312
School Information Form (SIF) Continued
D. Educational Calendar
* * STOP * *
This Section is Only to be Completed by
Independently Reporting Charter Schools.
Report the type of calendar on which the school operates. Do not report both single-track and
multitrack for a single school site. If ANY part of the school is year-round, select more than one type
of calendar: Traditional and single-track, or traditional and multitrack.
1
Check the type of calendar on which your school operates.
Traditional
2
3
Single-track
Multitrack
For single-track or multitrack only, check one of the year-round calendars listed below.
60/20
90/30
Concept 6
60/15
45/15
Modified Concept
Custom
Report your school’s start date (first day of school) and end date (last day of school) for
the 2014–15 school year.
If on a multitrack calendar, report the first day of school for the earliest track, and the last day of
school for the latest track. For example, if Track A students are attending school from
September 2, 2014 through May 15, 2015, and Track B students are attending school from
November 3, 2014 through July 15, 2015, report the start date as 09/02/14 and the end date as
07/15/15.
G. Estimated Number of Teacher Hires (2015–16)
For classroom teaching and specialist positions only. Report in full-time equivalents (FTEs) to
one decimal place. (Do not include administrative, guidance, media, library, health service, or
classified positions.).
Subject Areas
Estimated Number of
Teacher Hires
1
Agriculture
2
Art
.
.
3
Bilingual Education
.
4
Business
.
5
Dance
.
E. Parental Exception Waiver from English-Language Classrooms
6
English
.
Report the number of waivers requested (new or renewed) and the number granted during October
3, 2013 through October 1, 2014 from parents or guardians of English learner (EL) students who
petition for enrollment in a bilingual education class or other generally recognized alternative course
of study.
7
Foreign Language
8
Health Education
9
Home Economics
.
.
.
1
Number of waivers requested.
10
Life Science
.
2
Number of waivers granted.
11
Mathematics
.
12
Music
.
13
Physical Education
.
14
Physical Science
.
15
Reading
.
On line 2, if you reported zero on line 1, explain why there were zero truants. Do not restate the fact
that there were zero truants. Please refer to the CBEDS Administrative Manual for more details and
examples of appropriate responses.
16
Self-contained Classes
.
17
Special Education
.
1
Number of truant students.
18
Social Science/Studies
2
Explanation of zero truants. (Minimum of 35 characters required)
19
Drama/Theater
.
.
20
Trades and Industrial Arts
.
21
Other Specializations
.
Start Date ____/____/____
End Date ____/____/____
mo / day / year
mo
/ day / year
M. Truancy (2013–14)
On line 1, report the total unduplicated number of students who were truant in the 2013–14 school
year (July 1, 2013 through June 30, 2014). A student is considered truant when the student has an
unexcused absence of more than 30 minutes on three or more days. A student should be counted
only once in the total.
School Information Form – Page 2 of 2
313
Supplemental School Information Form (SIF)
School:
CDS Code:
* * Only to be completed by School Improvement Grant (SIG) Participants * *
I. Increased Learning Time (2013–14)
J. School Year Minutes (2013–14)
Indicate all methods for increased learning time, or indicate that
learning time did not increase.
Report the number of minutes that all students
were required to be at school, plus any
additional learning time (e.g., before or after
1
school, weekend school, or summer school) for
which all students had the opportunity to
participate.
1
Increased learning time through a longer school year.
2
Increased learning time through a longer school day.
3
Increased learning time either before or after school.
4
Increased learning time through summer school.
5
Increased learning time through weekend school.
6
Increased learning time through another method.
Explain in # 7 below.
1
The number of students who complete
advanced coursework.
7
Explanation of other method(s) of increased
learning time:
2
The number of students who complete at least
one class in a postsecondary institution.
K. Advanced Coursework/Dual Class Enrollment (2013–14)
The number of students who complete
3 advanced coursework AND who complete at
least one class in a postsecondary institution.
L. Attendance Rates (2013–14)
1 Student Attendance Rate.
8
Did not increase learning time.
Teacher Attendance Rate.
2 (Do not include administrative, guidance, media,
library, health service, or classified positions.)
* * Only to be completed by School Improvement Grant (SIG) Participants * *
314
2013-14 School Quality Snapshot
Grades Offered: 9 - 12
Enrollment: 1,619
Granite Hills High
Charter: No
Apple Valley Unified
Title I Funded: Yes
CDS Code: 36-75077-3630894
22900 Esaws Rd., Apple Valley, CA 92307
California Assessment of Student Performance and Progress
(CAASPP)
California's Academic Performance Index (API)
2013 Growth API
What is the CAASPP system?
The CAASPP system is the new student assessment system for
California's schools. It will initially include the following assessments:
•
•
•
English-language Arts (ELA)
Mathematics
Science
How will the CAASPP system benefit California?
It will use a variety of assessment approaches and item types that
will allow students to more fully demonstrate what they know and
can do. In this way, the CAASPP system will assist teachers,
administrators, and students and their parents by promoting highquality teaching and learning.
What are the Smarter Balanced Tests?
The Smarter Balanced tests are the ELA and Mathematics portions
of the CAASPP system. They were developed by the Smarter
Balanced Consortium and are aligned to the Common Core State
Standards (CCSS).
746
Growth from Prior to Current Year
7
Met Schoolwide Growth Target
Yes
All Student Groups Met Target
No
2013 Growth API State Rank
5
2013 Growth API Similar Schools Rank
8
API Subgroup Performance - 2013 API Growth
Met
Target
Growth
No
-8
African American or Black
American Indian or Alaska Native
--
Asian
--
Filipino
--
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Why are the results of the 2013-14 Smarter Balanced Tests not
reported?
The Smarter Balanced tests were field tested in the spring of 2014.
The purpose of the field tests were to assess the actual test
questions to ensure that they are fair for all students; therefore, no
test results were reported.
Yes
9
2013-14 Subgroup Enrollment
-No
Two or More Races
4
English Learners
--
Socioeconomically Disadvantaged
63%
Students with Disabilities
15%
English Learners
No
5
Socioeconomically Disadvantaged
No
1
Students with Disabilities
Yes
72
6%
Green = Student group met target
Why is the 2014 Growth API not reported on the 2013-14 SQS?
The State Board of Education (SBE) approved not to calculate the
2014 Growth and Base APIs during the transition to CAASPP. The
2013 Growth API using the 2012-13 assessment results are carried
over to the 2013-14 School Quality Snapshot.
Red = Student group did not meet target
+
-- = Student group is not numerically significant
CHART LEGEND:
n SCHOOL l DISTRICT u STATE
Where can I find more information on the CAASPP system?
Please visit the following CDE web page for more information about
the CAASPP system: http://www.cde.ca.gov/ta/tg/ca/
CDS: County-district-school
School and/or district information will not be displayed when data are not
available or when data are representing fewer than 11 students.
Report (v2.a) Generated: February 27, 2015
Tom Torlakson
State Superintendent of Public Instruction
Please visit the following Web page for more
information: http://www.cde.ca.gov/snapshot/
Page 1
315
2013-14 School Quality Snapshot
Grades Offered: 9 - 12
Enrollment: 1,619
Granite Hills High
Charter: No
Apple Valley Unified
Title I Funded: Yes
CDS Code: 36-75077-3630894
22900 Esaws Rd., Apple Valley, CA 92307
+
CHART LEGEND:
n SCHOOL l DISTRICT u STATE
* Only four years of data are available
CAHSEE: CA High School Exit Examination
CST: CA Standards Test
School and/or district information will not be displayed when data are not
available or when data are representing fewer than 11 students.
Report (v2.a) Generated: February 27, 2015
Tom Torlakson
State Superintendent of Public Instruction
Please visit the following Web page for more
information: http://www.cde.ca.gov/snapshot/
Page 2
316

Granite Hills High School is a school dedicated to preparing

Transcription

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