moving forward
DESCRIPTION
Preparing our students for their future GUHSD Administrator PLCTRANSCRIPT
Moving Forward
Preparing our students for their future
GGUUHHSSDD AAddmiiniisttrattor PPLLCCAUGUST 20, 2015
Vision Statement
alpine | dulzura | el cajon | jamul | la mesa | lakeside | lemon grove | santee | spring valley PROUDLY REPRESENTING
Grossmont Union High School District Governing Board Members
Robert ShieldPRESIDENT
PROUDLY REPRESENTING
Grossmont U
RoR bbe trtSShihi lelddPRESIDENT
robshield@hotmarobshield@hotm
Dr. Gary WoodsVICE PRESIDENT
lzura | el caj
h School Di
alpine | dul
Union High
ail.com
. GGaryWWooddsDrD .E PRESIDENTVIC
[email protected]@socalsemgw
Jim KellyCLERK
l | la mesa | l
Governing B
jon | jamu
istrict G
.edued
JiJim KKellllyJJLERKC
ameskelly@allstatjaameskelly@allstja
Jim StieringerMEMBER
spring valley
JiJim StStiie iringerMEMBER
[email protected]@cox n
Priscilla SchreiberMEMBER
e | lemon gr
Members
lakeside
Board M
te.com
rove | santee |
JJM
ss
PrP iis icilllla SSchhr ieiiibberMEMBER
[email protected]@gguhsd n
The Grossmont Union High School District is dedicated to providing a safe
and collaborative learning environment which supports
academic achievement and social development for all students.
The Grossmont District operates on the premise that success for every
student is dependent upon all groups in the organization including teachers,
administrators, parents, staff, students, and the community working
together to support all students in their development as life-long learners, thinkers, and successful contributors
to the community.
Moving Forward. This is the best way to
describe how our District is working to
advance student learning and better
prepare students for post-secondary
success in college and the workplace.
The pace of our efforts to implement the
Board’s Goals and Objectives has never
been faster or more aggressive.
July provides an opportunity to look
back at prior accomplishments and to
look forward to next year’s initiatives.
We’ve planned exciting new initiatives in
2015-16, including: 1) a new high school
opportunity: the IDEA Center; 2) an
innovative technology program for every
student at El Cajon Valley, Grossmont,
West Hills, and IDEA Center to infuse
technological literacy and online appli-
cations into the core curriculum (as well
as plan to implementation at all schools
over the next two years); 3) expansion of
CTE and Linked Learning programs; and
4) expanded partnerships with commu-
nity colleges.
The following document provides a brief
overview of our most significant
achievements in pursuing the Board’s
vision. In conjunction with our Goals, we
are also responding to the Goals &
Metrics of the Local Control & Account-
ability Plan (LCAP) required by the CDE
as part of the Local Control and Funding
Formula (LCFF).
Our concerted focus on expanding
programs, enhancing support provided
The pace of our efforts to implement the Board’s Goals and Objectives has never been faster or more aggressive
to students and teachers, and prepar-
ing students for the future is paying
off. Success on a variety of metrics is
evident across the District, and we
continue to move forward.
Document Format
The following document is divided
into three sections that reflect each of
the three major Board-adopted Goals
and Objectives: 1) creating an excep-
tional learning environment for
college and career readiness; 2) provid-
ing safe and supportive schools; and 3)
support for collaborative and innova-
tive programs.
Ralf SwensonSUPERINTENDENT
From the Superintendent
A Look Back: 2014/15 Accomplishments
Teacher Support for Literacy and Focus on Writing Continued teacher training
in literacy and instructional strategies in math and ELA
Expanded writing plans at all high schools with increased classroom focus on writing
Implemented New Student Information System Comprehensive, modern
student system deployed Fall 2013
Extensive teacher and staff training
Improved accuracy and access to student data
Parent Portal Significant enhancement to
parent access to student information
Enhanced connectedness of parents and teachers
Online, real-time access to grades, test scores, behav-ior, and attendance
Online registration
Success with New State Testing ProcessSuccessful implementation of online testing using Smarter Balanced computer adaptive assessments
Implementation of Positive Behavior Supports (PBIS)District-wide training to establish the social culture, learning and teaching environ-ment, and individual behavior supports needed to achieve academic and social success
Technology Training and Digital Infrastructure 7000+ Chromebooks
deployed718 teachers attended
webinar443 teacher attended tech
workshop50 teachers trained as
Google Ninjas
Looking Forward: 2015/16 Initiatives
FutureForward Extensive teacher training
in Google application suite and incorporating technol-ogy in instruction
Technology and digital literacy for students
Expanded teacher and administrator training
Expanding Support for Teachers Additional training on
literacy, writing, math, State standards, and teacher effectiveness
Support for implementa-tion of Next Generation Science Standards (NGSS)
Using technology in the classroom
Expansion of CTE and Linked LearningExpansion to 39 Pathways,
in 13 of the 15 Industry Sectors with expected high wages and career growth
Expansion of the Linked Learning model
Linked Learning Summer Institute for 75+ CTE and Core Academic teachers
Expanded Focus on School Connectedness and Safety Increase school-to-parent
connectednessRefining tiered interven-
tions and disciplinary options
Camp Lead and Unity Days
IDEA Center New high school focusing
on Innovation, Design, Exploration, and Achievement
Small class sizesIntegrated technologyPersonalized, student-
driven learning plan
Expanded Partnerships with Community Colleges Expand work with East
County Education Alliance Develop student promise to
support graduates enrolling in community college
Develop metrics to mea-sure success
Academic success and well being of our students is directly related to excellent educators, including both teachers and administrators
In addition to professional development provided to teachers on an on-going basis, principals and assistant principals started a process this year to begin shifting their focus from managing schools to becoming instruc-tional leaders. In spring 2015, principals received training on aligning classroom observations to the specific criteria included in the California Standards for the Teaching Profession.
Administrators practiced the process of classroom observations by identifying evidence instead of overall impressions. This technique improves the ability of site admin-istrators to calibrate observations and creates a more equitable approach when providing teacher feedback.
Administrators Focus on Being Instructional Leaders
The job of the instructional leader is to promote a culture where students and teachers have a “growth” mindset
Exceptional Learning
Environment
During the end-of-year June administrator meeting, participants reviewed Carol Dweck’s article: Mind-Sets and Equitable Education. Principals and assistant principals focused on how student mindsets — the belief that learning is possible — affects achievement. Students with a “growth” mindset believe that knowledge and skills can be improved through effort. These students significantly outperform peers who believe their intelligence is fixed and unchangeable.
More importantly, these mindsets exist among teachers as well. The job of the instructional leader is to promote a culture where students and teachers have a “growth” mindset.
We are committed to providing a well-rounded and relevant educational experience designed to prepare our students for postsecondary success in college and in the workplace.
Beyond high school, our students face a world that requires a high degree of technology and digital literacy. Successful graduates need to interact with a variety of digital devices, to quickly learn and use online resources and applications, and to ultimately become adept at critical thinking and problem-solving.
To assist students, we need to provide consistent, regular, and authentic digital learning opportunities. This requires a comprehensive plan that includes access to a device by all students at school and at home. The Future Forward Initiative provides a Chromebook laptop to each student as a means to expand on the potential of a conventional classroom. Students are
able to use these devices
at school and at home in conjunc-
tion with the comprehensive suite
of Google applications.
Our prior investments in digital devices show that integrating technology into the
classroom improves student enthusiasm, facilitates active
engagement in classes, and allows students to better
Future Forward Initiative brings One-to-One Technology to Three Schools in 2015/16
Developing life-long learners in a digital age requires a robust digital toolset
DAN McDOWELLDIRECTOR,INSTRUCTIONAL TECHNOLOGY
own and control their learning experi-ence.
The Future Forward program begins by equipping students to be 21st Century Learners through the use of four C’s: creativity, communication, collabora-tion, and critical thinking. Students will take advantage of the technology in order to engage in real-world work done by professionals such as scientists, engineers, musicians, artists, filmmakers, authors, and more. Production of student-generated content will increase dramatically.
Teachers will receive ongoing profes-sional development and instructional support to help “re-think” how classes are structured and how to best use digital strategies.
The program is being rolled out in three phases. Phase one will be imple-mented in Fall 2015 at El Cajon Valley, Grossmont, West Hills, and the IDEA Center. In subsequent years, phases two and three will include the District’s remaining schools.
This school promotes academic success for all students
89%AGREE
2014-15 California Healthy Kids ResultsPARENT SURVEY
Beginning in the Fall, a new school will open for students in grades 9-12: The IDEA Center, a school of Innovation, Design, Exploration, and Achievement.
IDEA combines the appeal of an intimate, self-directed, and challenging environment, along with the rigor and breadth of program only a large high school district can typically provide.
The school allows students great freedom in designing a customized high school experience that also prepares them to demonstrate skills and knowledge obtained in high school prior to graduation.
IDEA focuses on college and career readiness through a college prepara-tory curriculum linked to career and technical education pathways. Technology and digital literacy are integral components of the curriculum. Students will use an embedded technological toolset — including online learning, use of digital devices, and extensive use of the Google suite
IDEA Center, District’s Newest High School Program to Open in Fall 2015
of applications — that mirrors work-place standards.
IDEA Center teachers use a competency-based grading system that allows students to progress at their own pace. With a small teacher to student ratio, teachers have the ability to closely monitor each student’s academic progress.
Teachers function as highly skilled content experts in linked learning collaboration and technology use in the classroom. The faculty serve as mentors/advisors working to support the academic needs and personal growth of each student.
The school operates on a 4 x 4 quarter system. Teachers teach three courses and hold an advisory period each day. Students will have the opportunity to explore various post-secondary and career options and participate in community-based internships as part of their academic program.
Using a small and nurturing environment, the school provides college preparatory curriculum linked to career and technical education pathways.
DAVID NAPOLEONPRINCIPAL
(619) 956-IDEAwww.guhsd.net/idea
FacebookSearch IDEA Center
Twitter@IDEACenterHS
Students in Valhalla High School’s Health Pathway
Career Technical Education (CTE) is expanding in our District as well as the nation. Preparing students for post-secondary success, either in college or in the highly skilled workplaces of modern industry, requires the integra-tion of academic and technical applied skills.
Our focus is in preparing students with a personalized post-secondary transi-tion plan. We offer 39 pathways in 13 of the 15 industry sectors. Our pathways include industry sectors most likely to have higher wages and strong career growth potential.
The success of these pathways comes from the Board’s support and from the strong partnerships we’ve created with area businesses and community organizations. These relationships help ensure that our students are being trained on industry standards using state of the art equipment.
Coupled with our strong commitment to CTE programs, we’re also incorpo-rating a Linked Learning approach to integrate rigorous academics with
Expanding Career-Technical Education and Linked Learning
career-based learning and real-world experiences. The goal is to make the high school experience personally relevant and engaging for all students.
Research shows that Linked Learning students have higher rates of engage-ment and higher graduation rates than their peers at traditional high schools. This approach to education is helping to create an engaged, disciplined, and productive future workforce for California, ready to succeed in college, career, and life.
Below are highlights of the expansion in GUHSD Career Technical Education.
2,500 students in CTE Pathways and over 2,000 students in Health Careers Pathways
Expansion of the Linked Learning model scheduling students in CTE and academic classes in a career-themed pathway with integrated project based learning
Local and regional collaboration to build infrastructure for CTE Pathway Implementation: East County Education Alliance and San Diego Regional College and Career Readiness Consortia (Awarded the $13.5 Million California Career Pathways Trust STEM Grant).
New Game Design and Programming Pathway at Monte Vista, and new Advanced Manufacturing Pathways at Santana and West Hills
Linked Learning Summer Institute, professional development for Linked Learning implementation. Over 75 CTE and Core Academic teachers will attend this summer.
Environmental Design
Engineering and Architecture
Marketing, Sales, and Services
Transportation
Information and Communication Technologies
Health Science and Medical Technology
Education, Child Development, and Family Service
Manufacturing and Product Development
Arts, Media, and Entertainment
Hospitality, Tourism, and Recreation
Building and Construction Trades
Fashion and Interior Design
Agriculture and Natural Resources
Assessment Cycle
We continue to focus on supporting our teachers through training and professional development. Specific areas of emphasis include math, literacy, and the use of technology to enrich instruction. Support in 2014-15 included:LITERACY
Teachers were trained on creating assessments to evaluate learning at regular intervals throughout a lesson series. In response to teacher requests, training included the design and use of formative assessments to measure student understanding and adjust teaching accordingly. Teachers were provided time to work as teams in order to plan and develop effective assessments. In addition, school administrators were trained to support and promote literacy across all content areas.
Supporting Teachers and Enhancing Instructional Effectiveness
MATH PROFESSIONAL DEVELOPMENT
In a collaborative effort with UCSD, GUHSD teachers participated in a five-day algebra institute facilitated by Dr. Guershon Harel, UCSD professor of mathematics and a leading expert in effective math implementation. As part of the work, teachers created unique, student-engaged lessons that they have identified as highly effective, particu-larly with struggling students. The response from teachers was extremely positive and the work will continue in 2015-16.
Dan Meyer, a teacher and renowned math expert, provided the workshop “Intellectual Need in the Math Classroom.” Dan shared amazing strategies — including the use of technology resources — for helping students access and understand difficult math curriculum. Teachers received a variety of tools designed to make math problems relevant to the real world, fun, and challenging.PERFORMANCE ASSESSMENT TRAINING
In collaboration with WestEd, Point Loma University, and the California Department of Education, a two-day professional development event was offered to teachers and administrators throughout the County titled, “Building Educator Assessment Literacy.” Participants learned about Smarter Balanced performance tasks, evaluated student responses from the 2014 field test, and used the embedded scoring tools to processes and analyze student work.
Formative Assessment
Inform Instruction
Summative Evaluation
2015 Adult Education Graduation Ceremony The Grossmont District’s Adult Education program is the 8th largest in the State serving nearly 25,000 members of our community
In 2013, the State Board of Education adopted the Next Generation Science Standards to reset science education to more effectively prepare all our students with the knowledge and skills they need to understand and shape our increasingly technology-driven world.
Reorganization of Adult Education
In July 2013, AB86 was passed into law creating a series of grants and planning opportunities to expand and improve adult education through the creation of local consortiums.
In order to implement the law, GUHSD’s Adult Education program — the eighth largest program in the State — will work to align programs and services with the Grossmont Cuyamaca Community College District (GCCCD). Through our partnership with GCCCD under the East County Education Alliance, Adult Education will continue to actively participate in local and regional collaboration building infrastructure for successful Consortium implementa-tion.
Funding provided through the Adult Education Block Grant package provides $500 million in revenue for the Adult Education Block Grant program.
Supporting Teachers (Continued)
STUDENT ENGAGEMENT
Jacob Clifford provided an interactive skill building training for teachers to increase motivation and student engagement in all content areas. BRAIN-BASED LEARNING AND STUDENT
FOCUSED ACTIVITIES
Ernie Mendes provided a unique blend of adolescent, brain-friendly strategies that provided teachers with an array of immediately useable tools to engage even the most diverse groups of
learners. The tools included researched-based, classroom-tested strategies that help students achieve a deeper level of knowledge in the curriculum.
Future professional development training will include support for Next Generation Science Standards, using technology in the classroom, and a continuing focus on literacy and mathematics.
Programs eligible for funding include:
Basic skills, high school equivalency/diploma
Citizenship, ESL
Workforce entry or reentry, includ-ing explicit ability for older adults to access these programs
Adult programs, including older adult access, that are “primarily designed to develop knowledge and skills to assist elementary and secondary school children to succeed academically in school” (a la child development for elemen-tary and secondary school children)
Adults with disabilities programs
Short term career technical educa-tion
Pre-apprenticeship programs/activities
Safe and Supportive
Schools
2011
/12
2012
/13
2013
/14
2014
/15
2011
/12
2012
/13
2013
/14
2014
/15
Number of ExpulsionsNumber of Suspensions
In 2015, the number of significant disciplinary events dropped for the fourth consecutive year. In addition to the work of changing school cultures — and increasing school connectedness — behavioral incidents have decreased substantially.In addition, based on a series of interventions implemented to focus on positive behav-ioral supports, our schools have multiple levels of available options prior to suspension.
Program of Interventions Decreases Number of Suspensions and Expulsions
2,2,2434
33
2,2,2222
77
1,,1232
5
1,1,11119
182
162
127
811
System of tiered interventions and supports
Camp LEAD and Unity Days are some of the most successful programs to address school climate and culture. These programs will be expanded in 2015-16.
Our schools have been developing a series of tiered student interventions to support academic achievement and to address school culture and climate. The focus is on building a repertoire of options, with increasing levels of support, to provide students with an intervention corresponding to their unique level of need.
The Coordinated Early Intervening Services (CEIS) program provides release time for a dedicated teacher at each school to monitor struggling students. These teachers promote success by reaching out to parents, partnering with colleagues to help students succeed, serving as a student advocate, and ensuring that students take advantage of school-based support opportunities.
Administrative, certificated, and classified staff at all schools partici-
Expanding Student Interventions and Enhancing School Climate
pated in training on Positive Behavioral Intervention and Supports (PBIS) in 2014/15. PBIS is a proactive approach to creating supports and interventions as a mean to supporting the social, emotional, and academic success of all students.
In the past, discipline mainly reacted to student misbehavior through punish-ment (eg, office referrals, suspensions, expulsions, etc). Research shows that punishment, in many cases, is not as effective as positive strategies. Having adults on campus reinforce positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive proactive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropri-ate behavior is the norm.
In 2015/16, schools will implement schoolwide action plans designed to enhance school culture and climate. The goal is to create and sustain primary (school-wide), secondary (classroom), and tertiary (individual) systems of support.
I feel safe at my school
91%AGREE
2014-15 California Healthy Kids ResultsSTUDENT SURVEY
Districtwide
Schoolwide (Primary)
Classroom(Secondary)
Individual(Tertiary)
When voters approved Proposition H (2004) and Proposition U (2008), over 100 projects — including a new school in Alpine — were included in the Bond Project List as necessary to modernize all of the District’s high schools. Although these projects were autho-rized by the voter-approved bond language, the Propositions specifically indicated no guarantee that every project could be completed in order to accommodate increases in actual costs.
Proposition U included an explicit enrollment threshold for establishing a timeline for construction of a new high school. Subsequent to voter approval, District enrollment has continued to decline consistent with the Alpine Union School District and every other East County school district.
In October 2013, the Alpine Taxpayers for Bond Accountability (ATBA) filed a petition with the California Department of Education (CDE) to create a unified K-12 district in Alpine as a means to “ensure completion of the Alpine high school.” Although this petition has been submitted to the State Board of Education, no timeline has been established for a definitive ruling.
In October 2014, the ATBA and the Alpine Union School District (AUSD) initiated a lawsuit against the GUHSD seeking a court order to freeze all bond spending on new projects. In the request, the Alpine group claimed that expenditures for projects at schools through the District, and expressly authorized in voter-approved bond language, were wasteful as they
Impact of Alpine Lawsuit on GUHSDMultiple Schools Negatively Affected by Unwarranted Suit
diverted funds away from a new school in Alpine.
A preliminary injunction was granted in favor of Alpine and requires the GUHSD to set aside $42 million in bond money for the eventual potential construction of a high school in Alpine.
In June 2015, the San Diego Superior Court indicated it would review the evidence in the case and postponed his final ruling until later in 2015.
The preliminary injunction has had a detrimental effect on Grossmont’s schools. Eleven of fourteen scheduled projects for schools across the District have been suspended. Despite the fact that GUHSD will have sufficient funds to build an Alpine high school if the plaintiffs prevail, the Alpine Group has challenged Grossmont’s use of bond funds for classroom improvements at Monte Vista and Valhalla and a student services and art facility at Grossmont High School.
Pending the results of a validation hearing on July 10, these projects are on hold. At this point, even if approved, the projects will be weeks behind schedule and the delay has the poten-tial for increasing the total construc-tion costs by $1 million to $2 million dollars.
As of May 31, 2015, the total cost to defend the District and file an appeal was approximately $1.1 million with additional costs for continuing litiga-tion.
Source CDE/CBEDS Enrollment of comprehensive high schools (including Helix and Steele Canyon charter schools) in the Grossmont Union High School District
PROJ
ECTE
D
Current enrollment is 1600 students (nearly an entire high school) below bond threshold
24k
23k
22k
21k
20k
23,24523 245
BOND THRESHOLD
2008
2009
2010
2011
2012
2013
2014
2015
2016
Key PointsThe actions of the ATBA and AUSD have forced the GUHSD to set aside $42 million that would otherwise benefit the District’s 21,576 current and all future students.
These actions have caused significant delays in previously authorized projects and will result in an estimated cost increase of between $1 million and $2 million dollars in addition to $2.6 million dollars in interest charges. Together, it could cost taxpayers as much as $4.6 million dollars.
Impact of Alpine Lawsuit on GUHSDMultiple Schools Negatively Affected by Unwarranted Suit
When voters approved Proposition H (2004) and Proposition U (2008), over 100 projects — including a new school in Alpine — were included in the Bond Project List as necessary to modernize all of the District’s high schools. Although these projects were autho-rized by the voter-approved bond language, the Propositions specifically indicated no guarantee that every project could be completed in order to accommodate increases in actual costs.
Proposition U included an explicit enrollment threshold for establishing a timeline for construction of a new high school. Subsequent to voter approval, District enrollment has continued to decline consistent with the Alpine Union School District and every other East County school district.
In October 2013, the Alpine Taxpayers for Bond Accountability (ATBA) filed a petition with the California Depart-ment of Education (CDE) to create a unified K-12 district in Alpine as a means to “ensure completion of the Alpine high school.” Although this petition has been submitted to the State Board of Education, no timeline has been established for a definitive ruling.
In October 2014, the ATBA and the Alpine Union School District (AUSD) initiated a lawsuit against the GUHSD seeking a court order to freeze all bond spending on new projects. In the request, the Alpine group claimed that expenditures for projects at schools throughout the District, and expressly
authorized in voter-approved bond language, were wasteful as they
diverted funds away from a new school in Alpine.
A preliminary injunction was granted in favor of Alpine and requires the GUHSD to set aside $42 million in bond money for the eventual potential construction of a high school in Alpine.
In June 2015, the San Diego Superior Court indicated it would review the evidence in the case and postponed a final ruling until later in 2015.
The preliminary injunction has had a detrimental effect on Grossmont’s schools. Eleven of fourteen scheduled projects for schools across the District have been suspended. Despite the fact that GUHSD will have sufficient funds to build an Alpine high school if the plaintiffs prevail, the Alpine Group challenged Grossmont’s use of bond funds for classroom improvements at Monte Vista and Valhalla and a student services and art facility at Grossmont High School, resulting in those projects being delayed.
At a validation hearing on July 10, a judge overruled their objection to those three projects. The projects are weeks behind schedule and the delay has the potential for increasing the total construction costs by over one million dollars.
The total legal costs to defend the District and file an appeal is over $1.1 million.
The impact of the Court’s decision has serious negative consequences for impacting thousands of GUHSD students and current and future GUHSD Bond projects.
Projects currently planned to start construction within the next two years that are now in jeopardy include:
Granite Hills High SchoolModernization of 12 seriously deterio-rated classrooms affecting 1,500 students per day
Grossmont High SchoolNew Events Center serving 1,000+ students a day participating in the performing arts program
Helix Charter High School Modernization of classrooms and the gym serving over 2,000 students per day in arts, science, general education, and physical education;
West Hills High SchoolReplacement of 25 year-old HVAC equipment, impacting thousands of students and staff daily and upgrade of the special education suite to provide accessible bathrooms and hygiene facilities
Santana High School Modernization of classrooms and construction of multi-purpose event and meeting spaces affecting all 1,473 students
Mount Miguel High SchoolModernization of 50 year-old class-room buildings affecting 400 students every day and construction of a multi-purpose space affecting all 1,450 students
DistrictwideUpgrade of safety systems
Critical Classroom Improvement Projects Halted Pending Outcome of Alpine Challenge
Current plans include construction of a new digital and media arts classroom building and student support center. In a future phase, construction includes a new events center with Auditorium, Black Box, Dance, Choral, and Digital Music and demolition of 70-year old classrooms, buildings 200 and 300.
Grossmont High School
Essential fire/life/safety improvements. Upgrade and modernize the 42 year-old main building and 47 academic classrooms, two restrooms, theater and choir rooms. Improvements will bring updated technology, energy efficient lighting and HVAC systems. Also included, is construction of new Band, Dance, and Physical Education classrooms.
Monte Vista High SchoolCurrent plans call for 11 classrooms to be modernized in a “summer sprint” project, includ-ing buildings 700, 800, 800A, Auto Shop, and Industrial Arts. The plan would also include improvements to the rutted parking lot and bus circulation route. In future phases, new performance spaces would be provided and some modernization would occur at the Student Support Services building.
Valhalla High School
Detrimental Impact to Schools Around the District
Collaboration and Innovation
The Grossmont District is working with the Education Synergy Alliance to implement linked learning in our schools. Linked learn-ing is a proven high school approach that builds 21st-century skills and engages students in solving real-world problems. Integrating rigorous academics with career-based learning and meaningful workplace experiences, it exposes students to previously unimagined college and career opportunities in a wide range of fields including engineer-ing, health care, performing arts, law and more.
Collaborative effort helping every child succeed in school, college, career and life
When students love what they’re learning, they work harder, dream bigger and learn more.
Research shows that compared to traditional high schools, Linked Learning results in greater rates of persistence, more completed credits and higher graduation rates for all students. Linked Learning students graduate ready to succeed in college, career and life.
Text taken from http://sdedsynergy.org/the-work/
On May 19, the East County Education Alliance (ECEA) reached its first milestone with a joint meeting of the Grossmont-Cuyamaca Community College District (GCCCD) and GUHSD governing boards.
Our partnership with the community colleges through ECEA is an additional avenue to prepare our students for post-secondary success and to assist our graduates in enrolling at Grossmont/Cuyamaca or other two and four-year colleges and universities.
In 2015-16, this partnership will fully define a promise for high school students that creates a pathway between high school graduation and college enrollment. This promise could include everything from financial
East County Education Alliance Reaches First Milestone
support for tuition and books to priority course selection in college.
The partnership — with members from the GUHSD and GCCCD — is focused on articulation in the following areas: alignment of curriculum and courses, student engagement and readiness, career pathways, dual enrollment and parent and community involvement.
In the upcoming year, these relation-ships will grow stronger and metrics will be developed to gauge our success.
East County Education Alliance (ECEA) Holds Joint Board Meeting with Board Members of the GUHSD & Grossmont-Cuyamaca Community College Districts
11th Graders Complete New, Online SBAC TestingAfter significant preparation to expand internet connectivity, deploy thousands of digital devices, and train teachers and students, the District’s 11th graders successfully participated in the new online Smarter Balanced assessment this spring.
The tests — covering English Language Arts and math — differ from older CSTs and are computer adaptive. This results in testing that is more efficient and accurate. SBAC assessments are far more rigorous and require students to respond in ways that go beyond the traditional multiple choice format.
The promise could include everything from financial support for tuition and books to priority course selection in college
The Parent Portal feature of Infinite Campus allows parents to monitor student information in real-time and better connect with schools and teachers
In Fall 2014, the District launched a new student information system (SIS) — Infinite Campus — to replace a District-developed legacy system. Infinite Campus is based on a modern relational database with the ability to interface with a broad range of systems.
The benefits of this new application are yielding significant enhancements in how our schools are able to connect
New Student System Enhances Parent Communication and Outreach
with parents and how parents are able to engage with their students.
Through the use of a Parent Portal, parents can view real-time attendance information as well as grades, test scores, behavior, and more. The Portal
provides a mechanism for parents to actively participate in their children’s educational experience — with instant access to homework assignments, for example — and to keep in contact with teachers and the school. Teachers benefit from Infinite Campus as well. Attendance, discipline, messaging, grades, and other functionality are seamlessly integrated making the user experience consistent and intuitive.
For the first time, our student informa-tion system is fully compliant with State reporting requirements. This results in more accurate information, the ability to transmit data with greater frequency, and significant time savings.
Campus offers an extensive ad hoc reporting framework that allows users to develop complex queries and extract student data with ease. The power of Infinite Campus allows for a self-service model when interacting with the student system and provides access to information without the need to make requests to central office programming staff.
Interactive and analytical dashboards, designed to show a visual perspective on student information, are being developed to assist administrators and teachers for next year.
These dashboards bring the power of convenient and user-friendly methods for visualizing, selecting and filtering data. Users can see trends, adjust instruction, and respond to issues in the data more quickly and efficiently than ever before.
Visit our website at guhsd.net