greenfield high school three-year term revisit …

South Monterey County Joint Union High School District

GREENFIELD HIGH SCHOOL

THREE-YEAR TERM REVISIT

PROGRESS REPORT

225 S. El Camino Real

Greenfield, CA 93927

April 21-22, 2013

Accrediting Commission for Schools

Western Association of Schools and Colleges

https://sites.google.com/site/greenfieldhsbruins/

Greenfield High School Revisit 2012-2013

THE VISITING COMMITTEE

Representing the

WESTERN ASSOCIATION OF

SCHOOLS AND COLLEGES

and the

CALIFORNIA STATE DEPARTMENT OF EDUCATION

MEMBERS

Dr. Steve Tietjen, Chairperson

Los Banos Unified School District, Superintendent

Dr. Joan W. Delzangle

Teacher (retired)

Ms. Vicki Leoni

Teacher


SOUTH MONTEREY COUNTY

JOINT UNION HIGH SCHOOL DISTRICT

BOARD OF EDUCATION

Mike Foster………… President

Raul Rodriguez………………Clerk

Paulette Bumbalough………. Member

Debra McAlahney-Dodson………….Member

Bob White………………….. Member

DISTRICT ADMINISTRATION

Dr. Daniel Moirao, Ed.D. ………….State Administrator

Linda Grundhoffer…………………..Interim-Chief Business Official

John Sims……………………………Director of MOTF

Claudia Arellano…………………………….Personnel Administrator

Shirley Laws…………………………………Executive Assistant to the State Administrator

GREENFIELD HIGH SCHOOL ADMINISTRATION

Lisa Mazza…………………………. Principal

Julio Sierra……………………………Assistant Principal


GREENFIELD HIGH SCHOOL STAFF

CERTIFICATED

Chrystene Allred, English

Bernard Barge, Math

Norma Barrón, Math

Jonathan Bluff, Science

Juana Botello, Counselor

Ryan Bravo, Science

Sandra Brusch, English

Amy Campbell, English

Julie Crone, P.E.

Jacinto Duarte, Math

Matthew Eggleston, Art

Dale Garman, Art

Matt Gildersleeve, History

Ray Green, History

Daniel Kaneko, Music

Sandra Lazzaroni, English

Tobías López, Math

Joann Masters, Special Education

Mark McClure, P.E.

Justin McCollum, Math, Independent Study

Laurie Mendez, English

Jessica Mendoza, English/CM Coach

Vikky Mullin, American Sign Language

Daniela Patrut, French

John Radcliff, Science

William Riddell, Special Education

Patricia Schierer, History

Miguel Silva, Spanish

Allison Steinmann, Special Education

Adriana Veysey, Special Education

Maria Villagomez, English

Daniel Villaseñor, Ag Science

Cara Williams, Special Education

Henry Wong, Computers

Teresa Ybarra, English

CLASSIFIED

Isabel Aguirre, Instructional Assistant

Juan Aguirre, Custodian

Ruben Alvarez, Campus Security

María Argueta, I.T.

Martin Espinosa, Groundskeeper

Gesa Figueroa, Maintenance

Jose Rodolfo Fuentes-Diaz, Lead Custodian

Salvador Garibay, Custodian

Patsy Hardin, Librarian

Jose Madrid, Instructional Assistant

Sean Madrid, Instructional Assistant

Elizabeth Mandujano, Instructional Assistant

María Luisa “Mary” Mercado, Instructional

Assistant

María Navarro, Instructional Assistant

Angelica Quiroz, Instructional Assistant

Lidia Rodriguez, Attendance Secretary

Lucia Ruiz-Castillo, Principal’s Secretary

María Estela Villagomez, Student Services

Technician

OTHER

Armando Mendoza, School Resource Officer

Laura Ochoa, Security Guard



DEPARTMENT CHAIRPERSONS

Dale Garman……………….. Electives Department

Sandra Brusch………………..English Department

Tobías López……………….. Math Department

Julie Crone…………………..Physical Education

Mark McClure……… Physical Education

John Radcliff……….. Science Department

Patricia Schierer………………Social Science Department

Adriana Veysey…………….. Special Education Department



ASSOCIATED STUDENT BODY MEMBERS

Leadership/ASB Advisor Mrs. Chrystene Allred

President Adam Mann

Vice President Evelyn Sanchez

Secretary Leslie Rios

Treasurer Abraham Lopez

Commissioner of Athletics Christian Munoz

Commissioner of Dances Rachel Pajas

Recognition/Renaissance Commissioner Jacklyn Trujillo

Senior Class Advisor Mr. Duarte

Senior Class President Jacky Trujillo

Senior Class Vice President Monique Garza

Senior Class Secretary Cristina Garcia

Senior Class Treasurer Alba Estrada

Representatives Daisy Gutierrez, Tayssa Martinez, Aileen Ramirez

Junior Class Advisor Ms. Campbell

Junior Class President Gonzalo Garcia

Junior Class Vice President Ariana Macias

Junior Class Secretary Genesis Magana

Junior Class Treasurer Natalie Chacon

Sophomore Class Advisor Mrs. Barron

Sophomore Class President Esperanza Estrada

Sophomore Class Vice President Odalys Barajas

Sophomore Class Secretary Cecilia Dominguez

Sophomore Class Treasurer Maritza Trujillo

Representative Madeline White



SCHOOL SITE COUNCIL

Lisa Mazza…………. Principal

Daniel Villaseñor…………….Chairperson

Sandra Brusch ………………...Vice-Chairperson

Allison Steinmann………………….. Secretary

Juana Botello…………………………School Other

Gail White………….. Member / Parent

Pilar Mendoza……………….Member / Parent

Jacklyn Trujillo………………Student Member / 12th

grade

Evelyn Sanchez………………Student Member / 12th

grade


GREENFIELD HIGH SCHOOL WASC LEADERSHIP TEAM

Sandra Lazzaroni…………………………WASC Chairperson

WASC Editors

Sandra Brusch, Sandra Lazzaroni, Tobias Lopez, Patricia Schierer

WASC FOCUS ON LEARNING TEAMS

A1 – Organization:

Vision & Purpose Governance

Teresa Ybarra (ELA) – Group Chair

Certificated Staff: Matthew Gildersleeve (SS)

Henry Wong (Bus)

Jacinto Duarte (Math)

Cara Williams (SpEd)

Maria Villagomez (ELA)

Classified Staff: Mary Mercado (IA)

Parent: Pilar Mendoza (SSC)

B – Standards Based Learning:

Curriculum

Norma Barrón (Math) – Group Chair

Certificated Staff:

Justin McCollum (Math)

Amy Campbell (ELA)

William Riddell (SpEd)

Jessica Mendoza (ELA)

Classified Staff:

Maria D. Navarro (IA)

Parent:

Gail White (SCC)

D – Standards Based Learning:

Assessment & Accountability

Jonathan Bluff (Sci) – Group Chair

Certificated Staff:

Tobías López (Math)

Julie Crone (PE)

Patricia Schierer (SS)

Laurie Mendez (ELA)

Classified Staff:

Jose Madrid (IA)

A2 - Organization:

Leadership & Staff Resources

Sandra Lazzaroni (ELA) – Group

Chair

Certificated Staff: Daniel Kaneko (Fine Arts)

Mark McClure (P.E. / Parent)

Ray Green (SS)

Miguel Silva (Fine Arts)

Adriana Veysey (SpEd)

Classified Staff:

Angelica Quiroz (IA)

C – Standards Based Learning:

Instruction

Sandra Brusch (ELA) – Group Chair

Certificated Staff:

Vikki Mullin (Fine Arts)

Matthew Eggleston (Fine Arts)

John Radcliff (Sci)

Joann Masters (SpEd)

Bernie Barge (Math/Sci)

Classified Staff:

Pat Hardin (Library)

Parent: Beatriz Herrera

E – School Culture & Support for

Student Personal and Academic

Growth

Dale Garman (Fine Arts) – Group

Chair

Certificated Staff:

Daniela Patrut (Fine Arts)

Daniel Villaseñor (Ag Sci)

Allison Steinmann (SpEd)

Ryan Bravo (Sci)

Chrystene Allred (ELA)

Juana Botello (Counselor)

Classified Staff:

Isabel Aguirre (IA)

Elizabeth Mandujano (IA)


TABLE OF CONTENTS

Section I: Introduction and Basic Student/Community Profile Data 03

Section II: Significant Developments 30

Section III: Ongoing School Improvement 43

Section IV: Schoolwide Action Plan Progress 45

Section V: Schoolwide Action Plan Refinements 63

Appendix A: Bell Schedule 68

Master Schedule 69

Collaboration Calendar 70

Professional Development and Collaboration Activity Schedule 71

Sample Department Meeting Agenda 73

Sample Inter-Departmental PLC Agenda 74

Inter-Departmental PLCs and Members 75

Sample Committee Agenda 76

Committees and Members 77

Sample WASC FOLT Agenda 78

Sample WASC Classroom Evidence Sheet 79

Sample Faculty Meeting Agenda 80

Constructing Meaning Calendar 81

Instructional Coaching Services 83

CM Learning Walk Template 84

Sample Curriculum Map 85

Sample Weekly Bulletin 102

Sample SMART Goal Template 105

Sample School Site Council Minutes 107

3-2-1 Survey 109

Appendix B: Action Plans 110

2012-2013

2011-2012

2010-2011

2009-2010


3

Section I: Student/Community Profile and Supporting Data and Findings

Community The city of Greenfield covers an area of 1.7 square miles. It is located in the heart of California’s Salinas

Valley, approximately 135 miles south of San Francisco, 95 miles south of San Jose, 40 miles south of

Salinas and 60 miles north of Paso Robles. The City of Greenfield is located between the Gabilan

mountain range to the east and the Santa Lucia mountain range to the west. The city of Greenfield lies

within one of the most productive agricultural areas in the world. The area is known as the “Salad Bowl of

the World.” Over $2 billion (US) worth of fruit and vegetables are produced and shipped annually across

the United States and abroad. The area is also known as a premier wine grape growing region due to the

rich soil and desirable climate.

As of 2012, there were 17,726 people, 3,907 households and an average household size of 4.52. The

median income for a household in the city was $49,299. In recent years, the town has seen a sizable influx

of immigrants from the Mexican state of Oaxaca. Many Oaxacans speak Triqui and/or Mixteco,

indigenous languages not related to English or Spanish and as a result they have a difficult time being able

to communicate. Latinos comprise 91.3% of the population, White 5.7%, African American, 0.8%,

American Indian 0.3%, Native Hawaiian/Pacific Islander 0.07% and Asian 0.9%. The unemployment rate

is 11.0 (U.S. Average is 8.6). Recent job growth is negative; jobs have decreased 0.88%.The estimated

median house price in 2012 was $149,400. Many households have extended family members living with

them.

Government service employs a large number of people in the area: teachers, fire fighters, correctional

officers, forestry workers, and police officers make up this group. The economy of this area is

predominately agricultural. Approximately 90% of the Greenfield High School parents/guardians work in

some type of agricultural industry; such as packing, irrigation, harvesting, and about 5% are migrant

workers working between Greenfield and Yuma, Arizona.

General Description of School Greenfield High School is one of two comprehensive high schools in the South Monterey County Joint

Union High School District. Greenfield is located ten miles north of King City accessible only by the 101

Freeway. The school sits on approximately forty acres. Greenfield High School is located in the southwest

corner of the town of Greenfield. The school is surrounded by grape vineyards, fields, commercial

buildings and residential housing. In 1999, Greenfield High School opened its doors to students who

proudly called themselves Bruins.


4

Vision Statement and Mission Statement In 2012, the WASC stakeholders met in focus groups to review and refine the school’s vision and mission

statements. The new vision and mission statements are more concise and aligned with the district’s mission

and vision statements. These statements encompass the Greenfield High School ESLRs. They read:

Greenfield High School Vision Statement Students at Greenfield High School are provided with educational and personal experiences that enable

them to become life-long learners and responsible, productive citizens.

Greenfield High School Mission Statement Greenfield High School provides all students with a standards-based curriculum, educational programs,

resources and opportunities which empower all students to achieve academic success and reach their fullest

potential.


5

Student Demographics Greenfield High School provides instruction to approximately 900 students in grades nine through twelve

of which 87% are economically disadvantaged, 70% are English Learners, and 13% are students with

learning disabilities. Students are drawn from the Greenfield community and small surrounding areas. In

2012, the GHS student population is 98% Hispanic, 1% White, .4% African American, and .4% Filipino.

The school operates on a traditional semester schedule.

Percent Enrollment

Black / African American 0.4%

Filipino 0.4%

Hispanic or Latino 98%

White 1%

Two / More Races 0.2%

Socioeconomically Disadvantaged 87%

English Learners 70%

Students with Disabilities 13%

0

10

20

30

40

50

60

70

80

90

100

Percent Enrolled

Black / African American

Filipino

Hispanic or Latino

White

Two / More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities


6

Faculty/Staff The teaching staff consists of thirty-four credentialed teachers. One temporary teacher is teaching outside

of the credentialed area at this time and one Special Ed teacher is teaching without the NCLB qualification

in one subject area. Administration is in possession of a 2012-13 teacher seniority list with dates of hire and

credentials. Both the principal and vice principal are tier 2 credentialed administrators. Support staff

consists of one credentialed counselor, counselor’s secretary, one attendance clerk, one administrative

secretary, one groundskeeper, one maintenance member, three custodians and six special education

instructional assistants.

School Wide Student Goals At the beginning of the WASC review cycle, Greenfield High School (GHS) worked on the following

goals. While GHS is still concerned with meeting our testing goals, the school is shifting in a new direction

with a new principal and State Administrator, where the emphasis is having more students meet A-G

requirements in order to be college and career ready.

During the last three years Greenfield High School has incorporated the WASC goals into the Single Plan

for Student Achievement and revised them annually. The goals for 2012-13 are:

WASC Goal 1A: Improve school-wide student achievement in mathematics By June 2013, student data will indicate a 5% increase from 32.7% to 37.7% as measured by the

2012- 2013 CST Mathematics results, through the continued implementation of Greenfield High

School’s standards based curriculum.

Strategic Goal: Identify students at the cusp of proficiency and provide supplements in

weakest areas.

Intensive Goal: Identify students in these categories and provide after school tutoring.

WASC Goal 1B: Improve 10th grade student achievement on the mathematics portion of the

CAHSEE

By June 2013, Greenfield High School’s student data will indicate a 14% increase in the passing

rate for 10th grade students in the Mathematics portion of the California High School Exit Exam

(CAHSEE).

WASC Goal 1C: Improve school-wide student achievement in English-Language Arts

By June 2013, student data will indicate a growth of 5 percentage points from 33% to 38% as

measured by the 2012-13 CST English Language Arts results through the continued implementation

of Greenfield High School’s standards based curriculum.

Strategic Goal: For each grade level, the spring 2013 CST results will indicate a growth of

5 percentage points of students of each significant subgroup to the Basic Level to Proficient

or Advanced on the English Language Arts portion of the test.

Intensive Goal: For each grade level, the spring 2013 CST results will indicate a growth of

5 percentage points of students from either Far Below Basic to Below Basic or from Below

Basic to Basic on the English Language Arts portion of the test.


7

WASC Goal 1D: Improve 10th grade student achievement on the ELA portion of the

CAHSEE

By June 2013, student data will indicate that there will be a 5 percentage point increase in the

passing rate for the English Language Arts portion of the CAHSEE from 64% to 69% among all

10th grade students at Greenfield High School.

Strategic Goal: By June 2013, Economically Disadvantaged student data will indicate that

there will be a 5 percentage point increase in the passing rate for the English Language Arts

portion of the CAHSEE from 61% to 66%.

Intensive Goal: By June 2013, English Learner student data will indicate that there will be a

5 percentage point increase in the passing rate for the English Language Arts portion of the

CAHSEE from 21% to 26%.

WASC Goal 1E: Close the achievement gap of English Learners (WASC Follow up #3)

By June 2013, English Learner student data will indicate a 5 percentage point increase in

achievement levels on the CELDT test.

Strategic Goal: By June 2013, English Learner student data will indicate a 5 percentage

point increase (from 37% to 42%) in students achieving Early Advanced and above on the

CELDT test.

Intensive Goal: By June 2013, English Learner student data will indicate a 5 percentage

point decrease (from 25% to 20%) in students achieving Early Intermediate or below on the

CELDT test.

Increase English Language Development Level of English Language Learners

Show annual progress of English Learners by making AMAO1: meeting the state target of

57.5% from one proficiency level to the next; and by making AMAO2: meeting the state

target of 37.3% into the English proficient range by close of 2013.

WASC Goal 2: Refinement and modification of benchmark and curriculum maps

Benchmarks and curriculum maps are regularly updated and modified, contingent upon data

obtained from formative and summative assessments. The curriculum maps have been revised to

reflect consistency across the same subjects and grade levels. Staff collaborated to revise curriculum

maps to focus on the power standards and instructional strategies for EL learners. Units are

arranged chronologically and include formative and summative assessments.

WASC Goal 3: Collaboration time for vertical and horizontal articulation

Staff is assigned time for departmental, inter-departmental, intra-district, and inter-district

collaboration.

WASC Goal 4: Increase sense of ownership, responsibility and belonging at Greenfield HS

Greenfield High School will create a shared sense of responsibility and pride in order to achieve

improved academic success.


8

Student Performance Data - Analytical Summary of Disaggregated &

Interpreted Student Achievement Data

In 2010, there was a significant rise in Greenfield High School’s API scores. During that year, students

were offered an incentive in the form of grade bumps to improve performance. In 2011, the API scores

grew slightly. In 2012, the scores dropped by 39 points and fewer strategic classes were offered. (The API

in 2002 was not reported because a significant portion of students who were not exempt did not take the

test.) Although there was a decrease in API scores the most recent year, the overall trend in the chart

indicates that Greenfield High School has made significant improvements over the years since it opened in

1999-2000.

0

100

200

300

400

500

600

700

800

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

2000 to 2011 Base API and 2012 Growth API

california school median Monterey County School Median

KCJUHSD API Greenfield HS API

API Target of AYP

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

California School Median 666 679 686 703 707 709 720 740 754 770 767 778 788

Monterey County School Median 580 609 614 648 650 665 683 680 702 704 727 736 745

KCJUHSD API 491 488 490 551 567 592 598 599 635 643 689 695 676

Greenfield High School API 457 444 -- 533 553 604 622 584 617 609 674 682 643

API Target of AYP 560 560 560 560 560 590 590 590 620 650 680 710 740


9

California Standardized Tests by Grade Level and Subject Matter

MATHEMATICS RESULTS

Algebra 1

Advanced Proficient Basic Below Basic Far Below Basic # Students Tested

2007 Alg I 0 0% 3 1% 44 19% 135 57% 53 23% 235 100%

2008 Alg I 0 0% 14 4% 77 20% 205 53% 88 23% 384 100%

2009 Alg I 2 1% 13 4% 73 20% 157 43% 116 32% 361 100%

2010 Alg I 0 0% 19 7% 72 25% 137 48% 56 20% 284 100%

2011 Alg I 0 0% 13 6% 46 22% 98 46% 54 26% 211 100%

2012 Alg I 0 0% 7 3% 19 9% 114 56% 64 31% 204 100%

Alg1 07 - 12 0 0% -7 -1% -58 -11% -91 3% -24 8% -180 --

A consistent trend has not emerged in Algebra as the data shows both increases and decreases in student

scores. In an effort to show improvements, GHS has changed the course sequence in Mathematics so

freshmen enter geometry instead of algebra, effective 2012-13. Students will be enrolled in Algebra I

during their sophomore year and Algebra II during their junior year. Training was provided for the math

department in 2012. GHS expects that the change in sequence, CM strategies, and training will help

increase the students’ scores on the CST and the CAHSEE.

0%

10%

20%

30%

40%

50%

60%

Advanced Proficient Basic Below Basic Far Below Basic

ALGEBRA I

06-07 07-08 08-09 09-10 10-11 11-12


10

Geometry


2007 Geo 0 0% 5 3% 43 23% 99 53% 39 21% 186 100%

2008 Geo 0 0% 6 3% 33 18% 115 63% 30 16% 184 100%

2009 Geo 0 0% 10 6% 27 15% 96 54% 46 26% 179 100%

2010 Geo 0 0% 5 2% 54 27% 119 59% 24 12% 202 100%

2011 Geo 3 1% 16 8% 44 22% 107 53% 32 16% 202 100%

2012 Geo 0 0% 8 4% 34 18% 108 58% 36 19% 186 100%

Geo 07 - 12 0 0% 2 1% 1 0% -7 -5% 6 3% 2 --

The number of students in the far below basic range has decreased, while there is a slight increase in

students scoring proficient and advanced over the last three years. After school tutoring is being offered to

support our struggling students.

0%

10%

20%

30%

40%

50%

60%

70%


GEOMETRY

06-07 07-08 08-09 09-10 10-11 11-12


11

Algebra II


2007 Alg II 0 1% 2 3% 9 14% 37 58% 16 25% 64 100%

2008 Alg II 0 0% 2 3% 24 32% 27 36% 23 30% 76 100%

2009 Alg II 1 1% 4 5% 29 33% 39 45% 14 16% 87 100%

2010 Alg II 0 0% 11 14% 32 41% 28 35% 8 10% 79 100%

2011 Alg II 2 3% 12 15% 32 41% 22 28% 10 13% 78 100%

2012 Alg II 3 3% 11 12% 29 31% 40 43% 11 12% 94 100%

Alg II 07 - 12 3 3% 9 9% 5 -1% 13 7% -12 -18% 18 --

The number of students scoring advanced and proficient has increased in algebra II. The number of students scoring

at the far below basic level has decreased. During this time period there was only one algebra II teacher. With

nobody else teaching the class the teacher was able to analyze assessment data without needing to collaborate with

another teacher from the department. It was easier to identify and target low performing areas and help the lower

performing students improve.

0%

10%

20%

30%

40%

50%

60%


ALGEBRA II

06-07 07-08 08-09 09-10 10-11 11-12


12

Summative High School Mathematics


2008 HS Math 0 0% 2 12% 8 47% 7 41% 0 0% 17 100%

2009 HS Math 0 0% 1 7% 4 29% 7 50% 2 14% 14 100%

2010 HS Math 2 11% 6 32% 8 42% 3 16% 0 0% 19 100%

2011 HS Math 0 0% 4 17% 10 43% 9 39% 0 0% 23 100%

2012 Int Math -- -- -- -- -- --

HSM 07 - 12 0 0% -1 -7% -4 -29% -7 -50% -2 -14% -14 --

Due to a clerical error in the ordering of testing materials, students were given the integrated math test in

2012 instead of the summative math test administered in previous years. As a result, data for integrated

math scores are unavailable for 2012. Since the last WASC visit, the number of students scoring at the far

below basic and advanced levels has decreased. As a result, more students are scoring in the basic category.

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.5


SUMMATIVE HS MATHEMATICS

06-07 07-08 08-09 09-10 10-11 11-12


13

ENGLISH / LANGUAGE ARTS RESULTS

CST ELA 9th


9th ELA - 2007 10 4% 34 14% 93 38% 78 32% 29 12% 245 100%

9th ELA - 2008 21 7% 54 18% 99 33% 72 24% 54 18% 300 100%

9th ELA - 2009 17 7% 51 21% 80 33% 55 23% 39 16% 242 100%

9th ELA - 2010 28 13% 64 29% 71 32% 35 16% 25 11% 223 100%

9th ELA - 2011 22 11% 52 25% 72 35% 34 17% 26 13% 206 100%

9th ELA - 2012 18 9% 43 21% 73 35% 49 24% 23 11% 206 100%

9th 2007 - 2012 -3 2% -11 3% -26 2% -23 0% -31 -7% -300 --

The ninth grade trend shows fewer students performing in the far below and basic categories and students

in the proficient and advanced ranges have increased. In the 2010-2011 school year Greenfield High School

added double periods of READ 180, SDAIE and strategic classes to accommodate EL students and

students who were not advanced and proficient. These classes could be a contributing factor for the

reduction in the amount of students scoring in the far below basic category.

0%

5%

10%

15%

20%

25%

30%

35%

40%


9th - ENGLISH & LANGUAGE ARTS

06-07 07-08 08-09 09-10 10-11 11-12


14

CST ELA 10th


10th ELA - 2007 18 7% 29 11% 66 25% 82 31% 68 26% 263 100%

10th ELA - 2008 9 4% 35 15% 77 33% 68 29% 42 18% 231 99%

10th ELA - 2009 20 7% 39 14% 90 32% 62 22% 71 25% 282 100%

10th ELA - 2010 25 11% 51 22% 79 34% 32 14% 44 19% 231 100%

10th ELA - 2011 21 10% 46 23% 82 40% 38 19% 17 8% 204 100%

10th ELA - 2012 16 8% 46 22% 71 35% 43 21% 29 14% 205 100%

2007 - 2012 7 4% 11 7% -6 2% -25 -8% -13 -4% -231 --

Grade 10 shows an upward trend in the number of students scoring in the proficient and advanced range

and a decrease in students in the below basic and far below basic levels. In the 2010-2011 school year,

Greenfield High School added double periods of SDAIE and strategic classes to accommodate EL students

and students who were not advanced and proficient. These classes could be a contributing factor for the

reduction of the far below basic students. After school tutoring is currently being offered two days a week

for students who are struggling.

0%

5%

10%

15%

20%

25%

30%

35%

40%



06-07 07-08 08-09 09-10 10-11 11-12


15

CST ELA 11th


11th ELA - 2007 15 7% 21 10% 71 33% 58 27% 51 24% 214 100%

11th ELA - 2008 16 7% 34 15% 68 30% 63 28% 45 20% 226 100%

11th ELA - 2009 4 2% 31 15% 68 33% 56 27% 47 23% 206 100%

11th ELA - 2010 24 10% 49 20% 85 35% 35 14% 50 21% 243 100%

11th ELA - 2011 23 13% 45 25% 73 40% 22 12% 20 11% 183 100%

11th ELA - 2012 21 13% 43 26% 61 37% 20 12% 18 11% 163 100%

2007 - 2012 5 6% 9 11% -7 7% -43 -16% -27 -9% -226 --

Grade 11 shows an upward trend in the number of students scoring in the proficient and advanced range

and a decrease in students in the below basic and far below basic levels. Over the past three years, the trend

has been upward; however there was a slight decrease in 2012. In 2010- 2011, a double period SDAIE and

Strategic class were added to the master schedule. In 2011-2012, the double period Strategic class was

removed from the master schedule due to financial constraints. The double period classes could be a

contributing factor to the upward trend. Teachers are implementing CM strategies into their lessons in order

to increase academic language. Teachers are utilizing USA Test Prep to help improve test-taking strategies.

0%

5%

10%

15%

20%

25%

30%

35%

40%



06-07 07-08 08-09 09-10 10-11 11-12


16

California High School Exit Exam (CAHSEE)

% PASSED % PASSED

ELA MATH

2007 55 54

2008 64 60

2009 60 67

2010 71 74

2011 69 70.9

2012 65 67

After an upward trend in recent years, the CAHSEE passing rate has decreased; yet it is higher than it was

in 2009, the time of our last WASC visit. The data shows the trends are consistent in both math and

English scores. However, math has had a slightly higher percentage of students passing the CAHSEE than

English.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Math English

C AHSEE - PASSING RATE

06-07 07-08 08-09 09-10 10-11 11-12


17

CST Biology


Bio / Life - 2007 6 4% 21 12% 86 50% 41 24% 20 11% 174 100%

Bio / Life - 2008 10 6% 32 18% 92 53% 32 18% 9 5% 175 100%

Bio / Life - 2009 8 6% 30 23% 66 51% 17 13% 9 7% 130 100%

Bio / Life - 2010 11 9% 34 29% 59 50% 10 8% 5 4% 119 100%

Bio / Life - 2011 32 23% 42 30% 49 35% 11 8% 5 4% 139 100%

Bio / Life - 2012 14 9% 32 20% 75 47% 25 16% 12 8% 158 100%

2007 - 2012 4 3% 0 2% -17 -6% -7 -2% 3 3% -17 --

Biology scores have continued to rise for several years. The 2011 test results showed the largest number of

students scoring in the Advanced and Proficient categories. 2011 was the first year that AP Biology was

offered and there were juniors in the class who took the CST in Biology which could account for the larger

numbers in the proficient and advanced levels. Ag Biology was also added to the master schedule that year

and could account for the differing scores, since the curriculum is different.

0%

10%

20%

30%

40%

50%

60%


BIOLOGY

06-07 07-08 08-09 09-10 10-11 11-12


18

CST Physics


Physics - 2007 0 0% 17 12% 83 61% 27 20% 9 7% 136 100%

Physics - 2008 0 0% 4 4% 47 49% 25 26% 20 21% 96 100%

Physics - 2009 0 0% 7 8% 29 33% 33 38% 18 21% 87 100%

Physics - 2010 0 0% 6 8% 36 51% 20 28% 9 13% 71 100%

Physics - 2011 1 2% 13 22% 34 58% 9 15% 2 3% 59 100%

Physics - 2012 2 4% 4 7% 29 54% 13 24% 6 11% 54 100%

2007 - 2012 2 4% 0 3% -18 5% -12 -2% -14 -10% -42 --

The data indicates students are typically preforming at the basic level. Teachers are examining and

discussing teaching strategies designed to move students out of the basic level and into the proficient

category.

0%

10%

20%

30%

40%

50%

60%

70%


PHYSICS

06-07 07-08 08-09 09-10 10-11 11-12


19

CST Chemistry


10th Chem - 2007 2 18% 5 45% 3 27% 1 9% 0 0% 11 100%

Chem - 2008 5 9% 12 21% 26 45% 14 24% 1 2% 58 100%

Chem - 2009 1 1% 8 10% 34 43% 20 25% 16 20% 79 100%

Chem - 2010 4 6% 17 26% 31 48% 10 15% 3 5% 65 100%

11th Chem - 2011 0 0% 4 25% 9 56% 3 19% 0 0% 16 100%

Chem - 2012 5 6% 12 21% 26 46% 11 19% 3 5% 57 100%

2007 - 2012 3 -12% 7 -24% 23 19% 10 10% 3 5% 46 --

The data indicates students are typically preforming at the basic level. Teachers are examining and

discussing teaching strategies designed to move students out of the basic level and into the proficient level.

0%

10%

20%

30%

40%

50%

60%


CHEMISTRY

06-07 07-08 08-09 09-10 10-11 11-12


20

CST Life Science


10th Life Sci - 2007 10 4% 31 12% 78 30% 70 27% 73 28% 261 100%

10th Life Sci - 2008 2 1% 25 11% 74 32% 60 26% 67 29% 228 99%

10th Life Sci - 2009 17 6% 28 10% 92 33% 75 27% 61 22% 273 100%

10th Life Sci - 2010 21 10% 38 18% 86 41% 42 20% 25 12% 212 101%

10th Life Sci - 2011 18 9% 41 20% 75 37% 43 21% 27 13% 204 100%

10th Life Sci - 2012 21 10% 39 19% 72 35% 30 15% 43 21% 205 100%

2007 - 2012 19 9% 14 8% -2 3% -30 -11% -24 -8% -23 --

The data shows that the number of students scoring in the advanced and proficient categories has remained

consistent at 28% - 29% for the last three years. There has also been a downward trend over time in the

number of students scoring in the below basic and far below basic categories.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


LIFE SCIENCE

06-07 07-08 08-09 09-10 10-11 11-12


21

CST Earth Science


Earth Sci- 2007 0 0% 7 5% 31 21% 58 40% 52 35% 147 100%

Earth Sci- 2008 4 1% 14 5% 109 39% 53 19% 96 35% 276 100%

Earth Sci- 2009 0 0% 20 8% 86 36% 56 24% 75 32% 237 100%

Earth Sci- 2010 11 4% 47 19% 105 42% 44 18% 44 18% 251 100%

Earth Sci- 2011 10 4% 55 23% 100 41% 43 18% 35 14% 243 100%

Earth Sci- 2012 15 6% 43 18% 80 34% 37 16% 63 26% 238 100%

2007 - 2012 11 5% 29 13% -29 -5% -16 -3% -33 -9% -38 --

The data shows that the number of students scoring in the advanced and proficient categories has remained

consistent at 23% - 27% for the last three years. There has also been a downward trend in number of

students scoring in the below basic and far below basic categories.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


EARTH SCIENCE

06-07 07-08 08-09 09-10 10-11 11-12


22

CST World History - 10th


10th World His - 2007 5 2% 25 10% 69 27% 74 29% 81 32% 254 100%

10th World His - 2008 5 2% 20 8% 66 26% 46 18% 117 46% 254 100%

10th World His - 2009 11 4% 19 7% 55 20% 60 22% 129 47% 274 100%

10th World His - 2010 21 10% 35 16% 61 28% 33 15% 71 32% 221 100%

10th World His - 2011 25 11% 45 21% 60 28% 27 12% 61 28% 218 100%

10th World His - 2012 23 10% 36 16% 60 27% 26 12% 78 35% 226 100%

2007 - 2012 18 8% 16 8% -6 1% -20 -6% -39 -11% -28 --

In World History there is an upward trend in the number of students scoring in the proficient and advanced

categories. There are also less students scoring in the below basic and far below basic levels. The data

shows that the number of students in the basic category remains the same. The data shows the need to

focus on the students in the basic category in order to move them into the proficient category. The history

department has implemented USA Test Prep to increase test-taking skills. Curriculum maps have been

coordinated and teachers have been trained in CM strategies and are beginning to implement them in their

classes.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


10TH - WORLD HISTORY

06-07 07-08 08-09 09-10 10-11 11-12


23

CST U.S. History


11th U.S.His - 2007 11 5% 36 17% 76 36% 53 25% 36 17% 212 100%

11th U.S.His - 2008 13 6% 47 21% 65 29% 45 20% 54 24% 224 100%

11th U.S.His - 2009 19 9% 29 14% 47 23% 47 23% 64 31% 206 100%

11th U.S.His - 2010 29 12% 47 20% 72 30% 30 13% 61 26% 239 101%

11th U.S.His - 2011 47 25% 46 24% 47 25% 20 10% 31 16% 191 100%

11th U.S.His - 2012 37 20% 39 22% 51 28% 21 12% 33 18% 181 100%

2007 - 2012 24 14% -8 1% -14 -1% -24 -8% -21 -6% -224 --

In U. S. History, the number of students who are scoring at the advanced level is increasing. Also, the

number of students scoring at the below basic and far below basic levels is decreasing. The two areas that

are the strongest are basic and proficient. The data shows the need to focus on the students in the basic

category in order to move them into the proficient category. The history department has implemented USA

Test Prep to increase test-taking skills. Curriculum maps have been coordinated and teachers have been

trained in CM strategies and are beginning to implement them in their classes.

0%

5%

10%

15%

20%

25%

30%

35%

40%


11TH - US HISTORY

06-07 07-08 08-09 09-10 10-11 11-12


24

ADVANCED PLACEMENT EXAMS

1 2 3 4 5 # Tests Taken # Students Tested

2009-2010 43 41% 36 34% 14 13% 7 6.5% 6 5.5% 106 100% 57

2010-2011 61 39% 43 26% 22 13% 25 15% 12 7% 163 100% 60

2011-2012 36 25% 50 35% 24 17% 25 17% 9 6% 144 100% 73

Advanced Placement results for Greenfield High School over the past four years show that there has been

an increase in the number of students taking the AP exams. In addition, more students are scoring in the 3,

4, and 5 ranges.

California English Language Development Test (CELDT)

EARLY ADVANCED & ABOVE

All Spanish Other

2010 89 29% 88 30% 1 0%

2011 94 32% 92 36% 2 0%

2012 98 37% 97 40% 1 0%

0%

5%

10%

15%

20%

25%

30%

All Spanish Other

CELDT - EARLY ADVANCED & ABOVE

09-10 10-11 11-12


25

CELDT 2009-2010

2009-2010 Advanced Early Adv Intermediate Early Int Beginning # Students Tested

9th 2 3% 15 19% 38 49% 11 14% 12 15% 78 100%

10th 2 2% 16 18% 41 46% 17 19% 14 16% 90 100%

11th 1 1% 38 36% 33 31% 21 20% 12 11% 105 100%

12th 2 3% 19 33% 24 41% 10 17% 3 5% 58 100%

Total 7 2% 88 27% 136 41% 59 18% 41 12% 331 100%

CELDT 2010-2011

2010-2011 Advanced Early Adv Intermediate Early Int Beginning # Students Tested

9th 3 3% 18 19% 34 36% 22 23% 18 19% 95 100%

10th 4 5% 16 19% 36 42% 17 20% 12 14% 85 100%

11th 6 9% 17 24% 31 44% 8 11% 8 11% 70 100%

12th 7 8% 31 35% 30 34% 17 19% 3 3% 88 100%

Total 20 6% 82 24% 131 39% 64 19% 41 12% 338 100%

0%

5%

10%

15%

20%

25%

30%

35%

40%

9th 10th 11th 12th

2009 - 2010 CELDT

Advanced Early Adv Intermediate Early Int Beginning


26

CELDT 2011-2012

2011-2012 Advanced

Early

Adv Intermediate

Early

Int Beginning # Students Tested

9th 1 1% 26 27% 44 45% 15 15% 11 11% 97 100%

10th 1 1% 20 27% 33 44% 12 16% 9 12% 75 100%

11th 3 5% 23 42% 14 25% 9 16% 6 11 55% 100%

12th 3 7% 22 48% 14 30% 4 9% 3 7% 46 100%

Total 8 3% 91 33% 105 38% 40 15% 29 11% 273 100%

English Learners Fluent-English-Proficient Students Students Re-designated FEP

2009-2010 374 38.8% 459 47.6% 27 6.4%

2010-2011 296 33.0% 432 48.2% 52 13.9%

2011-2012 261 30.2% 465 53.8% 40 16%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

9th 10th 11th 12th

2010 - 2011 CELDT



27

For the past three years, there has been an increase in students scoring early advanced and above on the

CELDT test. In addition, there has been a decrease in the number of students scoring at the beginning level

on the CELDT test. This gain in CELDT scores can be attributed to the addition of the double period

English SDAIE classes for the long term English Language learners. There are still many students scoring

at the intermediate level. The implementation of Constructing Meaning should help these students gain the

academic language necessary to move out of this category and reach the early advanced level.

0%

10%

20%

30%

40%

50%

60%

9th 10th 11th 12th

2011 - 2012 CELDT


0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2009-2010 2010-2011 2011-2012

2011 - 2012 CELDT English Learners Fluents-English-Proficient Students Students Redesignated FEP


28

Performance on Annual Measureable Achievement Objectives (AMAOs)

For the past three years there has been a steady increase in our English learner population. The number of

students who have met AMAO1 and AMAO 2 has increased. The number of English Learners still remains

at about 1/3 of the student population. We have seen an increase in the amount of English proficient

students in 2011-2012 than in prior years; this may be due to EL students having SDAIE and Strategic

classes.

AMAO 1: Percentage of English Learners Making Progress in Learning English

Year

Percentage Making Progress

AMAO 1 Target Results Goals

2003-04 51.0%

2004-05 51.5%

2005-06 52.0%

2006-07 48.7%

2007-08 50.1%

2008-09 51.6%

2009-10 53.1% 40.1% 40.1%

2010-11 54.6% 43.6% 2011-12 56.0% 54.9% 2012-13 57.5%

57.5%

2013-14 59.0% 59.0%

The data shows Greenfield High School has been making steady progress in increasing the number of

students making progress learning English since our last WASC visit.

Year

AMAO 1 - Annual Growth

AMAO 2 - Attaining English Proficiency

Less than 5 years 5 Years or More

Number of Annual

CELDT Takers

Number in Cohort

Percent with Prior

CELDT Scores

Number Met

AMAO 1

Percent Met

AMAO 1 Number

in Cohort

Number Attain

Eng Prof. Level

Percent Attain

Eng Prof. Level

Number in Cohort

Number Attain

Eng Prof. Level

Percent Attain

Eng Prof. Level

2009-2010

302 302 100% 121 40.1% 44 4 9.1% 281 74 26.3%

2010-2011

289 289 100% 126 43.6% 47 0 0.0% 277 86 31.0%

2011-2012

268 268 100% 147 54.9% 40 2 5.0% 231 84 36.4%


29

AMAO 2: Percentage of English Learners Attaining the English Proficient Level on

the CELDT-- Cohort 1: English Learners in Programs Less Than Five Years

Year

Percentage Attaining Proficient Level

AMAO 2 Target

(Cohort 1) Results Goals

2003-04 30.0%

2004-05 30.7%

2005-06 31.4%

2006-07 27.2%

2007-08 28.9%

2008-09 30.6%

2009-10 17.4% 9.1% 9.1% 2010-11 18.7%

2011-12 20.1% 5.0% 2012-13 21.4%

21.4%

2013-14 22.8% 22.8%

In 2010-2011, the district implemented the EDGE program for all ELD classes. However, the ELD 1-2

class began with long term substitutes. In January of 2011, the position was filled by a credentialed English

teacher. In 2012-2013, ELD students were separated into two classes: ELD 1 and ELD 2. Greenfield High

School has approximately ten newcomers per year and an additional twenty-five students who are CELDT

level 1-2.

AMAO 2: Percentage of English Learners Attaining the English Proficient Level on

the CELDT-- Cohort 2: English Learners in Programs Five Years or More

Year

Percentage Attaining Proficient Level

AMAO 2 Target

(Cohort 2) Results Goals

2003-04 30.0%

2004-05 30.7%

2005-06 31.4%

2006-07 27.2%

2007-08 28.9%

2008-09 30.6%

2009-10 41.3% 26.3% 26.3%

2010-11 43.2% 31.0% 2011-12 45.1% 36.4% 2012-13 47.0%

47.0%

2013-14 49.0% 49.0%

The data shows we have made steady gains with the long term English learners’ proficiency levels. The

addition of double period SDAIE classes has contributed to the improvement. CM strategies are being used

in these classes and gains are expected to continue. The majority of the ELs are in this category.


30

Section II: Student/Community Profile- Overall Summary of Changes and

Developments since the 2009-2010 Visit Greenfield High School Overall Summary

Greenfield High School has undergone significant changes since the last full self-study. The changes have

taken place on multiple planes within the school organization and structure. Some of these significant

developments include:

Changes in Administration, Faculty, and Staff In July of 2012, the State of California appointed Dr. Daniel Moirao as the new State Administrator

of South Monterey County Joint Union High School District.

Since the previous WASC visit in 2009-10, there has been a series of administrative changes at

Greenfield High School. These changes include three principals, four vice principals and one

interim dean of students.

During the past three years, Greenfield High School has seen a significant turnover of teachers.

Twenty-eight teachers have either retired, transferred school sites, voluntarily left the district, were

given pink slips due to reduction in force or were non-reelected.

There have also been a number of changes among the student support staff at Greenfield High

School. Five classified staff positions (Registrar, Counseling Secretary, ASB Clerk, Community

Liaison and Security Guard) were eliminated due to financial constraints and district centralization.

In 2010-2011, a SRO was hired for Greenfield High School. The current SRO has been on medical

leave since before this school year started and returned in February 2013. A paid security guard was

hired on October 31, 2012. The security guard will remain until the end of the school year.

In 2012-2013, an EL instructional coach was hired part time to assist with CM (Constructing

Meaning) implementation.

Executive coaches were hired for administrators across the district.

The CELDT coordinator’s position was eliminated at the end of 2011 school year.

A CELDT reclassification coordinator’s position was instated in January of 2013.

In 2010, a foreign language teaching position was eliminated.

In 2010-2011, music and sign language teachers were hired.

In 2012-2013, a second art teacher was hired.

In 2010, the state administrator reassigned the athletic director position to administration.

In the 2012-13 school year, an athletic director was hired.


31

Bell Schedule

In the 2010-2011 school year, the district implemented a six period day to create additional

instructional time through longer periods for each class.

In 2012-2013, the district reinstated the seven period day.

Course Offerings

Greenfield High School currently offers seven AP courses: AP Biology, AP Calculus, AP English

Language and Composition, AP English Literature and Composition, AP Economics, AP Spanish

Language, and AP U.S. History. In addition to Advanced Placement courses, Greenfield High

School offers Pre-AP English and Honors World History. The number of students enrolled in these

courses has increased.

READ 180 classes were added in 2010 for students who read below the sixth grade reading level.

The two-period course provides English credit for students in 9th

grade.

English SDAIE classes were added in 2010 for students who are long term English Learners with a

CELDT level of 3 or 4 and a CST score below 325. SDAIE classes are double periods in order to

extend contact time with English learners.

English Strategic classes were added in 2010 for students who scored below and far below basic on

the CST. In 2010-11, there was a Strategic class for ninth, tenth, and eleventh grade. In 2011-2012,

the Strategic classes were only offered at the ninth and tenth grade levels due to budget constraints.

Currently, the Strategic is only offered at the ninth grade.

In 2012-2013, an Intensive English class was added to the master schedule. This class contains

many of the same students who are in the READ-180 class.

In 2010, the senior English class curriculum was changed from English 4B British Literature to

CSU’s Expository Reading and Writing Course (ERWC).

In 2012, the sequence of math courses changed. All freshmen take Geometry, followed by Algebra

1 and/or then Algebra 2.

A freshman AVID class was added in 2010. In 2011 an additional AVID class was added for

students in grades 10-12 to continue their participation in AVID.

Greenfield High School has added three American Sign Language classes.

In 2012-2013 a new special education program was implemented to provide students with the least

restrictive educational environment. This new program consists of special education and general

education teacher’s team teaching in the general education environment. Some sections utilize

instructional aide assistance to support special education students.

Greenfield High School added a special day class for moderate to severely handicapped students.

Additional art, music, computer and Agriculture courses were added in 2012.


32

Art, music, Spanish and computer teachers are teaching all 7 periods.

In 2012, two credit recovery classes through the online Odysseyware program were added to the

master schedule. Students seeking to move ahead in their education may pursue additional credits

and electives through Odysseyware.

In 2011-2012, the Leadership class moved from fourth period to 0 period. The 6 period day

schedule impacted elective offerings. In order to meet students’ needs, a 0 period class was added

so students could keep leadership in their schedule. In 2012, the Leadership Class was moved back

to fourth period, just before lunchtime, to facilitate student activities.

Supplemental Instruction In 2011, online credit recovery classes were added as an after school and summer program.

In 2012, after school classes for English Learners and students who are scoring below grade level

on the CSTs are offered for students in both English and Math on Mon., Tues., Thurs. and Fri.

In 2012, drop-in after school tutoring sessions opened to all students in all subjects on Tues. and

Thurs.

A two hour credit recovery class is offered on Saturdays through Odysseyware.

SES (Supplementary Educational Services) is provided to socio-economically disadvantaged

students who are scoring below grade level through a company called Aavanza. Students targeted

for this program scored at the upper Basic proficiency level in math and/or English in their most

recent CSTs. They are also in one or more of the subgroups needed to make Safe Harbor.

Most teachers are available to assist students during lunch, before school and after school.

The library is open daily one hour before school begins and one half hour after school ends. The

library tech is available to assist students in the library with technology, computer lab, books and

resource materials.

Professional Development In 2010-2011, collaboration days were reinstated but were poorly structured.

In 2012-2013, Professional Learning Communities were implemented with an organized

professional development plan.

Professional development occurs once weekly for all teachers, with topics cycling through the

month during afternoon collaboration.

91% of the teachers at Greenfield High School are trained in CM (Constructing Meaning

techniques) by the CM Coach. The English Dept. was trained in 2011-12, and the remaining staff

trained in 2012-13. CM is a strategy-based program to increase student engagement and promote

comprehension of EL students.

Professional Development in Common Core Standards began in January 2013, and occurs once a

month.


33

Significant Changes and Developments from the Perspective of Each Focus

Group

Focus Group A1- Organization: Vision and Purpose, Governance

Greenfield High School’s administration has changed since the last visit and the current site administration

is working to establish consistency, accountability, stability and rapport with students, staff and

community. Frequent turn-over of site administrators has been a challenge to continuity of education at the

school site level. However, the current State Appointed Administrator was a member of the previous

district administration and has knowledge of our past challenges and current goals, and our new principal

has a background in program improvement.

In 2012-2013 staffing has changed; one staff member is working part time as CM coach, and one special

education teacher is now the Special Education Interim Director. In addition, when the Greenfield Portola

campus closed, one permanent teacher was transferred to Greenfield High School to teach math and

Independent Study. To accommodate the vacancies in the master schedule two teachers have temporary

contracts. All permanent teachers are highly qualified and CLAD certificated.

The district continues to review and enforce the implementation of the LEA District Plan. Members of the

GHS staff review data and revise the Single Plan for student achievement annually. This plan is submitted

to Greenfield High School site council and the South Monterey County Joint Union High School District

School board annually for approval.

Greenfield High School staff continues to work on increased alignment of curriculum and instruction

through work on curriculum maps, benchmarks, implementation of Constructing Meaning techniques and

student engagement. Curriculum maps were revised during department meetings in 2012 to include

methods of delivery, key vocabulary and standards-alignment to a seven period day. Some of this work has

been facilitated by our new CM coach, a veteran EL teacher and CELDT coordinator, who has been

released for three periods a day this school year (2012-2013). Currently, the Greenfield High School

teaching staff has received CM training and is implementing strategies in lessons, including but not limited

to content and language goals, language frames utilizing academic language, graphic organizers, small

group discussions, equitable student participation and checking for understanding.

In spite of the cuts that needed to be made to balance the budget, library hours and the library tech position

have remained constant since the last full visit. The library stays open the same number of hours, but for

the 2012- 2013 school year it opens a half hour earlier, i.e. at 7:00 AM to accommodate students’ and

staffs’ needs before school, and closes one half hour after school, at 3:30 PM.

Greenfield High School’s Vision, Mission Statement and ESLR’s were reviewed at a staff meeting and

changes addressed through whole staff and WASC committee stakeholder collaboration. The staff noticed

that the previous Mission Statement consisted of three individual statements. Therefore, the GHS Mission

statement was revised into one sentence that is aligned with the district’s Mission statement and goals:

“Greenfield High School provides all students with a standards-based curriculum, educational programs,

resources and opportunities which empower all students to achieve academic success and reach their fullest

potential.”


34

Focus Group A2- Organization: Leadership and Staff and Resources

In the 2010-2011 school year, the district implemented a six period day. During that time weekly

collaboration days were instituted. In the fall of 2012 the district returned to a seven period day and was

able to keep collaboration time. During the summer of 2012, Professional Learning Community (PLC)

leaders were trained in the PLC process. These individuals have gone on to lead the PLC groups during

collaboration time. In 2012-2013, PLCs were established to facilitate data analysis, discuss instructional

practices and participate in professional development. PLC groups are made up of cross curricular staff

members. The district has created a focused collaboration day schedule: PLC groups meet twice a month,

departments meet once a month, and committees meet once a month, each Wednesday afternoon.

In 2011, the counseling position was changed from counselor to “student services coordinator” so that the

position would also include administrative work. However due to a court order, the counseling position has

been reinstated, effective with the 2012 school year.

In the last three years, there have been changes within the district’s business office. The Chief Business

Officer retired. A new CBO was hired in 2012-13 and left after a few months, and the former CBO who

retired was rehired as interim.

In 2010-2011, the Director of Special Education Services was split into two positions, (Special Ed. Director

and Director of Curriculum Services). The Special Education director retired in December 2012 and the

district will assign or hire a Special Ed coordinator or administrator to fill the position. A Greenfield High

School special education teacher with an administrative credential is now serving as the Special Education

Interim Director.

In 2010-2011, Ventana High School, which had been located behind Greenfield High School, was changed

to South Monterey County Charter School and students were bussed to Portola-Butler next to King City

High School campus. In 2012, students returned to the Greenfield campus of Portola High School behind

Greenfield High School for continuation and long-term independent study programs. In January of 2013,

the Greenfield Portola School closed and continuation school students were bussed to King City High

School campus. The long term Independent Study program returned to the site.

In 2012-2013, a structure for leadership and collaboration meetings was established. Department

chairpersons have leadership roles; they discuss and disseminate information pertaining to curriculum,

training opportunities, and procedures. Department chairs meet a minimum of once a month with the

principal to discuss key issues. Collaboration occurs every Wednesday afternoon from 1:45 – 3:15, on a

calendared, rotating basis between Dept. meetings, Inter-departmental PLC, committees and WASC FOLTs

(Focus on Learning Teams). Main office personnel and site administration meet once monthly to discuss

key issues. School Site Council meets the first Monday of every month. Greenfield High School’s site

administration meets twice monthly with district’s and King City’s administrative teams during

Administrative Council meetings. Site administrators participate on district committees, including the CTA

Negotiations Committee, the Facilities Committee, the Curriculum Advisory Council, the Safety

Committee and the Diversity Committee. The principal distributes a weekly bulletin to all staff that

contains pertinent events for the week, including sections on curriculum and instruction, culture and

discipline and safety. ELAC and DELAC meet at least once per semester. The School Site Council meets

almost monthly. The principal maintains an open door policy and ongoing two-way communication. The

Principal maintains a Principal’s Advisory Council comprised of a cross section of students and

ASB/Leadership officers.


35

The site CM/EL Coach has a leadership role in moving teachers forward in their practices. Her leadership

correlates directly to improving instructional delivery, teaching strategies and student engagement.

The site administrators participate in executive coaching sessions twice a month. Discussed and reviewed

are such items as school culture, curriculum, instruction, assessment, data, discipline, leadership and on-

going school improvement. The principal attends conferences to stay informed on school leadership, EL

and CCSS.

In November 2012, the principal and counselor attended master schedule training with the state

administrator, personnel director, and King City High School’s principal and counselor. A master schedule

timeline has been developed to ensure that students are adequately placed and an optimum master schedule

based on student needs is developed.

Focus Group B- Standards-Based Student Learning: Curriculum

Greenfield High School’s special education programs have changed considerably over the past three years.

Greenfield High School has expanded the Special Education programs to include a wider spectrum of

services in order to allow students to be served in a least restrictive environment. There are a total of one

hundred and eight students served in various special education programs on the Greenfield High School

campus. Fourteen students are served in a special day class for students with severe developmental delays.

Eleven students are served in a special day class for students with learning disabilities, but who also have

lower cognitive abilities and will earn a Certificate of Completion instead of a diploma. Four students are

served solely in Speech and Language services, and the remaining seventy-nine students are served in a

variety of Specialized Academic Instruction services coordinated by our Resource Specialists.

The Special Students Program for students with Moderate/Severe special needs have developed a strategic

plan in Functional Life Skills. The learning programs include a Community Based Instruction (CBI) where

students learn to use the MST Public Transportation, self-mapping, determining locations, and using

community resources. The CBI helps to develop skills in self-decision making in the public environment.

During the 2011-2012 school year, math coaches were hired through the GEARUP grant to assist math

teachers. All math teachers were released from class on three different days and they also were paid for

one non-school training day in the summer. The coaching entailed working on common curriculum maps

and benchmarks. At that time, the math department did an analysis of student data and discovered it would

be beneficial to rearrange the sequence of the math classes so that all freshmen students take geometry.

This change was done to help improve both CST and CAHSEE test scores.

Since 2010, all departments have continued to revise curriculum maps to address the current state standards

and to prepare for implementation of the common core standards. Curriculum maps are living documents

that continue to be addressed every year in order to help staff standardize curriculum and instruction. In

fall 2012, curriculum maps were completed on October 1st

to ensure that all departments had a working

standards-based document.

At the time of the last WASC visit, the school was operating under a seven period day. In 2010-2011, the

school district changed the bell schedule to a six period day to increase instructional time and implement

new curriculum. A double period of READ 180 was implemented for freshmen students who scored far


36

below and below basic on the CST and have a reading level below sixth grade. For the English learners, a

double period of ELD 1, ELD 2 and ELD 3 was implemented using the EDGE program. Blocked periods

for students who scored below basic in both math and English classes enabled teachers to focus on the

standards and allowed the teachers ample time for re-teaching any concepts that the students hadn’t

mastered.

In 2012-2013, the school district returned to a seven period day in order to allow for more course options

and provide increased opportunities for the student to meet the number of credits required for graduation.

Due to a large number of students falling behind on credits, online credit recovery courses were offered

through Odysseyware. In 2011-2012, credit recovery was offered after school. In the 2012-2013 school

year, two credit recovery classes were added to the master schedule. There is also an additional two -hour

Saturday credit recovery class each weekend for those students. In 2012 the district adopted Bridge Water,

an independent study program to assist students who were not successful with the six period day or a

traditional high school setting. This program is an online program designed to help students meet their high

school requirements.

Since the last full WASC visit, one significant change to our program at Greenfield High School was an

addition to our language program. American Sign Language was added to GHS course offerings. The

ASL program is in its third year at Greenfield High School. The first year the program was offered there

were two ASL 1 classes. By the end of the year most ASL 1 students were at a level much higher than that

of a basic signer. The program has continued to grow each year and now there are over 120 students

enrolled in the program. With ASL 2 added to the program, some of these students have had the

opportunity to travel to Great America Amusement Park and be interpreters during the Deaf Awareness

Day. The ASL students also had the opportunity last year to be peer teachers in our special day class.

Once a week during their ASL class, students went into the Special Day Class and taught sign language

one-on-one to the students.

The Art program has expanded over the past three years. A need for more electives has helped this

program. In the 2011-2012 school year, the art teacher took more students in his class and was paid to work

his prep in order to fulfill students’ needs and those who wanted to take an art class. In the 2012-2013

school year, a second art teacher was hired to expand the growing need for this elective class. Currently,

both art teachers are teaching seven periods to meet this need.

In 2010- 2011, the school offered an AVID section for 9th grade students. In the 2011-2012 school year,

Greenfield High School increased its course offerings to include both a 9th

grade AVID section and another

section for 10th-12th grade students. Teachers who are part of the AVID site team attended an AVID

workshop during the summer of 2011 and have been implementing the use of Cornell notes in their subject

area. In November 2012, the AVID site team attended an AVID conference to discuss common core

standards and how they correlate with the AVID program.

Focus Group C-Instruction

The Specialized Academic Instruction services (for students with exceptional needs) include consultation

with the general education classroom teachers for students who are fully included in the regular education

program. They also include co-teaching classes where general education and special education teachers


37

work together in one general education classroom. In these classes, approximately one-fourth to one-third

of the class is made up of students identified with exceptional needs. The two teachers work together to

accommodate and modify the core curriculum in order for the students with exceptional needs to be able to

fully participate and benefit from the educational placement. Another service provided within the general

education setting is allocating an instructional assistant to a class when there are five or more students with

exceptional needs in a core curriculum class. The instructional assistant works with the classroom teacher

to accommodate and modify instructional materials, as well as pulling out students, if necessary, to take

class tests or work in small groups. This allows the assistants and the teachers to work with smaller groups

at any given time. Specialized Academic Instructional services that provide a more restrictive environment

are the self-contained, resource specialist classes for math (algebra and algebra readiness) and English.

There are three self-contained math classes and three self-contained English Language Arts classes offered

to students with exceptional needs who require more intensive instruction and modification than a general

education classroom can provide. The last, most restrictive, Specialized Academic Instructional service

offered at Greenfield High School is the special day class for students with learning disabilities. The

students placed in this class possess cognitive abilities within the very low average range. This program

offers classes in general math, English, history and science. Currently, only ninth and tenth grade students

are enrolled in the class.

With this new co-teaching model, additional training and staffing is needed for both Special Education and

general education teachers. The Special Education director provided training for the Special Education

teachers in January 2013. Additionally, Special Education and general education teachers attended the Co-

Teaching that Works conference in January. Special Education teachers participated in cross-curricular

PLCs with their general education colleagues. Special Education teachers from GHS and their sister

school, King City High School, attend monthly job-alike meetings at the district, facilitated by the Special

Education director.

All services for all students with exceptional needs are determined and outlined in each student’s

Individualized Education Plan (IEP). In the fall of 2012 and when schedule changes are made, teachers

receive a folder with copies of their students’ IEPs and receive updates as those IEPs change.

The Special Students Program has developed and implemented a Community Job Learning Program.

Students in 11-12th grade level are placed to learn job skills in community businesses, including La Plaza

Bakery, The Monterey County Library/Greenfield and Rancho San Miguel grocery store. Students

develop skills in following directions, asking questions for clarification, and completing duties. This

program assists students to develop and maintain appropriate social and communication skills.

The Special Students Program has developed and implemented Inclusive Learning with General Education

Teachers. Students attend and participate in General Education and Resource classes including Consumer

Math, Art 1, Biology, Earth Science and FFA classes.

Beginning with the 2010-2011 school year, the Special Students Program developed and implemented the

Senior Buddies Program. Students from the Senior Leadership class come to the SSP classroom each

Tuesday and Thursday. The students cooperate, communicate and share learning experiences together.

These activities include creative art, theme based learning projects, and campus activities.


38

In October 2012, Greenfield High School hired a part time curriculum coach. The coach assists teachers in

implementing Constructing Meaning and EL strategies. Ninety-one percent of GHS teachers have been

trained in Constructing Meaning strategies (sentence stems, graphic organizers, etc.) in order to help our

English Learners and lower achieving students become successful in academic language instruction.

Teachers are beginning to use graphic organizers and sentence stems to help students experience success in

their grade level assignments.

Beginning 2012-13, committees at the site provide additional support for teachers. The Curriculum

Advisory Committee (CAC), which consists of members from each core department, administration and the

counselor. CAC explores and aligns textbooks and supports the implementation of CM strategies at the

school site. In addition, a district Curriculum Advisory Committee was created. The CM Coach/ELA

teacher, science, math and history teachers participate in this committee at the site and district levels and

serve as a resource to teachers. The CAC has approved new courses for 2013-14, such as AP Civics. The

CAC facilitated the departments’ revisions of course descriptions and coordinated the list of board adopted

textbooks and ancillary materials being brought up to date.

Support and professional development is provided for teachers in Constructing Meaning (CM), EL

Strategies, and Common Core Standards implementation by curriculum coaches, district and site

administration. Cross-curricular support, particularly of math and English Language Arts, is promoted

throughout all subject areas by all teachers with support from the curriculum coach and site administration.

Themes for Professional development and support in teaching strategies include critical thinking, writing

across the curriculum, problem solving, structured academic language practice, sentence frames, backwards

design, CM, SMART goals, SchoolPlan and USA test prep. The curriculum coach supports teachers in

those areas.

Greenfield High School’s English Department chair is a trainer of trainers in the CM program and

collaborates regularly with the CM coach.

In 2013, SMART Goals were introduced and practiced within each core department. The SMART goals are

created and discussed during department PLC where teachers focused on implementing CM strategies,

identifying low performing students to target their growth and for assessing the level of student learning.

Focus Group D- Standard Based Student Learning Assessment and Accountability

In 2010-2011, one teacher was reduced from the Physical Education department. Additionally when the

district moved to a six period day, the PE graduation requirement was lowered from three years to two

years to match the California State requirement. A state mandated assessment (California Physical fitness

test) is required in the spring of the 9th

grade year. PE testing is a challenge due to larger PE class sizes that

contain mixed grade levels.

With the changes in the Special Education department, teachers are modifying and accommodating

students’ assessment needs according to their IEPs.

The English department has been constructing new district benchmarks aligned with the Common Core

Standards for assessment. Pre- and post-tests are administered quarterly at every grade level. Math and


39

English have common benchmarks. Science and Social Science have benchmarks exams but due to the size

of these departments, there is generally not more than one teacher who teaches a common subject.

Standardized curriculum maps were developed in the social science department in order to accommodate

assessment by California state standards. Weekly and quarterly exams are given in social studies to aid in

assessing students overall knowledge of history.

The district purchased USA Test Prep. Teachers use USA Test Prep to create standards-based assessments

and goals based on the standards. The results of the assessments are scanned into SChoolPlan and reviewed

by proficiency level results. Students who take the exams on the computer are able to see immediate

results. USA Test Prep and SChoolPlan are data bases utilized for creating formative and summative

assessments used in SMART goals.

In January 2013, core teachers created SMART Goals. During this initial cycle, teachers created pre- and

post- assessments to measure a grade level standard. Department members set goals for improving student

mastery of core content. Teachers collaborated over the results and determined next steps.

Administrators walk through classrooms for forty-five minutes a day, with monthly focuses on specific EL

and CM teaching strategies. Feedback is provided after each walk through in the form of a slip that

indicates what strategies were observed that day. This is an informal formative assessment system.

Group E- School Culture

For the past three years, the faculty has been a consistent, cohesive force on campus. However, the turnover

in administration, faculty, and reduction in support staff over the years has affected morale and school

spirit. The current financial situation of the District and the State are a constant concern of staff members.

Starting in spring 2012, the school began to phase in a no red color and no gang related clothing policy

which was only partially enforced. Effective under the new administration in fall 2012, wearing gang-

related colors and gang-related attire has been greatly reduced. Due to limited supervisory staff, the

outdoor areas that are accessible to students during lunchtime have been reduced, so that students now

remain within the newly painted green Bruin line during lunch, where they are within supervisors’ line of

sight. Areas beyond the green line are off limits areas during lunchtime.

The electronic device policy is enforced; students may use their devices during lunchtime only, not during

class time or passing period. The electronic devices must be turned off and out of sight during instructional

time.

The campus mascot, Bruno, was the subject of some graffiti and abuse, and the art teacher and students

revitalized Bruno by patching holes, repainting and cleaning the statue. The mascot is now cordoned off to

preserve him as the school’s mascot. Students have recently been more respectful of Bruno.

The school safety plan was revised to incorporate accountability in reporting staff and student statuses.

Emergency drills are practiced monthly, including but not limited to fire, earthquake and lockdown/shelter

in place. The plan now includes lunchtime and between class evacuation scenarios. The school’s safety

committee was a part of the revision of the plan and the safety plan was brought to SSC for approval.


40

In the spring of 2012, the exterior lights in the front and back parking lots were fixed to ensure a safer

school environment.

A progressive discipline chart was developed and shared with site and district staff for school wide parity in

discipline steps. The grid outlines steps for common disruptions and infractions. The new assistant

principal, hired in November, 2012, has established and maintained consistency in attendance and

discipline. Parent contact and teacher support are integral components of the school’s discipline plan.

Our current leadership/ASB teacher arranges activities for the students during “spirit week”, and at lunch

time, assists with clubs and fundraisers, runs the Snack Shack and updates the marquee. Current clubs on

school campus include the Recycling Business Club, ASL Club, Physics Club, Choir Club, Art Club,

Journalism Club, Drama Club, Book Club, AVID Club, Fashion Club and FFA (Future Farmers of

America). Club Rush was held in the quad during lunchtime in the fall of 2012 to raise awareness and

membership of clubs on campus. All club advisors, class advisors, administrators and athletic coaches

have received training from FCMAT this year.

Two teachers have volunteered to be Link Crew advisors. They were sent to Link Crew training in March,

2013. Link Crew will help freshmen matriculate to GHS and upper division students will buddy-up with

freshmen and provide activities for the freshmen before and during the 2013-14 school year.

The ASL club is active on campus and in the community. For the past three years, the students sign the

National Anthem at the homecoming football game. During the holiday season, the students learn

traditional carols and present them to classrooms to demonstrate the signing. The club also produces an

American Sign Language Idol concert which successfully draws many community members. Each student

translates a piece of music into ASL, dresses in costume and presents the song in ASL at the show. Our

first two shows brought in over 300 families, friends and people in the community.

Since the Choir Club began in 2011-2012, it has been meeting and performing regularly. The choir

performs the “Star Spangled Banner” at the home football games, sings holiday carols on campus before

winter break, has lunch time performances for Valentine’s Day, hosts an annual talent show and performs

with the ASL Club at the ASL Idol show.

The Special Students Program developed and implemented the GHS Recycle Business Club beginning in

the 2010-2011 school year. The students work cooperatively each day cleaning the Student Union after

lunch and the campus quad area. Students also sort and bag plastic, aluminum and glass to endorse positive

environment responsibilities. The students work cooperatively in these duties including going to the

Recycle Waste Deposit and receiving cash for each donation. The Salinas Waste Management recognized

the GHS Recycle Business and stated that this program assists the district in saving approximately

$12,000.00 per year in waste management.

After a two year absence, the Greenfield High School Boosters Club has been reestablished. This helps

promote athletic spirit and finance GHS athletics. Participation in athletics is monitored by the Athletics

Director. This year, the girls cross country team made history when they placed fourth in Division IV of

the Central Coast Division Championships and qualified for CIF State meet. The South County Football

Jamboree was held at Greenfield High School this fall and generated positive school/community spirit.


41

Banquets are held at the culmination of the season. School rallies promote the athletics clubs and school

activities.

In 2012, the organized school committees provided an additional voice for teachers in shaping policy. The

discipline committee designed and voted in a standardized school pass. The safety committee helped

develop and approve the new safety plan that uses status cards and classroom accountability sheets. The

Awards and Incentives committee involves all staff in choosing a citizen of the month, and set criteria for

the citizen of the month candidates. The Awards and Incentives committee is brainstorming student

incentives related to the STAR test scores. The principal has begun to meet with the Principals Advisory

Group (made up of a cross section of leadership students) to discuss student incentives and school climate.

The CAC (curriculum advisory committee) has the power to approve or revise course descriptions and

consider new courses and works closely with the common core standards curriculum along with department

chairs. The data committee assists throughout the year on projects, creation of charts and collegial training

on data programs.

Community support for Greenfield High School is gradually increasing. In 2012, the principal attended

and became a member of the Greenfield Rotary Club. In 2010, a student of the month program was created

with collaboration between the Rotary Club and the High School. The Student of the Month has his/her

picture in the paper and has lunch with the principal and Rotary members at the Rotary Club meeting. The

student’s family is invited to the celebration and the luncheon. Students attended Rotary Leadership

summer camp in 2012 and presented their experiences to the Rotary Club.

The Rotary Club donated money for the school to expand its music program. A large donation from Rotary

Club and local businesses enabled the purchase of guitars for students enrolled in the guitar classes. The

school funded the purchase of additional guitars, so that every student has a guitar for use in school and for

check out to take home. The Rotary Club is sponsoring an instrument drive and accepting donations in

order to facilitate the purchase of band instruments to help build the band program at Greenfield High

School. In addition, the Rotary Club has sponsored fundraisers for the school’s FFA (Future Farmers of

America).

In 2012, the local chapter of the Lions Club donated fifty backpacks, each filled with school supplies, to the

school’s needy students.

In 2010-2011, an SRO (School Resource Officer) was hired for Greenfield High School. The current SRO

has been on medical leave since the 2012 school year started and returned in February. A paid private

security guard was hired on October 31, 2012, who will remain at the site until the end of the school year.

The school principal has met with the police chief and police staff and maintains ongoing communication.

In 2011, Credit Recovery through Odysseyware, an online credit recovery program, was added after school

to help students get back on track and graduate. In 2012, two sections of credit recovery were added to the

master schedule. Credit recovery is also offered every Saturday during the 2012-13 school year. Since

2010, Home to Hospital is an option for students who cannot physically attend school. Short term and long

term independent study are available.

In 2010-2011, Greenfield High School worked with the community to sponsor Every Fifteen Minutes

program to make students aware of the dangers of drinking and driving. Community organizations


42

(Greenfield Fire Protection District, Greenfield Police Department, Monterey County Probation, El Shaddai

Church, Whitehurst Grim Funeral, Mee Memorial Hospital, CALSTAR, California Office of Traffic

Safety, Monterey County Sheriff Department, California Highway Patrol, and additional community

members) donated their time and resources for this event.

In the spring of 2012, a former student who is a representative from the office of Assembly Member Luis

Alejo came to Greenfield High School to offer assistance with college applications and to inform the

students of a leadership conference opportunity.

In the fall of 2012, the representative returned to speak with students regarding a leadership program for

students in South Monterey County. The program consists of community involvement, guest speakers, and

a trip to the State Capitol. Additionally, Luis Alejo’s office sponsored the Cash for College Fair at

Greenfield High School in February. Eight colleges were present and 150 people attended from our region.

In the spring of 2012, the exterior lights in the front and back parking lots were fixed to ensure a safer

school environment.

Effective 2010-2011, parents gained access to student performance through the Aeries parent portal. This

gives parents/guardians the opportunity to monitor student grades and attendance. Concurrently, parents are

notified of student absences through the ALERT NOW system on a daily basis.

Since the last WASC visit, the school’s truancy rate began to increase with no follow through from school

personnel. This led to staff frustration and loss of instructional time. Finally in fall 2012, a policy was put

in place that addresses the truancy issue. Saturday school is now offered twice each month for students

who do not serve detentions assigned for tardies and for those who incur unexcused absences. Students

who do not show for Saturday school are placed in ISS (in school suspension) the following week.

Teachers provide work for the students who are in ISS.

A Diversity Team was started in spring of 2013 with several members from both high schools and the state

administrator. The purpose of the team is for teachers and students to build bridges with the larger school

community to promote tolerance and acceptance, and eradicate bullying and harassment.


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Section III:

Ongoing School Improvement

Implementation of school-wide action plan

Procedures for Implementation The Single Plan for Student Achievement (SPSA) process begins following each cycle of STAR, once

results are received. CST results are compared for entire courses, classes, subgroups, and individual

students. The performance of each student is compared to the grade received in the corresponding course.

The results of these analyses are used to check alignment of essential standards, improve delivery of the

curriculum, check sequencing of delivery of content, evaluate the quality of common assessments, and as

evidence for creating new goals for the next year. This information may also lead to evaluation of existing

resources and addition of new resources. With this analysis completed, the teachers then establish goals for

the next academic year’s Single Plan. Former goals are reviewed and analyzed to determine the degree to

which the goals were met. Then, based upon the analysis and identification of standards needing attention,

strategies are devised to improve student’s performance. The completed single plan is adopted by the

School Site Council, and then approved by the School Board. The adopted plan becomes the action plan for

achievement improvement.

Monitoring of School-wide Action Plan Progress is monitored on course and department goals by individual teachers and the corresponding

departments. Administration conducts periodic checks with departments and the course teacher(s).

Following this analysis, departments review their SPSA goal from the previous year and determine the

extent to which their goal has been met. Teachers identify the areas of strength and need, based upon the

relative performance of the students. English and math teachers conduct the Academic Program Survey

(APS), as a monitoring and reflection tool to facilitate discussions regarding curriculum, materials, student

population, and instructional time. The teachers devise curriculum modifications and implement

instructional strategies to improve the student’s performance. They also analyze subgroup performance, if

any significant distinctions can be identified. Administration provides teachers details on subgroup

performance regarding Adequate Yearly Progress (AYP) and this information is reviewed and analyzed

correspondingly. The process of analysis has been conducted through the software called SChoolPlan.

Teachers review data at the individual, class, and course levels. Through the use of collaboration days,

teachers collaborate to monitor adherence to the established course sequences and revise benchmark

assessments when necessary. Re-teaching and remediation are applied when performance does not meet

expectations.

Integration of Critical Areas for Follow-up or Recommendations from Previous

Visiting Committee Since the last WASC visit, the critical areas for follow up were integrated into the Single School Plan for

Student Achievement which became our yearly action plan. These critical areas are reviewed at the

beginning of each year and annual progress is noted. The culmination of this process is to establish a

concise summary of the progress and determination of the level of completion.

Description of Preparation Process for Annual Revisit Report Department chairs, Department PLCs, Inter-Department PLCs and School Site Council members meet

frequently to discuss performance data and todraw conclusions which lead to yearly revisions in the

progress report. Currently, every WASC Focus Group meets, collects, reviews, and writes their response on


44

the progress made towards meeting goals and critical areas of need from their perspective. Contributing

information is garnered through fact-finding and analysis that occurs in Department PLCs, Inter-

Department PLCs, committees and as a whole staff. School Site Council, department representatives,

WASC chair and editors and administration compile information and produce the WASC report, based

upon the information provided. The WASC annual progress report is integrated in the SPSA as both

documents are mutually supportive.

Description of Preparation Process for Three-Year Term Revisit Progress Report WASC chair, WASC editors, WASC data team and administration compile information and produce the

report, based upon the information provided by each of the focus groups, departments, and PLCs per the

above process. Release time was provided for the WASC editors and chair to meet and prepare the report.


45

Section IV: School-wide Action Plan Process

GHS Progress Report Section IV

Action Plan Critical Areas for Follow-up Supporting Evidence Communication by all staff with parents needs to

contain information about student performance on a

regular basis and prior to failure in a consistent way.

(Goal 3 and 4)

Since the last WASC visit, Greenfield High School has

made strides in making sure there is more

communication with parents. Aeries portal is accessible

for parents/guardians and students who have internet

access. The portal gives parents/ guardians access to

student’s grades, attendance and discipline records.

Every five weeks school-wide progress reports are

mailed home to parents with the most current letter

grades. These reports include progress reports, quarter

progress grades and semester grades.

Teachers and staff continue to contact parents/ guardians

to inform them of their student’s failures and successes,

either through emails, phone contact, parent conferences

or letters sent home.

The counselor and counseling staff meet with every

student and parent/guardian to discuss/revise student’s

four-year plan.

Staff and teachers are available for parent conferences

whenever requested.

Additionally, IEP meetings, 504 plans and Student Study

Teams are in place to communicate with

parents/guardians about the long and short-term goals for

their child.

Alert Now is used to inform parents/guardians of

attendance, important meetings and events happening at

Greenfield High School.

The marquee is consistently used to inform the

community of calendared events, progress reports, and

upcoming activities.

Aeries Portal

Every 5 Weeks Progress Reports

Parent Conference request slips

Back To School Night

Marque

Greenfield High School Web Site

Alert Now System

Weekly Progress Report by Parents

Request

IEPs

504 Plans

School Documents Translated into

Spanish

Four Year Plan Meetings With

Counselor

8th

Grade Orientation

Student Study Team (SST)

Aeries Discipline Log


46

Other communication with parents occurs through back

to school night, letters home in English and Spanish,

parent orientation nights and migrant education parent

nights.

Greenfield High School has a new website and some

teachers were trained in how to access and update their

individual webpage.

Identification of short and long term achievement

academic growth goals for all students. (Goal 1)

Short and long term goals for all students have been

addressed for the last three years through departmental

meetings. Departments have met during collaboration

time to address state curriculum standards. Departments

discuss students’ progress and create curriculum maps

for academic success of all students.

The Single School Plan is revisited annually to evaluate

data and discuss school wide goals in Math and English.

The teachers began creating SMART goals during

department collaboration. SMART goals are

Specific/Strategic, Measurable, Attainable, Results-

Oriented and Timebound. The initial cycle of SMART

goals was implemented in January 2013.

Currently, a plan is in place for students to analyze their

CST scores and then set their own SMART achievement

goals for the year.

Single School Plan

WASC Plan

Department Goals

Individual Student Goals

Four Year Plan

IEPs

504 Plans

Student Study Team Logs

Learning and Language Goals Posted

in the Classroom

SMART Goal Planning Sheet

Systematic curriculum adopted to address

achievement gaps with the English Learner

population. (Goal 1)

There is an adopted curriculum to address achievement

gaps with the English Learner population. The current

curriculum for the ELD classes is the Edge program.

CELDT, CST and teacher recommendations are used in

placing students in the appropriate classes (ELD I, ELD

II, and ELD III).

Departmental curriculum maps were adopted in fall of

2012. Textbooks continue to be aligned to the state

standards.

Constructing Meaning is used to address the achievement

gaps with the English learner population. Through the

training of CM, teachers have learned how to write

Curriculum Maps Adopted Fall 2012

and Continuously Modified

Textbooks Aligned to State Standards

Edge Program Adopted for ELD

Classes

CM Training and Strategies

CM Training Schedule

CM Walk Through Sheets

Four Year Plan

SDAIE Classes

CAHSEE Prep Classes

Read 180

2012-2013 Math Department

Implemented Cornell Notes

Student Notes


47

effective content language and learning goals so they can

communicate these goals to their students. These

unit/lesson goals are posted in the classrooms. The use of

explicit academic language instruction addresses the

need of targeting content and functional language,

academic vocabulary and text structures.

The process of collection, disaggregation, and analysis

of student achievement data needs to drive instruction

for student academic achievement. (Goal 2)

The school district continues to use SChoolPlan to

analyze and disaggregate data to increase student

achievement.

Teachers have received training each year on how to use

SChoolPlan to interpret data and set achievement goals.

During collaboration time, departments and PLC groups

continue to work on SMART goals, benchmarks, CST

scores, data analysis, curriculum maps, and CM content

learning/language goals.

An effort has been made to CELDT test students during

the summer so that staff has access to the most current

CELDT levels at the beginning of the school year.

SChoolPlan

SMART Goals

Collaboration Time Minutes

Benchmarks

Curriculum Maps

CM Content Learning and Language

Goals

CELDT Test

CST Test Scores

Departmental Meeting Minutes

WASC Evidence Worksheet Posted in

Classroom Every Month

Math Collaboration with Feeder

School

Safe Harbor Students Identification

Records

Progress Report Section IV

Category A-1: Organization: Vision and

Purpose, Governance

Key Issues

Supporting Evidence

More communication is needed between the district

office, school staff, and parents.

Our current State Administrator has tried to increase

communication from the district office to the school,

staff, students and parents by creating a State

Administrator’s Blog on the district website.

There is a new district web site that has many resources

for parents, students and staff. Several teachers were

trained in placing web pages on the Greenfield High

School Website. Administration maintains a newsletter to

the community on the principal’s corner of the school

website. The school’s calendar of events and

assessments is on the school’s webpage.

Greenfield High School Website

SMCJUHSD Website

Aeries Access

District Calendar

District Trainings

District Email

School Board

Minutes/Agendas

Newsletters

State Administrator’s Blog

8th

Grade Orientation

Aeries Parent Portal

Back to School Night

Alert Now System

Principal’s Weekly Bulletin (Bruins’

Doin’s)


48

For the last three years, GHS has held eighth grade

parent and student informational meetings.

Alert Now is used to inform parents/guardians about

attendance, important meetings and events happening at


The marquee is consistently used to inform the

community of calendared events, progress reports, and

upcoming activities.

Other communication with parents occurs through back

to school night, letters home in English and Spanish,

parent conferences, weekly progress reports, parent

orientation nights and migrant education parent nights.

Marquee

Local Newspapers

Rotary Club

Progress Reports and Report Cards

Mailed Home

STAR Results Mailed Home

EL Reclassification

Standardized Syllabi Distributed to

all Students and Parents with Copies

in Main Office

Closing the achievement gap needs to continue being

the top priority for Greenfield High School.

In 2007-2008, Greenfield High School had twenty-nine

students that met the A-G requirements. In 2010-2011,

forty-four students that met the A-G requirements. In

2011-2012, fifty-two students met the A-G requirements.

Greenfield High School has tried to close the

achievement gap by offering the following types of

courses during the school year.

CAHSEE prep classes

Increased number of AP and honors classes

English and math support classes

AVID classes

READ 180 classes

SDAIE classes

All AP courses have met the AP college board audit.

Greenfield High School’s graduation rate increased from

82.5% in 2009, to 83.96% in 2010, to 86.57% in 2011.

Greenfield High School has met the graduation rate

through the California’s calculated variable target rate.

For the past two years, Gaining Early Awareness and

Readiness for Undergraduate Programs (GEAR-UP) has

conducted summer school through Pearson online. The

focus is to increase the numbers of students who meet A

– G requirements.

GEAR-UP provides students in-class/after school

tutoring, Algebra Academies, one-on-one academic

advising (i.e. creating individual academic plans so that

More Students meet the A-G

Requirements

Increase in Graduation Rate

Master Schedule

CM Training

Documentation of CM Strategies

AP Training

Four-Year Plan

After School Tutoring

Summer School

GEAR-UP College Tutors

Educational Talent Search Services

SES (Supplemental Educational

Support)

CM/ELD Instructional Coach

Administration Coaches

Goal-Setting with Steps on how to

Attain Goal

Incentives for Students to Achieve

Goals

SMART Goals

Graduation Rates


49

students are eligible for UC/CSU’s admission) and

ACT/SAT registration and preparation. Free Application

for Federal Student Aid (FAFSA), college applications,

and personal statements workshops are offered to

students. GEAR-UP also recruits students for programs

like the California State Summer School for Mathematics

and Science (COSMOS).

This program also recognizes the need to increase

teachers’ capacity to prepare students for college, so

GEAR-UP provides teachers with professional

development opportunities in teaching language and

math (i.e. SALT).

SES is a mandatory program funded through Title 1 for

students performing below grade level to receive

additional assistance through Avanza. Students selected

for this program in the past were those who were

performing far below grade and below grade level. In

2013, students selected for the program are those in the

basic levels who are close to being proficient in ELA

and/or Math and who comprise critical subgroups of EL,

Hispanic and Socio-economically disadvantaged

students.

CM (Constructing Meaning) is one of the ways that GHS

is addressing the achievement gaps with the English

learner population. Through the training of CM, teachers

have learned how to write effective content language and

learning goals so they can communicate these goals to

their students. Teachers are implementing strategies

such as note-makers for reading complex texts,

structured oral language practices like think pair share

and sentence stems/templates for essay writing. The goal

of CM is to help support students in the acquisition of

academic English, through both oral and written

production.

Educational Talent Search (ETS) provides academic

advising, financing post-secondary education, admission

applications, and fieldtrips. Students are assisted with

planning their course schedules in order to meet the

minimum freshman eligibility requirements for both the

University of California and California State University

systems. This helps students set long and short-term

goals and prepares them for admission into the colleges

of their choice. ETS provides information through

advising and workshops on sources of state, federal, and

private aid available to students attending college or

vocational programs including scholarships, grants, and


50

loans. ETS helps individuals work through the process of

career choices, entrance testing (PSAT, ACT, and SAT),

and completing college admission applications, personal

statements, and financial aid applications. ETS makes

trips to visit different post-secondary schools and career

locations during the academic year in both the fall and

the spring. Campus tours are arranged and a panel of

former students of various high schools is available to

answer questions and motivate students to attend college.

SMART Goals address the learning gap by focusing on

students who have not yet achieved proficiency and who

are in one or more significant subgroups: EL, socio-

economically disadvantaged and/or Hispanic. Strategies

to meet students’ critical areas of need are discussed and

selected. SMART goals accurately measure student

learning of a strand or standard.

The school’s site council needs to continue spending

money on resources to continue to close the

achievement gap.

Due to the financial situation of the district, the school

site council has not always had a working budget

available to the group. Currently, the district has given

the council a budget to work with through the year.

Having a budget allows the school site council the

opportunity to spend money in critical areas, in order to

close the achievement gap at Greenfield High School.

The school site council has met and approved the

purchase of CM flip charts, discussion cards, CM posters

and professional development conferences.

Additionally, the SPSA has been approved by site

council and contains a variety of allocations that close

the achievement gap, such as but not limited to:

SChoolPlan, USA test prep, after school tutoring, after

school math and English support classes, SES, CAHSEE

prep, professional development in common core

standards, SMART goals, and the Constructing Meaning

program. It partially funds the school’s EL/CM coach

and admin’s coaches. The School Site Council and ELA

and Math chairs had a significant amount of input into

the creation and approval of the SPSA.

The school site council will continue to look for

appropriate supplemental materials to close the

achievement gap.

School Site Budget

SSC Sign-in Sheets

SSC Minutes

CM Supplemental Materials

Purchases

Flip Charts

Discussion Cards

Posters

Language Frames

Approves and Spends Money on

Professional Development Trainings

and Conferences


51


Category A-2: Organizational Leadership and

Staff and Resources

Key Issues

Supporting Evidence

Greenfield High staff members must find a way to

continue with collaboration days.

In 2012, a collaboration calendar was established with

equal time every week for collaboration meetings. The

bell schedule and master calendar include minimum days

for students every Wednesday. Faculty meetings are

held the first Wednesday morning of every month.

Collaboration meetings take place on Wednesday and are

rotated between Department, Interdepartmental PLC,

WASC FOLTs and Committee meetings. The meetings

begin at 1:45 and close at 3:15. In the beginning of the

school year, PLC training was held. Those who attended

PLC training over the summer are the chairs of the inter-

departmental PLC groups. Those who chaired WASC

teams three years ago have remained the WASC FOLT

(Focus on Learning Team) chairpersons, pending new

staff and interest. Department chairs lead the department

meetings in ELA, Math, Special Education, Physical

Education, Electives, Science and Social Studies.

Committees were established to meet, confer and suggest

decisions in critical areas of the school: data, AVID,

Safety, Discipline, Awards and Incentives, ELAC and

SSC.

The CM coach meets with and assists teachers

individually and in departments in Learning Walks,

constructing meaning and student engagement strategies

during prep, class time and collaboration time. CM

lesson-writing is a component of collaboration.

Collaboration Days Reinstated 2010-

2011

Collaboration Calendar 2012-13

Collaboration Agendas

PLC Meetings Monthly

Department Meetings Monthly

WASC FOLT Meetings Monthly

Committee Meetings Monthly

Department Chair Meetings Monthly

Faculty Meetings Monthly

Front Office Meetings Monthly

CM Coach Meetings

Collegial Learning Walks

Administration and Counselor

Meetings

Admin Walk-throughs

Staff members need to pay closer attention to the

single school plan to further analyze data.

Staff meets during faculty meetings, collaboration days,

PLCs and department meetings to analyze school wide

department specific data. Discussions, conclusions and

next steps and goals are made based on data findings.

SChoolPlan

Departmental Meetings

PLC Minutes/Agendas

SMART Goals

SPSA Goals Input from ELA and

Math Department

SPSA

SPSA Goals Shared with Faculty


52

Staff completed a comparison of the data, goals and

action steps of the SPSA. Staff members also considered

that WASC goals have been an integral part of the SPSA

and compared those goals with the State Administrator’s

and principal’s goals to determine that they are mutually

supportive.

SPSA Data Shared with Faculty

APS Survey

CAHSSE Data

More staff development training needs to be offered

in both Rubicon and SChoolPlan.

Rubicon is no longer offered as a tool for the district.

Curriculum maps were created and given to

administration in the fall of 2012. The maps are utilized

throughout each department.

SChoolPlan training occurs annually. Targeted training

occurs with staff members as needed. The current year

focus is on finding the proficiency levels of students,

identifying safe harbor students, looking at strand

performance and performance levels, identifying trends

over the last few years, how to create assessments and

analyzing SMART Goal assessments.

In 2011-2012, USA Test Prep was introduced in a faculty

meeting. This year USA Test Prep was utilized to make

standard based pre and posttests for SMART Goals. In

2012-2013, some teachers began using USA Test Prep to

help students prepare for the CST and CAHSEE exams.

Staff expertise was used in conducting much of the

training.

SChoolPlan Training

Curriculum Maps Adopted 2012

USA Test Prep Training


Category B: Student Based Learning:

Curriculum

Key Issues

Supporting Evidence

Increase students’ A-G completion

Students meet with the counselor to discuss their Four

Year Plan and students’ schedules are arranged to meet

the A-G Requirement. GHS met the state graduation

rate; GHS continues to offer all core and elective classes

that meet the A-G requirement. The majority of classes

offered on the master schedule help students meet A-G

requirement.

GEAR-UP counsels students on the A-G requirements

Four Year Plans

Counseling Charts Growth From

2010-2011 and 2011-2012

Increase in Graduation Rate

Master Schedule

AVID

GEAR-Up

Educational Talent Search (ETS)

College Field Trips

Credit Recovery Odysseyware


53

and takes students on college field trips.

Credit recovery classes meet A-G requirements. Credit

Recovery is offered during the school day and on

Saturdays.

The AVID class helps support students in meeting the A-

G requirements through tutorials and academic

monitoring.

Develop effective support for EL students

mainstreamed into content classes.

Students with CELDT levels of 3 or 4 are placed in

SDAIE single and double period core courses. The

counselor uses CELDT and CST scores to appropriately

place students in SDAIE and ELD classes.

EL strategies are written into the weekly bulletin.

Administration walk-throughs focus on EL and CM

strategies. Each new strategy is phased in each month.

In 2011-2012, teachers received training in CM. GHS is

currently in the initial stage of CM implementation.

SDAIE Double Period ELA

SDAIE Core Classes

CM Training, Strategies and

Implementation

Learning and Language Goals

CELDT Scores Shared

Align curriculum maps from Special Education and

support classes to those in core areas.

Co-teachers and instructional aides support core teachers

with instruction, curriculum maps and learning strategies

in a push in model. The core teacher is responsible for

the subject content. Special Education teachers

collaborate with each other and with core departments in

order to support student learning. Two core teachers and

two Special Education teachers attended a Co-teaching

conference in 2012-13 to bring back strategies including

co-teacher support on differentiation of instruction.

Curriculum Maps Aligned and

Adopted

Mainstreaming of Special Education

Students Fall 2012

Co-Teaching Model

Instructional Aides Support Special

Education Students

Special Education Teachers

Collaborate with General

EducationTeachers During PLCs and

Department Meetings

Adopt curriculum for support classes in English and

Mathematics.

Read180 is adopted and used for students in 9th

grade

who are reading three or more years below grade level.

USA Test Prep is used for warm-ups, CST and CAHSEE

preparation.

Edge is used in Special Education and EL classes.

Side by Side is a program used for ELD1/Newcomers.

Read 180

Edge Curriculum

CAHSEE Prep Materials

USA Test Prep

Odysseyware

Side by Side Books

Kaplan Prep Books


54

Kaplan test prep books are used in ELA and math

CAHSEE prep classes.

Odysseyware is the online program used for the credit

recovery classes.

Promote tutoring programs so that more students

take advantage of these opportunities.

Math and English departments offer after school tutoring

twice a week, which include incentives to students who

attend.

Currently, every student receives a call through Alert

Now informing parents of after school tutoring

opportunities.

The morning bulletin announces tutoring opportunities as

a daily reminder.

Students meet with the counselor to determine eligibility

for after school tutoring.

Teachers are reminded to announce tutoring

opportunities in the Bruins Doins’ Bulletin.

GEAR UP provides tutors in the classroom for pull out

sessions for students who need more one-on-one

instruction in a small group setting.

SES is funded through Title 1 for students performing

below grade level to receive additional assistance

through Avanza. Students who complete the program

keep the laptop they were given to access this online

program.

All Calls (AlertNow) Home

Flyers Distributed to Students and

Posted Throughout Campus

Tutoring is Promoted Through Daily

Student Bulletin

Counselor Meets with Eligible

Students

Tutoring is Promoted Through

Weekly Bruins Doins’ Bulletin

After School Tutoring

After School Support Classes in ELA

and Math

GEAR UP Tutoring

After School Sign-in Sheets

Develop a program to analyze benchmark data.

Annual training in SChoolPlan for all teachers.

In the spring of 2012, the concept of SMART Goals was

introduced to staff. In 2013, SMART Goals were

implemented in the core departments. The goals consist

of mini-benchmarks that assess pre- and post knowledge

on one key standard per subject.

During collaborations days, teachers worked on

analyzing and refining benchmarks. Benchmark results

are reviewed during Math and ELA department

meetings.

SChoolPlan Training

SMART Goal Cycle

Weekly and Monthly Collaboration

and Professional Development

Agendas

PLC Agendas

Benchmarks


55

In the 2012-2013 school year, PLCs were implemented

to offer a cross-curricular discussion regarding

instructional strategies, benchmarks and assessments.

Provide time for teachers to work with benchmark

data and student work to identify areas of weakness

and strength, share effective lessons and develop

materials to improve reading and writing among

content areas.

Collaboration days were reinstated in the 2010-2011

school year.

For the past two years, collaboration time focused mainly

on departmental collaboration.

Currently, collaboration time is divided into specific

categories: Interdepartmental PLCs, WASC FOLTs,

Committees, Department Meetings and Common Core

discussions.

Math Department has many benchmarks that they

analyze as a department and look at data to help them

map out their needs. From the benchmark data, math

teachers saw a need to reorganize the sequence of how

math classes are offered. Since 2012, the math sequence

has changed so that freshmen students now enroll in

Geometry and take Algebra I or II when they are

sophomores.

Collaboration Calendar


PLCs

Departmental Meetings and Minutes

WASC Evidence Sheets Posted in

Classrooms Monthly

CM Lessons

Content Language and Learning

Goals

Address the issue of limited credit recovery options

for students who fall behind.

In 2011-2012, Odysseyware was available for student’s

afterschool.

Currently, there are two credit recovery classes utilizing

the online Odysseyware program in the master schedule.

In 2012-2013, an Odysseyware Saturday class is

available for students whose schedule does not permit

credit recovery classes.

Home to Hospital is available through Greenfield High

School for students who are unable to attend school for

medical reasons.

For two years, the Independent Study program was

conducted through the South Monterey County

Independent charter school. The Independent Study

Saturday Credit Recovery Class

Attendance Sheet

Master Schedule

Home to Hospital Attendance Sheets

Home to Hospital Work Samples

Independent Study Offerings

Portola Butler Continuation School

GEAR UP Summer School

PASS Program Through Migrant

Education

Transcripts


56

program is now a part of Greenfield High School.

Students in this program are able to recover credits

through individualized instruction, with the goal of

returning to the high school or graduating.

Students who are not on track to graduate are referred to

Portola Butler Continuation School.

For the past two years, GEAR-UP has conducted summer

school through Pearson online. The focus is to increase

the numbers of students who meet A – G requirements.

Concurrent Enrollment with Hartnell Community

College is available to students who need to make up

credits or want to further their education.

The county Migrant Program provides migrant students

with the PASS Program and summer school

opportunities for credit recovery. After school tutoring

and test proctors were available for students working to

complete their PASS books and to proctor tests.


Category C: Standards Based Learning:

Instruction

Key Issues

Supporting Evidence

A long-term structured professional development

plan is needed to support all teachers in using

research-based instructional strategies.

Not having collaboration days was an issue for the school

district and Greenfield High School. Since both the

district and the school realized the importance of this

time, collaboration time was reinstated back into the bell

schedule in 2010.

For the first two years, this time was focused on the

departmental needs. With the change of the State

Administrator, accountability became an important

factor, so a collaboration day schedule was created to

ensure that goals were being met district wide.

In the past two years, CM training has been offered to the

staff. Teachers are beginning to implement CM strategies

in their classrooms, including Think-Pair-Share,

CM Training Calendar

SChoolPlan Training


PLC Groups Agendas

Committee Group Agenda

Focus on Learning Groups Sign in

Sheet

Learning Walk form

Curriculum Maps

Bruins Doin’s Weekly Bulletin


57

language frames, learning and language goals, equity

sticks/cards and Frayer squares.

All teachers have been trained in SChoolPlan and are

using the program to assess SMART Goals.

More honors and AP courses are desired by several

students and some staff.

AP Calculus, AP Biology, and AP Economics were

added to the master schedule within the last three years.

More teachers have attended AP training.

More Pre-AP English classes have been added to the

master schedule. An additional honors World History

class was added in the 2012-2013 school year.

More students are taking the AP tests each year.

Master Schedule

AP Exam results

Collaboration time is needed to continue development

of curriculum maps, share best practices, and reflect

on assessment data to modify instruction.

Collaboration time was reinstated in the fall of 2010.

Collaboration time occurs once a week and is built into

the academic school day.

This collaboration time was allocated to department

meetings, WASC FOLTs, curriculum map revisions,

SMART Goals, SChoolPlan, CM training, EL strategies

of the month, USA Test Prep training, committees,

common core training and faculty meetings.

Curriculum Maps

Sign in Sheets

Agendas

SMART Goal Sheets


Category D: Standards Based Student

Learning: Assessment and Accountability

Key Issues

Supporting Evidence

Reinstate summer school to insure student recovery.

Due to financial restraints of the district and the state not

funding summer school, traditional summer school was

eliminated. However in the summer of 2012, the district

offered a four week online credit recovery Odysseyware

session.

For the past two years, the Migrant Education Program

offered the summer academy (MESA) for credit

Migrant Education Spring /Summer

Academy (MESA) Attendance Sheets

GEAR UP Summer School

Attendance Sheets/ Grade Reports.

Credit Recovery Attendance and

Grade Sheets


58

recovery.

For the past two years, GEAR-UP has offered a summer

school program to help the students meet graduation and

A-G requirements.

Configure Aeries to allow parents/guardians to view

student grades.

Aeries Portal For Parents/Guardians became accessible

in 2011. Directions on how to access the parent portal

were mailed home. Also, information was distributed to

Parents/Guardians during the 2012 Back to School Night.

Aeries Log in Reports

Aeries Contracts

More workshops are needed for teachers in the area

of assessment and achievement in order to raise

student achievement.

For the past three years teachers have had the opportunity

to attend trainings. Trainings include but are not limited

to:

SChoolPlan Training

Common Core Training

CM Training

AVID Training

AP Training

California League of High School Conference

Math Coaching

ELD Coach

Co-Teacher Training

Special Education Job Alike Training

USA Test Prep Training

EXCEED Training For Sp. Ed. Teachers

PLC training

Sign in Sheets

District Request for Training Form

Visitors Log

Agendas

Power Points Presentations

The process of collection, disaggregation, and analysis

of student achievement data needs to drive instruction

for student academic improvement.

Staff has engaged in generating, analyzing,

disaggregating and collecting CST and benchmark data.

Staff comfort levels and expertise differ in regards to

analyzing and collecting data. Some departments excel,

and other departments are in the beginning stages of data

collection.

Currently, the staff at GHS has begun to implement

SMART Goals in an effort to improve student

achievement. The data from the SMART goals helps

determine which instructional strategies are used, where

reteaching is needed and measure the level of student

SChoolPlan

Curriculum Maps

Benchmarks

IEPs

504 Plans

SMART Goals Based on Department

and Student data


59

success.

English writing benchmarks are used district wide. All

English teachers attended an in-service to calibrate

scoring. These benchmarks are aligned to the common

core standards.

The math department continues to use their benchmarks

to drive instruction.

Social Science is using USATestPrep to create pre- and

post-tests.

The Science department continues to use and develop

common benchmark testing for their classes.


Category E: School Culture and Support for

Student Personal and Academic Growth

Key Issues

Supporting Evidence

Although parents and community members have

opportunities to become involved, educational levels

and work schedules become barriers to parent

participation.

For the past three years, there have been many

opportunities for parents to get involved. These

opportunities include but are not limited to:

Evening meetings in both English and Spanish

Back To School Night

8Th

Grade Orientation

Every 15 Minutes program

ELAC AM or PM Meetings

DELAC locations vary for parent access

Former students return to speak to current

students about college

FFA and Art Club food drive

Local paper promotes school involvement

Student of the Month

Athletics Programs

Fundraisers

School Site Council

Drama Club performances

Home visits

Sign in Sheets

Agendas

PowerPoint Presentation

Visitor Sign in logs

ASB Meeting Minutes

Club Minutes

Ticket Stubs

Pictures

Local Newspaper


60

Booster Club

Migrant program increases interaction on and off

campus

Cash for College Resource Fair

Guest speakers

Girls’ Inc.

WASC

Educational parent training and workshops are

needed on weekends to strengthen parent

involvement.

Migrant parent activities and meetings have been offered

on and off site for the past three years.

Some parents are members of the School Site Council,

ELAC, and DELAC and are trained on the proper

procedures of protocol for these meetings.

Meeting Minutes

Meeting Agendas

PowerPoint Presentations

Sign In Sheets

There is a need for more AP classes and other elective

offerings to increase rigor, continue promoting a

college-going atmosphere, and to provide career

pathways.

Due to more teachers being AP trained, more AP classes

are available to students in the master schedule. More

students are taking AP tests in May than in past years.

Pre-AP English, art, music, choir, American Sign

Language, honors world history, AVID and agriculture

mechanics classes have been added in the past two years.

In 2011, students who take four years of a foreign

language receive a Biliteracy Seal on their diploma.

For the past two years, GEAR-Up has conducted summer

school through Pearson online. The focus is to increase

the numbers of students who meet A – G requirements.

GEAR-UP has several main goals. First is to increase

student academic performance and preparation for

college. GEAR-UP provides students in-class/after

school tutoring, Algebra Academies, one-on-one

academic advising and ACT/SAT registration and

preparation. Free Application for Federal Student Aid

(FAFSA), college applications, and personal statements

workshops are offered to students. GEAR-UP also

recruits students for programs like the California State

Summer School for Mathematics and Science

(COSMOS). GEAR-UP opportunities have helped the

increase in college readiness.

Master Schedule

A-G Requirements

Four Year Plans for each student

College Acceptance

Field Trip Permission Slips

AP Test Results

Cash for College Fair Flyer

ETS Enrollment

Elective Fair Posters

Biliteracy Seal Student List


61

Assemblymen Luis Alejo office presented a Cash for

College Fair at Greenfield High School. The fair was

held in February for students in the South Monterey

County region. Eight colleges were represented and 150

people attended.

The Educational Talent Search (ETS) program, based at

CSU Monterey Bay, works with Greenfield High School

students, by offering services to help first generation

college bound students understand the requirements

needed to attend four year colleges and complete college

applications. ETS also offers field trips to college

campuses so that students have an opportunity to tour

campuses to see what college life is like.

In January 2012, GHS offered a week long electives fair

in the library during lunch time. Elective teachers made

posters and displays to encourage students to sign-up for

electives during preprogramming.

There are limited opportunities for credit recovery

for students.

In the 2010-2011, school year the district switched to a

six period schedule. However, the district kept the

graduation requirements the same. As a result, students

fell behind in credits. In 2012, the district returned to a

seven period day.

Credit recovery opportunities available for students

include:

Odysseyware credit recovery online program

PASS program through migrant education

Saturday credit recovery class

Seven period day

Master schedule includes two credit recovery

classes

Independent study

Home To Hospital program

Hartnell concurrent enrollment

Master Schedule

South Monterey County Joint Union

School Board Minutes

Credit Recovery Attendance Sheets

Independent Study Hour Log

Home to Hospital Log

Transcripts

The communication process between the school and

the district office needs to be strengthened, especially

in times of financial crisis.

The new State Administrator has made an attempt to

increase communication amongst staff and the district

office. These opportunities include but are not limited to:

State Administrator’s blog

State Administrator’s Blog

District Website

School Website

Principal’s Bulletin

Administrative Council Agendas

Sign in Sheets

FCMAT Schedule


62

State Administrator presents during some staff

meetings

District wide training in PLCs and CCSS.

Principal’s weekly bulletin (Bruins’ Doin’s)

Administrative council meetings

Classified and certified staff meetings

FCMAT visitations

State and site administrator walk throughs

Board member visits and classroom walk

throughs

District email

Faculty Meeting Agendas

District Email and Phone Number

List

The removal of collaboration time for the teaching

staff makes it difficult to analyze student achievement

data and to systematically address shortfalls amongst

students within content areas.

Not having collaboration days was an issue for the school

district and Greenfield High School.

Due to the importance of collaboration time, the district

reinstated it in the bell schedule.

In the 2010-2011 school year, collaboration focused on

the departmental needs. With the change of the state

administrator in 2012, accountability became an

important factor. As a result, a collaboration day

schedule was created to ensure that goals were being met

district wide.

Reinstatement of Collaboration Time


Collaboration Minutes


Collaboration Products


63

Section V: SCHOOLWIDE ACTION PLAN REFINEMENT

2009-2010 Action Plan was finalized and provided to all stakeholders prior to the visiting team arriving to


2009-2010 Action Plan was updated after the WASC visiting team left Greenfield High School. During the

visit the State Administrator informed all stakeholders of significant changes which would occur in the

2010-2011 school year. Due to these changes, the action plan needed to be revised to reflect the State

Administrator’s new vision and the WASC schoolwide areas for follow-up.

2009-2010 Changes

Goal 1: Continued focusing on improving English and math proficiency levels on the CST and

CAHSEE. The first addition to this goal was the identification of short and long term academic

achievement growth goals for all students, which addresses the critical area for follow-up #2. The second

addition which addresses critical area for follow-up #3 was the idea of developing/adopting a curriculum to

address achievement gaps with the English Learner population. These materials were researched for the

proposed classes the State Administrator added to the master schedule for the following year.

Goal 2: This goal was modified by adding WASC critical area follow-up #4: the process of collection,

disaggregation, and analysis of student achievement data needs to drive instruction for student academic

achievement.

Goal 3: This goal was modified by adding WASC critical area follow-up #1: communication by all staff

with parents needs to contain information in a consistent way about student performance on a regular basis

and prior to failure. This addition identified the need to configure Aeries portal so parents/guardians can

access student’s grades. WASC critical area for follow-up #5 was added to the goal. It states that

collaboration time should be focused on research based instructional strategies to support curriculum

created and agreed to by teachers. Reinstating AVID and collaboration time was proposed.

Goal 4: This goal was modified by adding WASC critical area follow-up #1: communication by all staff

with parents needs to contain information about student performance on a regular basis and prior to failure

in a consistent way. This addition identified the need to configure Aeries portal so parents/guardians can

access student’s grades and to train parents on how to analyze grades and CST scores.


64

2010-2011 Action Plan was integrated into the Single School Plans for Student Achievement. Additionally

goal #1 was divided into four more specific goals. These goals were continued through 2010-2011.

2010-2011 Changes

Goal 1A: This goal was modified to be more specific in regards to the improvement of school wide

student achievement in mathematics on the CSTs. A strategic goal was created to identify students at the

cusp of proficiency. An intensive goal was also created to address the need for after school tutoring. Math

support classes were added to the master schedule to provide additional academic support for low

performing students. In order to address the needs of the English learner population, students were placed

in Algebra 1 or Geometry SDAIE classes if they were enrolled in and ELD class. Students were also placed

in an Algebra 1 or Geometry SDAIE class if they were mainstreamed from Special Education classes based

on IEPs and teacher recommendations. Benchmarks were refined and discussed department wide during

collaboration time.

Goal 1B: This goal was refined to focus on the improvement of tenth grade student achievement on the

math portion of CAHSEE. A CAHSEE prep class continued to be offered in the master schedule.

Goal 1C: Was modified to be more specific in regards to the improvement of school wide student

achievement in English on the CSTs. Double period English classes were added to the master schedule at

all grade levels. READ 180 was implemented for intensive intervention for students who score Far Below

Basic. English SDAIE and Strategic courses (Basic, Below Basic, and Far Below Basic) were added to the

master schedule. In order to address the need of the English language learners, students were placed in

multiple period ELD classes based on the CELDT levels. The EDGE program was adopted and

implemented in the ELD classes. Benchmarks and scope and sequence were updated and discussed during

collaboration time.

Goal 1D: This goal was refined to focus on the improvement of tenth grade student achievement on the

English portion of CAHSEE. Three CAHSEE prep classes were offered in the master schedule. One class

was designated for sophomore students. The other two classes were a mix of both eleventh and twelfth

grade students.

Goal 2: Staff continued refining and modifying curriculum maps in core classes. SChoolPlan training

was offered and teachers began to analyze CST data. Safe harbor students were identified and tracked.

Some departments began analyzing benchmarks through SChoolPlan.

Goal 3: Collaboration time for vertical and horizontal articulation was reinstated into the master

schedule. Every Wednesday morning, teachers met and collaborated in departments to address benchmarks,

CST data, scope and sequence. However, the principal at that time did not have a structured professional

development plan for collaboration days which resulted in limited accountability and minimal

accomplishments.

Goal 4: Greenfield High School continued to have academic rallies, sports banquets, and scholarship

award night. Homecoming was reinstated and spirit and FFA week continued. The first ASL Idol took

place in the student union. ASL students performed at the football games and signed Christmas carols

throughout campus. GHS had an increased sense of ownership, responsibility and belonging after

promoting and sponsoring the Every 15 Minutes event for juniors and seniors. Community members and

organizations worked together to organize and fundraise for this event. The marquee was used for

notifying the community of upcoming events. Students were promised incentives (open campus) for

scoring proficient or advanced on the CSTs by the principal, but there was no follow through and students

were never rewarded.


65

2011-2012 Action Plan was continued into the 2011-2012 school year, with slight modifications. Goal 1E

was added to address the specific needs of the English learner population.

2011-2012 Changes

Goal 1A: This goal continued our focus on closing the achievement gap in mathematics. Strategic and

intensive goals did not change. There was no formal tutoring for students who needed additional assistance;

however, teachers were available after school or at lunch. The math department has continued to focus on

updating benchmarks and pacing guides using SChool Plan. Geometry SDAIE continued to be offered in

the master schedule. Through the GEAR-UP grant, the GHS math department was provided with a

curriculum coach who helped them disaggregate and analyze data. At this time, the discussion of course

sequence was addressed and the coaches went to the administration at the district office and proposed the

idea of all freshmen taking Geometry.

Goal 1B: CAHSEE prep class continued to be offered in the master schedule. Support classes continued

to be offered through Algebra Readiness and Algebra Strategic.

Goal 1C: This goal continued focusing on closing the achievement gap in English. The English teachers

were trained in CM strategies in the summer of 2011.

Goal 1D: CAHSEE prep class was only offered to juniors and seniors. USATest Prep was utilized in

this class.

Goal 1E: This goal was created to address the English learner population. After analyzing the data, it

was apparent that long term English learners had plateaued at CELDT level 3. This seems to indicate the

need for course offerings and pacing guides to provide a more rigorous curriculum to ensure these students

move to higher proficiency levels. Since all English teachers were trained in the summer, CM strategies

were piloted in some English SDAIE classes. English teachers continued to refine benchmarks and

curriculum maps. This year, Greenfield High School created a two-period non-interrupted block class for

each ELD level. Those classes are scheduled at the same time of the school day to allow for greater

flexibility for appropriate student placement.

Goal 2: Teachers continued to modify benchmarks and curriculum maps. There was another annual

training for SChool Plan with the implementation of department chair access to the department data.

Goal 3: Collaboration time continued in the master schedule; the meeting time was switched district

wide to the afternoon. This change was to align with the feeder schools, yet Greenfield Elementary School

District had their collaboration on a different day. The Special Education department, met monthly at the

district to participate in a job a-like collaboration. Collaboration time was not used effectively since the

principal did not have a structured or focused professional development schedule. Nevertheless,

departments continued to focus on CM strategies, benchmarks, curriculum maps, test strategies, and data

analysis. Once again, there was no accountability for attendance.

Goal 4: The reinstatement of Greenfield Rotary Student of the Month occurred at their monthly

meetings. School rallies, spirit week, and FFA week continued. The Choir Club was created and a choir

performance was held at GHS. The Choir Club also hosted a talent show for students. The Art Club

purchased fixtures to show student art in the GHS lobby and displayed student art work at La Plaza Bakery.

The ASL Idol held their annual show; the attendance was at standing room only. The choir students also

performed prior to the ASL Idol show starting. The annual scholarship and athletic banquets occurred in the

spring. Students were not offered incentives and were frustrated by not receiving the promised rewards for

their achievements on the CSTs.


66

2012-2013 Action Plan was continued into the 2011-2012 school year, with slight modifications.

2012-2013 Changes

Goal 1A: The current action plan goal contains a continued focus on closing the achievement gap in

math. Currently, all freshmen are placed in Geometry classes. The math department is hopeful that the

change will promote success on the CSTs. The initial implementation of SMART goals began in February

2013. The two SMART goal cycles included before and after data of EL and EO students, based on

benchmarks and common assessments of standards through the use of the textbook’s question bank

software and SchoolPlan. During a collaboration meeting, teachers discussed the creation of the SMART

goals and the common formative assessments. Cornell notes are implemented throughout the math

department. SES tutoring is focusing on students who are at the cusp of scoring at the proficient level on

the CSTs. Special Education teachers are currently using an inclusion model, to assist special education

students in core classes. In this model, Special Education students receive core curriculum instruction in a

mainstream class. At this time, teacher turnover is the math department’s main concern for the 2013-2014

school year. With the Common Core standards being implemented in 2014, the math department sees a

growing need to spend money on technology instead textbooks.

Goal 1B: CAHSEE prep classes in math continued to be offered in the master schedule for juniors and

seniors. Currently, all freshmen are placed in Geometry classes which are taught by veteran teachers. In the

2013-2014 school year, students will be enrolled in either Algebra I or Algebra II. After school tutoring is

available twice a week for students who need additional assistance. The math department is hopeful that the

change will promote success on the CAHSEE exam. SMART administrative walkthroughs goals were

added to the Single School Plan as a means of monitoring student achievement.

Goal 1C: The current action plan goal continues to focus on closing the achievement gap in English.

Teachers began to focus on common core curriculum since district-wide writing benchmarks are aligned to

the common core. CM strategies are used throughout the department to assist students. The SMART goals

were initially implemented in February 2013. During a collaboration meeting teachers discussed the

creation of the SMART goals and the common formative assessments. SES tutoring is focusing on students

who are at the cusp of scoring at the proficient levels on the CSTs. Special Education teachers are

currently using an inclusion model, to assist special education students in core classes. In this model,

Special Education students receive core curriculum instruction in a mainstream class.

Goal 1D: This goal continues our focus on closing the achievement gap in English. CM strategies

continue to be developed and used in classrooms to promote academic language. SMART goals and

administrative walkthroughs were added to the Single School Plan as a means of monitoring student

achievement and accountability. Teachers began collegial learning walks to learn from each other.

Goal 1E: This goal continues to focus on the English Learner population. An additional goal regarding

AMAO 1 and AMAO 2 have been added to SPSA, since GHS has not made AYP or AMOs. Tutoring is

available after school two days a week. SMART goals are initially being used to assess student

achievement. Proper student placement is an ongoing concern for the English department, especially for

the EL population. The English department also realizes the need to create more CM units to improve

academic language and oral language practice.

Goal 2: Teachers continued to modify benchmarks and curriculum maps. There was another annual

training for SChool Plan to analyze data and learn to create common assessments. Curriculum maps for all

classes were submitted to the administration. Refining curriculum maps and SMART goals to align with

the Common Core standards is a task GHS needs to continue to address.


67

Goal 3: Collaboration time has continued within the master schedule. The collaboration time is more

structured and staff is held accountable. Time is divided into four categories: WASC FOLTS, PLCs,

committees, and departmental time. CM strategies are beginning to be used across the curriculum and most

of the staff is CM trained. More departmental time is needed during collaboration time to analyze data,

work collaboratively on curriculum maps, and share effective teaching strategies. Additionally, GHS needs

to find a way to collaborate with Greenfield Union School District.

Goal 4: The Art Club and FFA sponsored a successful food drive at the end of the first semester. A

diversity committee was created to address bullying and harassment on GHS campus. An awards and

incentive committee was created to design incentives for students who do well on both the CAHSEE and

the CSTs and to establish criteria for student of the month. Clubs and groups continue to promote a positive

school environment. GHS has a new website and some teachers were trained. At this time GHS teachers

would like more training on how to utilize the website for their classes.


68

Appendix A


69


70

GHS Collaboration Calendar


71

2012-2013 GHS Professional Development and

Collaboration Activities Schedule

August 6 Faculty meeting: Introduction, Discipline, Attendance, Master Schedule,

Student Handbooks August 8 Faculty meeting: Introduction of Personal, Collaboration Calendar, PLC,

Survey August 15 Inter-departmental, PLC: PLC Training PowerPoint, Norms August 29 WASC FOLT, Teams, Chairs, Writers, 3-Year Revisit Procedures, Review

School Wide Critical Areas for Follow-Up and Report Progress, Write Notes on Progress, New Programs, Relevant Information and Eliminate Irrelevant Information, Monthly Classroom Evidence Expectation

September 5 Faculty Meeting: Back to School Night, Class Suspension Form, Club/Adjunct Duties, Curriculum Mapping, Housekeeping Items

September 5 Department Meeting: Curriculum Maps September 15 Inter PLC: Revisit Norms, CM EL Handouts, Backward Design, Learning

Goals, Learning Walk Schedule September 19 Committee Meetings, School Website Training September 26 WASC FOLT: Mission, Vision, ESLRs, Action Plan, Monthly Classroom

Evidence Sheets October 3 Faculty Meeting: Dr. Moirao Budget: Props 30 and 38, Athletics, Safety

Plan, Passes October 3 Department Chair Meeting: Grading Rubric for F’s, Grade Bumps,

Department Data October 10 Inter PLC: FCMAT Review, 3 Year Trends, Pupil Achievement Standards

Activity October 24 WASC FOLT: Significant Developments, Peer Visit/Collegial Learning

Walk, Student Interviews October 31 Department Meeting: CST Data, Grade Bumps, CM Lesson Planning With

Coach November 7 Faculty Meeting: Safety Plan Revision, Procedures, Status Cards, Safety

Drill and Telephone Tree November 7

Department Meeting: CM Planning With Coach

November 14 WASC FOLT: Significant Changes November 28 Interdisciplinary PLC Log on to SChoolPlan: Find Areas of Need in Strands

or Standard SChoolPlan data: Strand/Standard Performance Per Department, Per Teacher, Per Student. Identify Trends: Areas of Strength, Areas of Need. Identify Safe Harbor Students. CELDT Analysis: AMAO Targets, Identify CELDT Levels of Students, Identify Primary CELDT Level per Class. EL Strategy of the Month: Teachers model and students respond in complete sentences.

December 5 Faculty Meeting: Housekeeping Items, Preview SMART Goal Planning Sheet, CM Implementation, CM Support Schedule, Administration Walk-Through, Show Pictures of DI.

December 5 Department Meeting: Course Description Review and Revise; Core Textbooks, Novels and Ancillary Materials That You Use to Supplement The Core Text.


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December 12 WASC FOLTs Section IV, Key Areas of Improvement Per Group/Interdisciplinary PLC Behavior Analysis EL Strategy of The Month: Pose a question, have students discuss the response in pairs for 30 Seconds, give them a targeted academic vocabulary word to use in their pair-share, then teacher calls on student to tell partner’s answer. Distribute Language Frame Examples

January 15 Department Chair Meeting: SMART Goals, CCSS Benchmark, ELA Essay Calibration

January 16 Faculty Meeting: Dr. Moirao on Budget January 16 Department PLC Meeting: Log in to USA Test Prep. Create CFA Based on

One Standard that is an Area of Need for Your Department Into CFA Cycle/Set SMART Goal Based on Result

January 23 Common Core Training Module 1 January 30 WASC FOLTs: Surveys, Revise Team Sections Chapter IV

Set Focus Students/Safe Harbor EL Strategy of Month: Student responds in a complete sentence, then gives two reasons to justify the answer.

February 5 Department Chair Meeting: Master Schedule February 6 Faculty Meeting Dr. Moirao on PI and Programs February 6 Department CCSS Activity: Common Core Training Module February 13 Common Core Training Module 2 February 20 Committee: Star Rewards, Behavior Pyramid, CM Planning, Job Alike February 27 WASC FOLTS: Chapter V: Action Plan/Goal Comparisons, Future Goals;

Collegial Learning Walks/Student questions EL Strategy of the Month: Think-pair-share

March 6 March 6 March 13 March 20 March 27 April 3 April 10 April 10 April 17 April 21 April 22 April 24 Month of May May 1 May 1 May 8 May 15 May 22 May 29

7:15 faculty meeting: Gang Awareness, Housekeeping Items WASC FOLTS: Continue Goal Comparisons; SMART Goal cycle 2 ends NOT a collaboration day because of CAHSEE -- this is a full day of school Dept. PLC: Common Core Standards training module 3; Diversity Committee Mtg. EL Strategy of the Month: Students write in complete sentences. WASC FOLTS: Learning Walk comparisons, CM Demo Spring Break Faculty Meeting: STAR testing training Dept. PLC: CM Lesson Planning WASC FOLTs: getting ready for the visit (Sunday afternoon) WASC visit WASC visit Dept. PLC: CM Lesson Planning CM Lesson Strategy Observations Faculty Meeting: end of year Common Core Standards training module 4 Dept. PLC: CM Lesson Planning Common Core Standards training module 5 Dept. PLC: Common Core Crosswalks EZ WASC FOLTS/Inter-Dept. PLC


73

Sample Department Meeting Agenda

Greenfield High School Department Meeting

Department(s): _____________________________________________

Department Chair(s): _________________________________________

Date: _______________________ Location: ______________________

Attendees Sign in:

_________________________ ________________________

_________________________ ________________________

_________________________ ________________________

_________________________ ________________________

Agenda: (may be on a separate sheet)

1. Textbooks

2. Course syllabuses

3. Course outline revisions

Main Points/Minutes/Notes from Meeting:

___________________________________________________________

___________________________________________________________

___________________________________________________________

Next Steps:

___________________________________________________________

___________________________________________________________

Please send a copy of meeting agenda and this completed form to Lisa by close of day.


74

Sample Inter-Departmental PLC Meeting Agenda

AGENDA for GHS Inter-Dept. PLC. 11/28/12

Sign in and sit a computer in the library computer lab next to your Inter-Departmental PLC colleagues. We will

participate in a SchoolPlan Webinar beginning 1:45. Bring your CM binder. These are the goals to accomplish this

Wednesday afternoon in the library computer lab:

1) Log in to SchoolPlan (School City/STARS). To access School Plan, go to http://kingcity.schoolcity.com

username: first initial followed by the last name

default password: password

3) Identify trends in core content areas. Find the strand performance for the subject you teach. What are areas of

strength and areas of need?

4) Identify safe harbor students: those at the top of the CST Basic proficiency level to the cusp of proficient (349

and below). List the top 10 Basic students and their scores for one of your classes.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

What CM/EL strategies will benefit these students?

5) Identify students at the top of the CST BB and FBB proficiency levels. List the top 5 from each category with their

scores from one of your classes.

BB FBB

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

What CM/EL strategies will benefit these students?

Give this sheet to Lisa or Julio at the close of the meeting.

http://kingcity.schoolcity.com/

http://www.kingcity.k12.ca.us/gw/webacc?action=Item.Read&User.context=gp4iv4NpdopcofdHm8&Item.drn=7497z51z0&merge=msgitem&Url.Folder.type=Folder.UNIVERSAL


75

REMINDER: WE WILL ENACT THE PHONE TREE BEGINNING 4:30 TODAY AS A PRACTICE. TOMORROW, WE HAVE A

FIRE DRILL BETWEEN PERIODS 5 & 6. INFORM YOUR STUDENTS IN ADVANCE TO GO TO THE EVACUATION AREA OF

THEIR PERIOD 5 CLASS! BRING YOUR EMERGENCY FOLDER OUTDOORS DURING TOMORROW’S DRILL: WE WILL USE

OUR STATUS CARDS AND CLASS STATUS REPORTS SHEETS.

Inter-Departmental PLC List

PLC 1 Maria Villagomez ELA PLC 4 Sandra Brusch ELA

Henry Wong Bus Matthew Eggleston Fine Arts

Jacinto Duarte Math John Radcliff Sci

Terri Ybarra ELA/Drama Joann Masters Sp Ed

Cara Williams Sp Ed Bernie Barge Math

Matthew Gildersleeve SS (Vikki Mullen) Fine Arts

PLC 2 Miguel Silva Fine Arts PLC 5 Tobias Lopez Math

Sandi Lazzaroni ELA Laurie Mendez ELA

Daniel Kaneko Fine Arts Patricia Shearer SS

Mark McClure PE Julie Crone PE

Ray Green SS Jonathan Bluff Sci.

Adriana Veysey Sp Ed

PLC 6 Daniel Villasenor Ag

PLC 3 Amy Campbell ELA Jessica Mendoza ELA

Norma Barron Math Allison Steinmann Sp Ed

Patrick Hanratty Science Daniela Patrut Fine Arts

William Riddell Sp Ed Dale Garman Fine Arts

Ryan Bravo Sci.


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Sample Committee Agenda

Greenfield High School Committee Meeting

Date: _________________________________ COMMITTEE NAME: ________________________ Sign In:

Roles (should alternate): Facilitator: Time Keeper: Recorder:

AGENDA Our Needs/Data Shows: Therefore, This Meeting Will Focus On:

Brainstorming / Ideas / Graphics / Resources: (attach other forms if used)

Outcome / Discussion / Continuing Need:

Next Steps: 1. 2. 3. 4.

Individuals Responsible: 1. 2. 3. 4.

Committee NORMS

(review each meeting)

1.

2.

3.

4.

5.


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Committees & Members

School Safety Advisory Committee Daniel Villaseñor

Daniel Kaneko

Miguel Silva

Julie Crone

John Radcliff

School Discipline Advisory Council Matt Gildersleeve

Amy Campbell

Henry Wong

Laurie Mendez

AVID Council Teresa Ybarra

Bernie Barge

Sandra Brusch

Ryan Bravo

ELAC / DLAC Julio Sierra

Adriana Veysey

Juana Botello

Data Council Tobías López

Student Incentive & Awards Council Sandy Lazzaroni

Dale Garman

Patricia Schierer

Matt Eggleston

Norma Barrón

Mark McClure

Chrystene Allred

Daniela Patrut

Job Alike District Special Education Joan Masters

Allison Steinmann

Cara Williams

Adriana Veysey

William Riddell

Site / District Curriculum Advisory Council Maria Villagomez

Jessica Mendoza

Ray Green

Jonathan Bluff

Jacinto Duarte


78

Sample WASC FOLT Meeting Agenda

Greenfield High School

Focus on Learning Team Meeting

Wednesday, August 29, 2012

Objectives:

Review School Wide Critical Areas for follow-up & report progress

Write notes on progress, new programs, relevant information and eliminate irrelevant

information

Agenda:

Sign in; establish FOLT group leader

Pass out and review the three-year term revisit procedures.

Pass out the GHS Self-Study Visiting Action Plan Committee Report

Read and annotate pages 1 - 14

Your team’s section is highlighted.

Read, review, discuss and document through anecdotal notes on each page, your:

suggestions, deletions, additions, revisions and areas of achievement. Cite evidence

of areas completed, not completed, or changed throughout your team’s section(s), per

objectives above.

Next Steps:

Distribute and discuss GHS Classroom Evidence sheets

Familiarize students with ESLRs

Curriculum maps in depts.

Please turn in to Lisa: 1. Sign in and notes


79

Sample WASC Classroom Evidence Sheet

GREENFIELD HIGH SCHOOL CLASSROOM

EVIDENCE

Standards-based Student Learning: Expected

Schoolwide Learning Results

ESLRs: 1. Academic achievers with effective technology and

communication skills who:

2. Collaborative workers who are self-directed learners and creative

thinkers who:

3. Responsible and active community contributors who:

ESLR Indicator:

________________________________________________________________

Measurable Indicator:

________________________________________________________________

Class Content

Standard Assignment

Period: _______________ Date: September 2012


80

Sample Faculty Meeting Agenda

Staff Meeting Wednesday, August 8, 2012

7:15 a.m. Library

1. Welcome/On a Personal Note Lisa

2. Collaboration Calendar Lisa and Bruce 3. Grading Calendar Lisa and Bruce

4. WASC/PLC Lisa 5. Survey Bruce

*Please make sure that you have signed in on the staff meeting sheet.*

Suggested Norms

Acknowledge other’s ideas and suggestions

Use active engagement, rotate roles

Be aware, especially of bias and opinion

Maintain trust, respect, confidentiality

Use active listening

Maintain sense of humor

Celebrate accomplishments

Honor time

Take time in making decisions, receive input from invested parties

Use “parking lot” for some issues/topics


81

Constructing Meaning Training Calendar

Monday Tuesday Wednesday Thursday Friday

8/20 8/21 1. Gildersleeve 2. Wong 3. Duarte 4. Ybarra (binder) 5. Beach 6. Ciccarelli 7. Davis 8. Graham 9. Silva, E.

8/22

8/23 1. Gildersleeve 2. Wong 3. Duarte 4. Ybarra (binder) 5. Beach 6. Ciccarelli 7. Davis 8. Graham 9. Silva, E.

8/24

8/27 1. Kaneko 2. Silva, M. 3. Brooks trained

last year 4. Cavanagh 5. Grant 6. Iwan 7. Reed 8. Rianda, M. 9. Rigdon switched

from 9/10

8/28 1. Kaneko 2. Silva, M. 3. Brooks trained last

year 4. Cavanagh 5. Grant 6. Iwan 7. Reed 8. Rianda, M. 9. Rigdon switched from

9/11

8/29 8/30

8/31

9/3 Labor Day

9/4 1. Barron 2. Hitchcock 3. Hanratty 4. Riddell 5. Benton 6. Bielby 7. Martinus 8. Munoz, T. 9. Souza

9/5 9/6 1. Barron 2. Hitchcock 3. Hanratty 4. Riddell 5. Benton 6. Bielby 7. Martinus 8. Munoz, T. 9. Souza

9/7

9/10 1. Eggleston 2. Masters 3. Mathis 4. Mullin 5. Radcliff 6. Hanson 7. Veysey 8. Woodruff 9. Balekian switched

from 8/27

9/11 1. Eggleston 2. Masters 3. Mathis 4. Mullin 5. Radcliff 6. Hanson 7. Veysey 8. Woodruff 9. Balekian switched

from 8/28

9/12 9/13

9/14

9/17 Non-School Day Day 3 optional?

9/18 1. Bluff 2. Lopez 3. Benjamin 4. Benson 5. Caulk 6. Moffitt 7. Schierer, J. 8. Steinmann 9. Barraganmoved to

9/24

9/20 1. Bluff 2. Lopez 3. Benjamin 4. Benson 5. Caulk 6. Moffitt 7. Schierer, J. 8. Hitchcock 9. Barraganmoved to

9/25

9/21


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Monday Tuesday Wednesday Thursday Friday

9/24 1. Bravo 2. Garman 3. Patrut 4. Steinmann moved

to 9/18 5. Villasenor 6. Houston 7. Phillips, C. 8. Rianda, R. 9. Traini 10. Barragan

9/25 1. Bravo 2. Garman 3. Patrut 4. Steinmann 5. Villasenor 6. Houston 7. Phillips, C. 8. Rianda, R. 9. Traini 10. Barragan

9/26

9/27

9/28

10/1

10/2

10/3 10/4

10/5

10/8 10/9 10/10 10/11 10/12

10/15

10/16 10/17 10/18 10/19

10/22

10/23 10/24 10/25 10/26


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Instructional Coaching Services

As Instructional Coaches we will collaborate with you on the SMCJUHSD initiatives: Constructing Meaning (CM) and moving our students towards reclassification and readiness for the language demands of the CCSS. Instructor GOALS: During the 2012-2013 school year, teachers within our district will refine their practice in lesson/unit development and delivery incorporating Constructing Meaning strategies as demonstrated by:

80% of teachers trained in CM will achieve the “Effective” level on each element of the “refining our practice” tool evidenced by “CM in the Classroom” observation forms

90% of teachers trained in CM will submit a CM lesson plan effectively showing their proficiency in meeting CM planning strategies as evidenced by district shared folder

Please complete the following to indicate your interests & return to chosen instructional coach. Teacher’s Name: _________________________ Content/Grade Level: ___________________ Instructional Coach:

Setting: One on One Small Group (List other members) ______________________________

PLC ______________________________

Constructing Meaning Lesson: “I Do”

Guided Practice: “We all do”

Checking for understanding (prompts & cues)

Use varying methods to elicit student responses

Oral language activities

Use student responses to measure progress toward learning and language goal

Use student responses to inform future instruction

Developing annotation skills

Other: ______________ Productive Group Work: “You all do”

Establishing purpose &student

connection

Create language goals (standards driven content & expressive language)

Assessing language goals

Other:__________________

Modeling

&metacognition(Expert thinking)

Think-alouds

I do/you do/ we do

Chunking

Demonstrations

Other: ________________

Explicit language instruction

Sentence frames

Sentence starters

Paragraph templates

Drafting Templates

Other:_________________

Providing a complex task

Align task to language goal

Provide task that is interdependent and requires rigorous collaboration

Other: ________________

Purposefully grouping students

Identifying language levels

Understanding data (CELDT)

Other: ________________

Monitoring for language,

strategies,& skills

Use of collaborative group work rubric

Socratic Seminar rubric

Other: ________________

Megan Munoz

Before school (7:30-8:00) Period 1 3 4 5 6 7 (circle)

GHS Jessica Mendoza

Period 2 3 4 (circle)


84

CM Learning Walk Template


85

Sample Curriculum Map US HISTORY AP and College Prep

August September

Unit Name or

Theme

Colonial Period

- Southern Colonies

- New England Colonies

- Middle Colonies

Colonies Come of Age

- Enlightenment

- Great Awakening

Colonial Resistance

- End of Salutary Neglect

- Steps to the Revolution

- Declaration of Independence

A New Nation

- Confederation vs. US Constitution

- George Washington to Jefferson

Enduring

Understandings

and

Performance

Indicators

(California

State Standards)

Standard 11.1 Significant Events – Founding of

the Nation

The student will demonstrate an under-standing

of major ideals that influenced the founding of

the United States.

• Examine the ideological origins of the

American Revolution and explain how they

were grounded in a democratic political

tradition,

11.3 Role of Religion in founding of America

- moral

- social

- political impacts

Enduring Understanding

(Expected Learning Results)

1. New England was settled by Puritans

seeking freedom from religious

persecution in Europe. They formed a

“covenant community” based on the

principles of the Mayflower Compact

and Puritan religious beliefs and were

often intolerant of those not sharing

their religion. They also sought

economic opportunity and practiced a

form of direct democracy through town

meetings.

2. The Middle Atlantic region was settled

chiefly by English, Dutch, and

German-speaking immigrants seeking

religious freedom and economic

opportunity.

3. Virginia and the other Southern

colonies were settled by people

seeking economic opportunities. Some

of the early Virginia settlers were

“cavaliers” who were English nobility

who received large land grants in

eastern Virginia from the King of

England. Poor English immigrants also

Standard 11.1 and 11.3

The student will demonstrate an under-

standing of major ideals that influenced the

founding of the United States.

• Examine the ideological origins of the

American Revolution and explain how they

were grounded in a democratic political

tradition, Judeo-Christian ideals, and the

natural rights philosophy



1. Evaluate the extent to which the ideals of

democracy were put into practice during the

founding of the nation.

2. Evaluate the limitations in applying the

ideals of democracy to the majority of the

population at the founding of the nation.

3. John Locke: 18th

century Enlightenment

writer stressed that All people are free and

equal and have “natural rights” of life, liberty,

and property

4. The beginning of the American Revolution

– Resistance to British rule in the colonies

mounted, leading to war:

- The Boston Tea Party was staged.

- The First Continental Congress was called,

to which all of the colonies except Georgia

sent representatives, the first time most of the

colonies had acted together.

- The Boston Massacre took place when

British troops fired on anti-British

demonstrators.

- War began when the “Minutemen” in

Massachusetts fought a brief skirmish with

British troops at Lexington and Concord.

5. Differences among the Colonists – The

colonists were divided into three main camps

during the Revolution:


86

came seeking better lives as small

farmers or artisans and settled in the

Shenandoah Valley or western

Virginia, or as indentured servants who

agreed to work on tobacco plantations

for a period o time to pay for passage

to the New World.

4. Jamestown, established in 1607 the

first permanent English settlement in

North America. The Virginia House of

Burgesses, established by the 1640s,

was the first elected assembly in the

New World. It has operated

continuously and is today known as the

General Assembly of Virginia.

5. Economic and political institutions in

the colonies developed in ways that

were either typically European or were

distinctively American, as climate, soil

conditions, and other natural resources

shaped regional economic

development.

6. The New England colonies developed

an economy based on shipbuilding,

fishing, lumbering, small-scale

subsistence farming, and eventually,

manufacturing. The colonies

prospered, reflecting the Puritans’

strong belief in the values of hard work

and thrift.

7. The middle colonies of New York,

New Jersey, Pennsylvania, and

Delaware developed economies based

on shipbuilding, small-scale farming,

and trading,. Cities such as New York

and Philadelphia began to grow as

seaports and commercial centers.

8. Southern colonies developed

economies in the eastern coastal

lowlands based on large plantations

that grew “cash crops” such as

tobacco, rice, and indigo for export to

Europe. Farther inland, however, in the

mountains and valleys of the

Appalachian foothills, the economy

was based on small-scale subsistence

farming, hunting, and trading.

9. A strong belief in private ownership of

property and free enterprise

characterized colonial life.

10. New England’s colonial society was

based on religious standing. The

Puritans grew increasingly intolerant of

dissenters who challenged the Puritans’

belief in the connection between

religion and government. Rhode Island

• Patriots believe in complete independence

from England and inspired by the ideas of

Locke and Paine and the words of Virginia

Patrick Henry (“Give me liberty or give me

death!”) .

• Loyalists (Tories)

--Remained local to Britain, based on cultural

and economic ties

--Believed that taxation of the colonies was

justified to pay for British troops to protect

American settlers from Indian attacks.

• Neutrals - The many colonists who tried to

stay as uninvolved in the war as possible.

6. Thomas Paine: 18 Century Political Writer,

Author of Common Sense

• America reaps no benefit from its

association with England.

• People should acknowledge the absurdity of

a small island controlling a vast continent.

• In a free society, the law should be king, not

an absolute monarch.

• Common Sensewas widely read and

acclaimed by many American colonists

during the mid-1700s and contributed to a

growing sentiment for independence from

England.

7.Declaration of Independence (author

Thomas Jefferson-reflected the ideas of Locke

and Paine)

• “We hold these truths to be self-evident: that

all men are created equal, that they are

endowed by their creator with certain

unalienable rights; that among these are life,

liberty and the pursuit of happiness.” (Locke)

• “That to secure these rights, governments

are instituted among men.” (Locke)

• “…whenever any form of government

becomes destructive of these ends, it is the

right of the people to alter or abolish it.”

(Locke)

8. Analyzing how the ideas of John Locke

and those expressed in Common Sense helped

shape the Declaration of Independence

9. Describe the political differences among

the colonists concerning separation from

Britain

10. Analyzing reasons for colonial victory in

the Revolutionary War.

11. Evaluating how key principles in the

Declaration of Independence grew in

importance to become a unifying ideas of

American Democracy.


87

was founded by dissenters fleeing

persecution by Puritans in

Massachusetts.

11. The middle colonies were home to

multiple religious groups, including

Quakers in Pennsylvania who

generally believed in religious

tolerance. These colonies had more

flexible social structures and began to

develop a middle class of skilled

artisans, entrepreneurs (business

owners), and small farmers.

12. Virginia and the Southern colonies had

a social structure based on family

status and the ownership of land. Large

landowners in the eastern lowlands

dominated colonial government and

society and maintained an allegiance to

the Church of England and closer

social ties to England than in the other

colonies. In the mountains and valleys

further inland, however, society was

characterized by small subsistence

farmers, hunters and traders of Scots-

Irish and English descent.

13. The “Great Awakening” was a religion

movement that swept both Europe and

the colonies during the mid -1700s. It

led to the rapid growth of evangelical

religions such as the Methodists and

Baptists and challenged the established

religious and government order. It laid

one of the social foundations for the

American Revolution.

14. New political ideas about the

relationship between people and their

government gave rise to independence.

Essential

Questions

Colonization

1. What were motivations for colonization?

2. How did their motivation influence their

settlement patterns and colony structures?

3. Why did Europeans settle in the English

colonies?

4. How did colonization impact the First

Americans?

5. Why did Europeans settle in the English

colonies?

6. How did their motivations influence their

settlement patterns and colony structures?

7. In what ways did the cultures of Europe,

Africa and America interact?

Early Colonial Period (13 Colonies)

1. What was the English Settlement at

Jamestown like?

2. What were the motives that led Puritans to

Steps to the Revolution

1. Why did Great Britain redefine its

relationship with its American colonies?

2. How did the colonists respond to changes

in British colonial policy?

3. Why did Thomas Paine call independence

“Common Sense?”

4. What is the “promise” of the Declaration of

Independence?

5. How did the Declaration of Independence

become a road map for the new republic as it

extended the franchise, provided for equality

of opportunity, and guaranteed “unalienable

rights”?

6. How did the ideas of John Locke and

Thomas Paine influence Jefferson’s writings

in the Declaration of Independence?

7. How did life in colonial America make


88

New England and the colonies they founded?

3. What was the Middle Colonies settlement

like?

4. Why did Great Britain want new world

colonies

5. What was life like in the British colonies?

6. How did Enlightenment ideas change

America? ‘

7. The student will describe how the values and

institutions of European economic and political

life took root in the colonies and how slavery

reshaped European and African life in the

Americas.

8. How did the economic activity and political

institutions of the three colonial regions reflect

the resources, or the European origins of their

settlers

9. How did European beliefs and values

influence life in America?

Americans more prone to self-government

The American Revolution

1. How did the British colonies win

independence?

2. Was the revolutionary war “inevitable?”

3. What factors contributed to colonial

success in the American Revolution?

4. What differences existed among Americans

concerning separation from Great Britain?

Assessment

Strategies

Formative and

Summative

Bench mark Testing for Standards 11.1. and

11.3

USA Test Prep Standard 11.1 and 11.3


11.3


Instructional

Strategies

Instructional Methods:

A. Lecture notes(Power Points)

Colonial Period

Colonies come of Age

Enlightenment

Great Awakening

B. Class discussions

C. Reading in primary and secondary sources

D. Research projects (written and/or oral)

E. Multimedia -Video, CD and audio

tape

F. Computer Research and Presentation

G. Computer Lab on Wednesdays

- QUIA and USA Test Prep


A. Lecture notes (Power Points)

Steps to Revolution

The American Revolution





tape




Primary

Sources

The Americans Chapter 1

Mayflower Compact

The Americans Chapter 2

Declaration of Independence

US Constitution

George Washington’s Farwell Address


89

Curriculum Map 2012 -213

October November

Unit Name or

Theme

Westward Expansion

Antebellum Period

Causes of the Civil War

Reconstruction

Civil Rights Movement

Enduring

Understandings

and

Performance

Indicators

(California

State Standards)

11.1

The student will demonstrate knowledge of the

major events during the first half of the

nineteenth century by

a) explaining the principles and issues that

prompted Thomas Jefferson to organize the first

opposition political party;

b) identifying the economic, political, and

geographic factors that led to territorial

expansion and its impact on the American

Indians;

c) relating the changing character of American

political life in “the age of the common man”

(Jacksonian Era) to increasing popular

participation in state and national politics;

d) describing the cultural, economic, and

political issues that divided the nation, including

tariffs, slavery, the abolitionist and women’s

suffrage movements, and the role of the states in

the Union.



1. Different views of economic and

foreign policy issues led to the

development of the first American

political parties

2. The election of 1800, won by Thomas

Jefferson, was the first American

presidential election in which power

was peacefully transferred from one

political party to another.

3. Economic interests, supported by

popular beliefs, led to territorial

expansion to the Pacific Ocean.

4. Political and Geographic Factors

Influencing Westward Movement:

5. belief of manifest destiny (belief that

America had the right to expand to the

Pacific Ocean)

6. Economic Factors Influencing

Westward Movement:

7. Opportunity for cheap land and

resources

8. Louisiana Purchase (control of

Mississippi River and New Orleans).

Expansion resulting from the Louisiana

11.1

11.10 The student will demonstrate an

understanding of the struggle for racial

equality and the extension of civil rights and

civil liberties.

- Explain how the civil rights

movement encouraged women,

Hispanics, American Indians, and

the handicapped in their campaigns

for legislative and judicial

recognition of their civil equality

- Examine the role of the federal

government as a guarantor of civil

rights (particularly the terms of

Kennedy and Johnson)



Reconstruction

1. 14th

Amendment: States were

prohibited from denying equal rights

under the law to any American

2. 15th

Amendment: Voting rights were

guaranteed regardless of “race,

color, or previous condition of

servitude” (former slaves).

3. The Reconstruction period ended

following the extremely close

presidential election of 1876. In

return for support in the Electoral

College vote fro Southern

Democrats, the Republicans agreed

to end the military occupation of the

South. Known as the Compromise

of 1877, this enabled former

Confederates who controlled the

Democratic Party to regain power. It

opened the door to the “Jim Crow

Era” and began a long period in

which African Americans in the

South were denied the full rights of

American Citizenship.

4. The North and Midwest emerged

with strong and growing industrial

economies, laying the foundation

for the sweeping industrialization of


90

Purchase and War of 18 12 – Jefferson

as President in 1803 purchased the huge

Louisiana Territory from France which

doubled the size of the United States

Overnight. He authorized the Lewis and

Clark expedition to explore the new

territories that lay west of the

Mississippi River. Sacajawea, an

American Indian woman, served as

their guide and translator.

9. Regional self-interests led to a divided

nation at war against the British

10. The Monroe Doctrine The American

continents should not be considered for

future colonization by any European

powers.

11. Nations in the Western Hemisphere

were inherently different from those of

Europe, republics by nature rather than

monarchies.

12. The United States would regard as a

threat to its own peace and safety any

attempt by European powers to impose

their system on any independent state in

the Western Hemisphere.

13. The United States would not interfere in

European affairs.

14. An extension of the franchise, westward

expansion, and the rise of sectional

interests prompted increased

participation in state and national

politics.

15. Andrew Jackson personified the

“democratic spirit” of the age by

challenging economic elites and

rewarding campaign supporters with

public office (Spoils System).

16. The Federalist Party disappeared and

new political parties, the Whigs and

Know-Nothings, were organized in

opposition to the Democratic Party.

17. The nation struggled to solve sectional

issues, producing a series of crises and

compromises.

18. These crises took place over the

admission of new states to the Union

during the decades before the Civil

War. The issue was whether the number

of “free states” and “slave states” would

remain balanced, thus affecting the

distribution of power in the Congress.

19. Sectional tensions were caused by

competing economic interests

20. Industrial North favored high protective

tariffs to protect northern manufactured

goods from foreign competition.

the nation (other than the South) in

the next half-century and the

emergence of the United States as a

global economic power by the

beginning of the 20th

century.

5. The completion of the

Transcontinental Railroad soon after

the war ended intensified the

westward movement of settlers into

the states between the Mississippi

River and the Pacific Ocean.

6. Discrimination and segregation

against African Americans

intensified and took on new forms in

the late nineteenth century and early

twentieth century.

7. African Americans disagreed about

how to respond to the developments

8. Discrimination and Segregation

Against African Americans:

• Laws limited African American

freedoms

• After Reconstruction, many

Southern state governments

passed “Jim

Crow” laws forcing separation

of races in public places

• Intimidation and crimes were

directed against African

Americans (lynching’s)

• African Americans looked

towards the courts to

safeguard their rights

• Plessey vs. Ferguson: The

Supreme Court ruled that

“separate but equal” did not

violate the 14th

Amendment

• This ruling triggered a flood of

new “Jim Crow” laws

and crimes against African

Americans

9. African American Response –

During the early 20th

century,

African Americans began the “Great

Migration” to Northern cities in

search of jobs and to escape poverty

and discrimination in the South.

10. Ida B. Wells led an anti-lynching

crusade and called on the Federal

government to take action.

11. Booker T. Washington believed the

way to equality was through

vocational education and economic

success; he accepted social

separation.


91

21. Agricultural South opposed high tariffs

that made the price of imports more

expensive.


westward expansion

23. American settlers poured westward

from the coastal states into the

Midwest, Southwest, and Texas,

seeking economic opportunity in the

form of land to own and farm.

24. The growth of railroads and canals

helped the growth of an industrial

economy and supported the westward

movement of settlers.

25. Eli Whitney’s invention of the cotton

gin led to the spread of the slavery-

based “cotton kingdom” in the Deep

South.

26. American migration into Texas led to

an armed revolt against Mexican rule

and a famous battle at the Alamo, in

which a band of Texans’ eventual

victory over Mexican forces

subsequently brought Texas into the

Union.

27. The American victory in the Mexican

War during the 1840s led to the

acquisition of an enormous territory

that included the present-day states of

California, Nevada, Utah, Arizona, an

part of Colorado an New Mexico.

28. The Missouri Compromise (1820) drew

an east-west line through the Louisiana

Purchase, with slavery prohibited above

the line and allowed below, except that

slavery was allowed in Missouri, north

of the line.

29. In the Compromise of 1850, California

entered as a free state, while the new

Southwestern territories acquired from

Mexico would decide on their own.

30. The Kansas-Nebraska Act of 1854

repealed the Missouri Compromise line

by giving people in Kansas and

Nebraska the choice whether to allow

slavery in their states (“popular

sovereignty”). This law produced

bloody fighting in Kansas as pro-and

anti-slavery forces battled each other. It

also led to the birth of the Republican

party that same year to oppose the

spread of slavery.


debates over the nature of the Union

32. South Carolinians argued that sovereign

states could nullify the Tariff of 1832

12. W.E.B. Du Bois believed that

education was meaningless without

equality. He supported political

equality for African Americans.



Civil Rights

1. By interpreting powers broadly, the

Supreme Court can reshape

American society.

2. Brown vs. Board of Education-

Supreme Court decision that

segregated schools are unequal and

must desegregate

3. Key People - Thurgood Marshall,

Martin Luther King Jr., Malcolm X

4. Response:

Massive resistance – closing some schools

Establishment of private academies

White flight from urban systems

5. 1963 March on Washington

• “I have a dream” speech by

Martin Luther King, Jr.

• Helped influence public opinion

to support civil rights

legislation

• Demonstrated power of non-

violent mass protest

6. Civil Rights Act of 1964 – prohibits

discrimination based on race,

religion, national origin, gender.

Desegregated public

accommodations.

7. Voting Rights Act of 1965 –

outlaws literacy tests, federal

registrars sent to the South to

register voters, impact was an

increase in the number of African

American voters

8. NAACP – challenged segregation in

the courts


92

and other acts of Congress. A Union

that allowed state governments to

invalidate acts of the national

legislature could be dissolved by states

seceding from the Union in defense of

slavery (Nullification Crisis).

33. Fugitive slave acts pitted southern

slave-owners against outraged

northerners who opposed returning

escaped slaves to bondage.

34. The women’s suffrage movement- At

the same time the abolitionist

movement grew, another reform

movement took root, to give equal

rights to women.

35. Mounting sectional tensions and a

failure of political will led to the Civil

War.

36. Causes of the Civil War

Sectionalism

Slavery

Economic Differences

Presidential Election

37. The secession of southern states

triggered a long and costly war that

concluded with Northern victory, a

restoration of the Union, and

emancipation of the slaves.

Essential

Questions

Building a New Nation

1. How did the American people become a

nation?

2. How did the U.S. role in world affairs change?

3. Why did Congress try to retain sectional

balance?

4. How did the expansion of the right to vote

change American society?

5. Why did women demand rights?

6. How did sectional conflict threaten union?

7. Manifest Destiny: Why did the new nation

expand westward?

8. How did U.S. expansion affect native

peoples?

9. How should we remember the Alamo?

10. What were the consequences of war with

Mexico?

Sectionalism, Slavery, and War

1. How did the industrial revolution change the

United States?

2. How did changes in transportation connect the

North and West?

3. Why did cotton production lead to the

expansion of slavery in the South?

4. How did the South justify slavery?

5. What was life like for enslaved Africans?

Reconstruction

1. How did the Reconstruction Amendments

rewrite the U.S. Constitution?

2. Was Reconstruction a “dawn without

noon?”

3. What was the cost of the “failure” of

Reconstruction?


1. What was life like for African Americans

at the end of World War II?

2. How did African Americans respond to

these conditions?

3. What were the responses of Southern

whites and state and local governments?

4. How did the federal government respond

to the Civil Rights movement?

5. What were the ideas of the Civil Rights

movement?

6. What were strategies of the Civil Rights

movement?

7. What was Martin Luther King, Jr.’s vision

for U.S. society?

8. Did the Civil Rights movement

significantly change the laws of the U.S.?

9. Why did African-American communities

explode?


93

6. How did enslaved Africans resist slavery?

7. Why did balance and compromise fail to settle

sectional differences?

8. Why did abolitionists battle against slavery?

9. Why was the Supreme Court unable to resolve

the controversy over slavery?

10. Why did the election of 1860 lead to the

Civil War?

Civil War

1. Why did the South try to leave the union?

2. How did the North win?

3. What role did women, immigrants, and

African Americans play in the war effort?

4. What were the goals of conflicting

Reconstruction plans?

5. Could the wounds of war be healed?

10. Why did a new generation of African-

American activists challenge the ideas and

strategies of the

Civil Rights movement?

11. Who was Malcolm X and what did he

teach?

Assessment

Strategies

Formative and

Summative

Bench mark Testing for Standards 11.1. and 11.3


Bench mark Testing for Standards 11.1, 11.3

and 11.10

USA Test Prep Standard 11.1, 11.3 and 11.10

Instructional

Strategies



Westward Expansion

Antebellum Period

Causes of the Civil War




E. Multimedia -Video, CD and audio tape






Reconstruction






tape




Primary

Sources

The Americans Chapters 3, 4 and 5

- Gettysburg Address

Chapters 4 and 21

- I Have A Dream Speech

December

January

Unit Name or

Theme

Industrialization and Urbanization

- Urban sprawl

- Effects of Industrialization

- Monopolies and Trust

- Robber Barons

Immigration

- Old vs. New

Progressivism

- Political Machines

- Reforms (Local, State and National

Level)

World War I

- US Involvement

- League of Nation

Enduring

Understandings

and

Performance

Indicators

11.2 The student will describe the central issues

that faced the United States during the nineteenth

century.

• Describe the factors which promoted the

industrial growth of the United States and its

11.2 The student will describe how

Progressives addressed the excesses of the

Gilded Age, urbanization, and political

corruption.


94

(California

State

Standards)

position as a world power in the post-war period

Expected Learning Results:

1. Analyze the positive and negative effects to

industrialization for the various sectors of the

population: immigrants, captains of industry,

women, working class, middle-class.

2. Explain how economic, political and social

changes contributed to the rise of industrial

nations around the world.

3


In the late nineteenth and early twentieth

centuries, economic opportunity,

industrialization, technological change, and

immigration fueled American growth and

expansion.

Growth of Cities:

• Industrialization (unskilled jobs, influx of

immigrants)

• Rapid growth causes housing shortages, need

for services such as sewage, water, etc.

- New Immigrants:

• Prior to 1871, most immigrants to America

came from northern and western Europe

(Germany, Great Britain, Ireland, Norway, and

Sweden). During the half-century from 1871 to

1921 most immigrants came from southern and

eastern Europe (Italy, Greece, Poland, Russia,

and present-day Hungary and Yugoslavia), as

well as Asia (China and Japan).

• Immigrants made valuable contributions to the

dramatic industrial growth of America during

this period. Chinese workers helped to build the

Transcontinental Railroad. Immigrants worked

in textile and steel mills in the Northeast, the

clothing industry in New York City, and Slavs

Italians, and Poles worked in the coal mines of

the East. They often worked for very low pay

and in dangerous working conditions to help

build the nation’s industrial strength.

• During this period, immigrants from Europe

entered America through Ellis Island in New

York harbor. Their first view of America was

often the Statue of Liberty, standing nearby, as

their ships arrived following the voyage across

the Atlantic

Inventions/Innovations:

• Corporation (structure, limited liability)

• Bessemer steel process

• Light bulb (Thomas Edison) and electricity as a

source of power and light

• Telephone (Alexander Graham Bell)

• Airplane (Wright Brothers)

Expected Learning Results Progressivism

- Analyze the positive and negative

effects of the Social Gospel

11.4 Analyze the political, economic, and

social ramifications of World War I on the

home front and Us expanding role in world

affairs.

Expected Learning Results Imperialism

- Examine Woodrow Wilson’s

Fourteen Points and analyze

domestic opposition to the war and

to the League of Nations

- Explain how women’s right to vote

was secured nationwide and

evaluate the arguments for and

against female suffrage

- Analyze the impact of World War I

in reference to Great Britain & the

US role as world powers

- Analyze the political, economic, and

social ramifications of World War I

on the home front



95

• Assembly line manufacturing (Henry Ford)

- Industrial Leaders:

• Andrew Carnegie (steel)

• J.P. Morgan (finance)

• John D. Rockefeller (oil)

• Cornelius Vanderbilt (railroads)

- Reasons for Economic Transformation:

• Laissez-faire capitalism and special

considerations (e.g., land grants to railroad

builders)

• Increasing labor supply from immigration and

migration from farms

• America’s possession of a wealth of natural

resources, navigable rivers

Essential

Questions

Industrial Age and Immigration

1. How did technology change the United States?

2. What was the impact of industrial growth on

native peoples?

3. How did industry change the way Americans

did business?

4. Why was government corrupted?

5. How did workers respond to industrialization?

6. Why did farmers demand reforms?

7. What was the Populist vision for the United

States?

8. Why did a new wave of immigrants come to

the United States?

9. What was life like in urban America?

10.Describe living & working conditions of the

working class

11.Describe the forms of adaptations of

immigrants at work and in their new society.

12. Identify economic practices and political

factors that contributed to the development &

expansion of businesses.

13. What fueled the modern industrial

economy?

Progressivism

1. Why did conflicts between workers and

corporations sometimes lead to violence?

2. Why did muckrakers and progressives

demand reform?

3. Why did women emerge as champions of

reform?

4. How did Progressive reforms change the

United States?

5. Why did some Americans demand radical

change?

6. How did women achieve political rights?

7. Examine the social, political, and

economic causes of various reform

movements including the Social Gospel, the

Progressives, & Populists

8. Compare and contrast the reforms of the

working class to those of middle class

reformers

9. How did the excesses of the Gilded Age

contribute to the development of the

Progressive Movement?

10. What were the goals of the Progressives,

and what were their accomplishments?

World War I

1. What were the origins of the “Great War?”

2. Why did the United States enter the World

War?

3. What were Woodrow Wilson’s goals?

4. What was the U.S. role in the World War?

5. How did participation in the World War

change life in the United States?

6. Should the United States have joined the

League of Nations?

Assessment

Strategies

Formative and

Summative

Bench mark Testing for Standards 11.2

USA Test Prep Standard 11.2




96

Instructional

Strategies



Industrial Age

Immigration




E. Multimedia -Video, CD and audio tape






Progressive Movement

World War I





tape




Primary

Sources


- Immigrants stories

The Americans Chapters 9 and 11

Excerpts from Upton Sinclair and other

Muckrakers

February

March

Unit Name or

Theme

Imperialism

1920s

The Great Depression

The New Deal

Enduring

Understandings

and

Performance

Indicators

(California

State Standards)

11.4

Explain how the United States became a world

power and compare and/or contrast U.S.

expansion to European imperialism

- Dissect the connections between the

rise of the United States as an

industrial giant and its ascent as an

imperialist nation, particularly in the

western Hemisphere.

- Explain the US role in the Panama

Canal.

- Compare & contrast the foreign

policies of Roosevelt, Taft, & Wilson

Expected Learning Result Imperialism

- Evaluate how the rise of industry created a

need for industrialized nations to exploit non-

industrial regions.

- Evaluate the impact of US imperialism on its

rise to global power.

11.5 The student will demonstrate an

understanding of major political, social,

economic, and cultural developments of the

1920s

Expected Learning Results 1920s

- Explain the reasons for the Volstead

Act (Prohibition) and its

consequences

- Describe the conditions that led to the

11.6The student will demonstrate an

understanding of the causes of the Great

Depression and how the New Deal affected

society and changed American federalism.

Expected Learning Results:

- Explain the prevailing beliefs

regarding the proper role of the federal

government, which will provide a

basis for understanding later

controversies over the New Deal

during the 1930s

- Use excerpts from literature,

documentary photographs, newspaper

accounts, and oral histories to examine

the linkage between severe economic

distress and social turmoil as well as

the more benign aspects of daily life

- Describe the Roosevelt

administration’s response to the Great

Depression and explain how social

welfare programs, regulatory

agencies, and economic planning

bureaus expanded the process and role

of the national government and

changed federalism (5)

- Evaluate and analyze the political,

economic, and social measures

enacted during the New Deal; explain

their impact and controversies

- Identify the cause of the Great

Depression.


97

Harlem Renaissance and study

examples from its literature, music,

and art (e.g., Zora Neale Hurston,

Langston Hughes, Duke Ellington)

- Describe the rise of mass media and

other technological changes, and their

positive and negative effects on

popular culture

- Explain the international and

domestic events that prompted the so-

called Red Scare and the resultant

attacks on civil liberties in the post-

war era; examine popular reaction to

specific events such as the Sacco-

Vanzetti case, the Palmer Raids, and

Supreme Court decisions regarding

freedom of expression

- Explain how women’s right to vote

was secured nationwide and evaluate

the arguments for and against female

suffrage

- Explain three factors that contributed

to the affluence of the US in the

1920’s and three factors that

contributed to the anxiety of the

1920’s.

Enduring Understanding 1920s

Popular culture reflected the prosperity of the

era.

- Mass Media and Communications

• Radio-broadcast jazz and Fireside Chats

• Movies-provided escape from Depression-

era realities

• Newspapers and magazines-shaped cultural

norms and sparked fads.

- Challenges to Traditional Values

• Traditional religion-Darwin’s Theory and

Scopes Trial

• Traditional Role of Women-Flappers,

19th

Amendment

• Open Immigration-Rise of new KKK

• Prohibition- Smuggling alcohol and

speakeasies

- The United States emerged from World War

I as a global power. The stock market boom

and optimism of the 1920s were generated by

investments made with borrowed money.

When businesses failed, the stocks lost their

value, prices fell, production slowed, banks

collapsed, and unemployment became

widespread.

- Analyze the effects and responses of

the Great Depression on Americans.

- Compare the federal government’s

response to the Great Depression

under Hoover and Roosevelt.

- Critique the New Deal

- Analyze how the role of the federal

government changed as a result of the

Great Depression.

Enduring Understanding Great Depression

Causes of the Great Depression

• Stock market crashed in 1929 and stock

prices collapsed

• Federal Reserve failed to prevent widespread

collapse of the nation’s banking system in the

late 1920’s and early 1930’s, leading to severe

contraction in the nation’s supply of money in

circulation.

• High protective tariffs produced retaliatory

tariffs in other countries, strangling world trade

(Smoot-Hawley Tariff)

- Impact

• Unemployment and homelessness

• Collapse of financial system (bank closing)

• Demand for goods declined.

• Political unrest (growing militancy of labor

unions)

• Farm foreclosures and migration

- The New Deal altered permanently the role of

American government in the economy.

Fostered changes in people’s attitudes towards

government’s responsibilities, Organized labor

acquired new rights, as the New Deal set in

place legislation that reshaped modern

American capitalism.

- New Deal (Franklin Roosevelt)

• This program changed the role of the

government to a more active participant in

solving problems.

• Roosevelt rallied a frightened nation in which

one in four workers was unemployed. (“We

have nothing to fear, but fear itself.”

• Relief measures provided direct payment to

people for immediate help (Works Progress

Administration- WPA)

• Recovery programs were designed to bring

nation out of depression over time (Agricultural

Adjustment Administration-AAA)

• Reform measures corrected unsound banking

and investment practices (Federal Deposit

Insurance Corporation-FDIC)

• Social Security Act offered safeguard for

workers.

- The legacy of the New Deal influenced the


98

- Causes of the stock market crash of 1929

• Business was booming, but investments were

made with borrowed money (over speculation)

• Excessive expansion of credit

• Business failures led to bankruptcies

• Bank deposits were invested in the market

• When the market collapsed, the banks had no

money.

public’s belief in the responsibility of

government to deliver public services, to

intervene in the economy, and to act in ways

that promote the general welfare.

Essential

Questions

Imperialism

1. Why did the United States look overseas?

2. What was the ideology of imperialism?

3. Was U.S. policy in Asia imperialistic?

4. Why did the United States go to war with

Spain?

5. Should the United States intervene in Latin

America and the Caribbean?

1920s

1. Could America return to “normalcy” at the

end of World War I?

2. Why were immigrants targeted by the

Palmer Raids?

3. Who were Sacco and Vanzetti?

4. Why did the Scopes trial create so much

controversy?

5. How did African Americans create culture

and community in the northern cities?

6. What was happening to the U.S. economy

and workforce during the 1920s?

7. How did radio, movies newspapers, and

magazines promote challenges to traditional

values?

8. What caused the stock market crash of

1929?

9. What were consequences of the stock

market crash of 1929?

The Great Depression

1. Why did the economy collapse?

2. What was the Republican concept of the role

of government?

3. What was the impact of the Great

Depression on life in the United States?

4. What was the promise of the New Deal?

5. How did the Great Depression and New Deal

affect life in New York (or any locality)?

6. How did the New Deal change American

government? What were the causes of the

Great Depression?

7. How did the Great Depression affect the

lives of Americans?

8. How did the New Deal attempt to address

the cause and effects of the Great Depression?

9. What impact did the New Deal have on the

role of the federal government?

Assessment

Strategies

Formative and

Summative


11.5


Bench mark Testing for Standards 11.6.


Instructional

Strategies



Age of Imperialism

1920s







Great Depression

New Deal






99

tape




tape




Primary

Sources


The Americans Chapter 14 and 15

April May

Unit Name or

Theme

World War II Cold War

Enduring

Understandings

and

Performance

Indicators

(California State

Standards)

11.7The student will understand the role of the

United States in World War II and the impact

of the war on the home front.

Expected Learning Results

- Explain how wartime factory

employment created new job

opportunities for women and

minorities

- Analyze and explain how the

egalitarian ideology of the war effort,

combined with the reality of racial

segregation, produced a strong

stimulus for civil rights activism

- Examine the controversyover

President Truman’s decision to drop

atomic bombs as a means to end the

war

- Identify the events leading to US

involvement in World War II.

- Analyze the effects/ consequences of

American participation in World War

II both at home and abroad.

- Justify the United States’ decision to

drop the atomic bomb on Hiroshima

and Nagasaki.

- Analyze the political, economic, and

social impact of World War II both at

home and abroad.

Enduring Understandings

The war in Europe

• World War II began with Hitler’s invasion of

Poland in 1939, followed shortly after by the

Soviet Union’s invasion of Poland from the

east and the Baltic countries.

• During the first two years of the war the

United States stayed officially neutral as

Germany overran France, most of Europe, and

pounded Britain from the air (the Battle of

Britain). In mid 1941, Hitler turned on his

11.9

Expected Learning Results

- Analyze how the Cold War affected

American policy in the following

regions: Southeast Asia and Latin

America.


100

former partner and invaded the Soviet Union.

• Despite strong isolationist sentiment at home

the United States increasingly helped Britain.

It gave Britain was supplies and old naval

warships in return for military bases in

Bermuda and the Caribbean. Soon after the

Lend Lease Act gave the President Authority

to sell or land equipment to countries to

defend themselves against the Axis powers.

Franklin Roosevelt compared it to “lending a

garden hose to a next-door neighbor whose

house is on fire”.

- The United States gradually abandoned

neutrality as events in Europe and Asia pulled

the nations toward war.

- From neutrality to U.S. assistance in Europe

• Revision of Neutrality Acts

• Destroyers for bases deal (U.S. traded aging

destroyers for military bases in England)

• Lend lease (U.S. lent war material to nations

facing aggression and whose defense was vital

to the U.S.)

• Atlantic Charter (F.D.R. and Churchill met

to discuss war aims); pledged to no territorial

gains, self-determination; laid groundwork for

U.N.

- U.S. actions in Asia

• During the 1930s a militaristic Japan

invaded and brutalized Manchuria and China

as it sought military and economic domination

over Asia. The United States refused to

recognize Japanese conquests in Asia and

imposed an embargo on exports of oil and

steel to Japan. Tensions rose but both

countries negotiated to avoid war.

• While negotiating with the US and without

any warning, Japan carried out an air attack on

the American naval base at Pearl Harbor,

Hawaii, on December 7, 1941. The attack

destroyed much of the American Pacific fleet

and killed several thousand Americans.

Roosevelt called it a “date that will live in

infamy” as he asked Congress to declare war

on Japan.

• After Pearl Harbor, Hitler honored a pact

with Japan and declared war on the United

States. The debates over isolationism in the

US were over. World War II was now a true

world war and the US was fully involved.

- Causes of involvement

• Nazi aggression – Invasion of Poland, Fall of

France, Battle of Britain

• Japanese aggression – Expansion of

Japanese war in China, Surprise attack on

Pearl Harbor

- Wartime strategies reflect the political and


101

military goals of alliances, resources on hand,

and the geographical extent of the conflict.

Essential

Questions

World War II

1. What were the underlying causes of World

War II?

2. Why did many Americans demand isolation

during the 1930s?

3. What were the underlying causes of U.S.

entry into the war?

4. What were the immediate causes of the

U.S. entry into the war?

5. How did the allies win in Europe?

6. How did the allies win in the Pacific?

7. Was total war justified?

8. Rosie the Riveter and Civil Rights: How

did the war change life in the United States?

9. The internment of the Japanese: How could

it happen here?

Cold War

1. Why did wartime allies fight a “cold war?”

2. Why did “hot spots” emerge in Berlin,

Korea, and Cuba?

3. How did the nuclear and space races shape

the world?

4. How did the United States respond to anti-

colonial movements in the Third World?

5. Did events in the Middle East threaten U.S.

security?

6. Why did East Asia play a central role in U.S.

foreign policy?

7. Why was the United States in Vietnam?

8. What happened to American troops in

Vietnam?

9. What was the impact of U.S. involvement in

Vietnam on the American people?

10. Did U.S. policy in Vietnam “fail?”

11. How did Middle Eastern conflicts affect life

in the United States?

12. What happened to the Russian “Evil

Empire”?

13. Can the United States establish a “New

World Order”?

Assessment

Strategies

Formative and

Summative





Instructional

Strategies



World War II





tape






Cold War





tape




Primary Sources

The Americans Chapters 16 and 17 The Americans Chapter 18


102

Sample Weekly Bulletin

The Bruins’ Doins’: Dec. 10 - Dec. 15, 2012

Many thanks to our security guard, Laura, whose consistent hard work and monitoring of

students help make this campus a safer place!

Kudos to our Assistant Principal, Julio, and Attendance Clerk, Lidia, who quickly and

significantly lowered our tardy totals!

Curriculum&Instruction:

Grades: The open window for semester 1 grades is Dec. 17th

– 19th

SMART GOALS: We had a SchoolPlan tutorial, sorted through department, teacher and

student STAR data and confirmed the CM strategies that will help us make growth for safe

harbor students. After break, we will begin a SMART goal process to measure growth. We will

need to log in to USA test Prep in order to create a mini assessment, and it will be scanned into

SchoolPlan. Be sure that you are able to access USATest Prep in

advance:http://www.usatestprep.com. At the top right corner, click on Member Login.

Account ID: greenfieldca

Teacher Activation Code: einstein93

Please contact Toby for SchoolPlan, Patricia for USATestPrep, or Cristina if you are having

difficulty with either data base.

Students will also be creating goals for STAR achievement in ELA and Math classes. More on

this during collaboration when we return from break.

CM strategies increase student engagement and promote English Language fluency. Students

must interact with academic vocabulary both verbally and in writing in order to improve their

level of English and gain content knowledge. We must practice these strategies daily to become

more comfortable with them and improve student achievement. Jessica will be making a

schedule to provide CM/EL support and suggestions to depts. and teachers. Our coach and

colleagues are working on creating poster-sized language frame templates for your classrooms.

CM strategies in place and in use through December:

1. Dec.: Note-making tools support comprehension, target critical areas of text, require

students to interact with key concepts, and form a foundation for oral and written

language practice.

2. Nov.: Language frames support the learning goal, are modeled and are referred to during

the lesson. Students complete the language frames per their level of EL proficiency

during the lesson.

3. Oct.: Content and language goals posted, clearly stated, and referred to during the lesson.

http://www.usatestprep.com/

http://www.kingcity.k12.ca.us/gw/webacc?action=Item.Read&User.context=dp7vm6Nl7to9difDm8&Item.drn=7497z37z0&merge=msgitem&Url.Folder.type=Folder.UNIVERSAL


103

EL strategies of the month:

Jan.: Student answers in a complete sentence, then gives two reasons to justify his/her response.

Dec.: Pose a question, have students discuss the response in pairs for 30 seconds, give them a

targeted academic vocabulary word to use in their pair-share, then teacher calls on student who

tells you their partner’s answer.

Nov.: Teachers model and students respond in complete sentences.

Walk throughs Administration’s goal is to walk through classes 45 minutes each day. The

focus is on implementation of WASC, CM and EL strategies. Be sure to post evidence in your

classrooms of relevant learning goals, sentence frames related to the instruction, graphic

organizers/note-taking devices focused on vocabulary and critical areas of text. Do create

opportunities for students to be engaged in the use of academic language and content by

incorporating CM into your existing lessons. Standards-based assignments that demonstrate the

ESLRS must be posted next to the WASC Classroom Evidence sheet.

Admin will begin to leave behind a check-list of what we’ve seen. If we’ve overlooked

something or if you have a concern, please do come by or let us know.

Speaking of WASC, thank you all for turning in your peer visit and student interview

sheets. They will be included in our WASC report. Make it a point to go over the ESLRs

with your students. Ask them how the assignments they receive support the ESLRS.

After School Support Classes: The last day for this semester’s after school programs is this

Thursday; for the Sat. credit recovery, it will be this Saturday. We will resume the second week

after we return from Winter Break.

Link Crew: Who interested in organizing Link Crew for next year? Link Crew is a group of

upper class students and their advisors(s) who organize matriculation activities in the beginning

of the year and during the year to connect with freshmen. Need more info? Please see me.

Safety and Discipline:

Our lock down/shelter in place drill will occur this Tuesday, period 2. Usher all students in who

may be outdoors at the time the drill begins. Students in the restroom will need to take shelter

there. Please do not open your door for any reason during the drill.

Remain consistent in having students turn off their electronic devices and keeping electronic

devices and earbuds out of sight during class and passing period. We ALL must stay on top of

this.

If you arrange for a student to see you during lunch, please issue the student a pass in advance.

The green line is enforced during lunchtime and students will need a pass to cross unless they

are attending a club meeting.

Please see Julio for adjunct duty revisions, if you have not already.


104

Calendar:

Mon. Dec. 10: Julio to meet with admin coach 9:30

Lisa to meet with admin coach 1:00

After school math program

3:30 – 4:00 front office staff meeting conference room

Tues. Dec. 11: WASC writers release time in conf. room

Lock down 9:05, details in separate email

Lisa to Rotary 12:10 w/ Rotary Camp students Abigail Herrera and Randy

Sosa

Admin. Meeting 1:30

District Curriculum Committee @ DO 3:15

After school math program, last day this semester

After school drop-in tutoring

Wed. Dec. 12: Board Members visit ELD classes

Inter-discip PLC is changed to WASC FOLTS 1:45 – 3:15 in library;

focus on Chapter 4: visiting committee critical areas; agenda to follow.

Thurs. Dec. 13: Holiday Caroling, thanks to Mr. Kaneko

After school ELA program, last day this semester

After school drop-in tutoring, last day this semester

Fri. Dec. 14: Final exam schedule begins (sent in separate email and in your boxes)

Sat. Dec. 15: Saturday Credit Recovery with Ms. Villagomez in room 204, 9 – 11AM,

last day this semester.


105

SMART Goal Template


106


107

School Site Council Sample Minutes

Greenfield High School

Site Council Meeting Minutes

Meeting – September 2012

3:15 Meeting called to order by Secretary, Allison Steinmann

Flag Salute led by Allison Steinmann

Roll Call by Secretary

Discussion/Actions:

I. Ms. Mazza, Principal reviewed the Greenfield High School School Site Council Bylaws.

Review included discussion and clarity of the SSC Member composition required to meet

parity between members (ex.; staff, parents). Site Council members agreed that 3 additional

Parent members are required to meet the Composition Bylaws requirement.

II. SSC members discussed requirement to have a member as Chairperson and Vice-Chairperson

filled.

Allison Steinmann made motion to elect Mr. Daniel Villasenor as Chairperson for School

Site Council. This motion was seconded by Lisa Mazza. All members voted in favor of Mr.

Villasenor as Chairperson for the GHS School Site Council 2012-2014.

Allison Steinmann made motion to elect Ms. Sandra Brusch as Vice Chairperson for School

Site Council. This motion was seconded by Juana Botello. All members voted in favor of

Ms. Brusch as Vice-Chairperson for the GHS School Site Council 2012-2014.

III. Ms. Mazza led SSC Members in School Site Council Power Point review of laws and

procedures followed related to SSC duties and actions. Members discussed and reviewed this

information. Members requested copy of this Power Point to review. Ms. Mazza stated she

will have this prepared for all SSC members.

IV. Ms. Mazza reviewed the GHS School Site Plan completion and necessary information and

date required to update and conclude this completion by the required dates. Ms. Mazza

requested SSC members to review the 2011/2012 School Site Plan and share notes/data and

comments which must be modified to the 2012/2013 School Site Plan. Ms. Mazza stated that

all changes must be made prior to presenting the 2012/2013 School Site Plan to the school

district board for approval.

Discussion continued addressing a number of issues as to Site Plan goals, relative to WASC

and Smart Goals required. Ms. Mazza stated that Smart Goals will be developed. Discussion

continued as to “how to improve goals and determination of funding for goals. Ms. White


108

inquired if the review steps included SSC members given adequate opportunity to address

feedback prior to a School Site Council vote being required. Ms. Mazza stated that all views,

feedback, updated data information will be reviewed prior to final SSC Site Plan presented to

District Board for approval.

V. Ms. Brusch inquired if new CST data is in the School Site Plan. Ms. Mazza stated that data

has been received and will be placed in the Site Council a.s.a.p.

VI: Ms. Mazza requested all date/feedback/ideas be presented by/on September 21, 2012 SSC

members agreed next SSC meeting be on September 27th, 2012 at 3:15 PM. Ms. Mazza

stated that she must have the Site Plan completed and prepared by the District Board meeting

on October 10, 2012.

VII: SSC Members discussed options to calendar Monthly SSC meetings. SSC members agreed

to monthly meeting on the first Monday of each month at 3:15 -4:15 PM. Ms. Botello made

the motion to calendar all monthly SSC meetings on the first Monday of each month. Ms.

Evelyn Sanchez seconded this motion. All members voted in favor of this motion.

VIII: Ms. Steinmann presented item to SSC to request approval for SSC funds be available for her

to attend CARS+ (California Association of Resource Specialists) Special Education

Conference, on February 15 and 16th, 2013 in Oakland, CA. As a CARS+ member, the fee

for Ms. Steinmann to attend this conference is $255.00. Ms. Steinmann will only require a

Substitute/Guest Teacher for Friday, February 15th, 2013.

SSC members discussed and requested Ms. Steinmann to being the information regarding this

conference to the SSC meeting on September 27, 2012 when SSC members will reconsider

and vote for approval/denial for the school site expenditure.

VIIII: Open Discussion: - None

X: Ms. Sanchez moved to adjourn SSC Meeting. Ms. Brusch seconded this motion, all

members voted in favor of this motion.

Chairperson, Mr. Villasenor adjourned this meeting.


109

During the first faculty meeting of the 2012-13 school year, the new principal conducted a

survey to determine staff’s perception of Greenfield High School’s positive attributes and staff’s

primary concerns. The staff was asked to write three things they felt were positive about the

school, two personal items about themselves, and one area they perceived as the greatest need for

the school. The results of the survey related to the school’s positive attributes and staff’s areas of

concern yielded:

Results from 3 – 2 – 1 – Survey, August 2012

CONCERNS # POSITIVES #

Discipline 7 Great Students/Nice/Well-

behaved/Helpful

10

Student Apathy or Lack of

Motivation/Concern/Responsibility

3

Great Staff/Great Place to Work 6

Lack of Respect For Rules 2 Staff Works Well Together/Hard-

Working and Friendly

6

Need Follow-through 2 Great Facility 6

Students Let Off the Hook Too

Easily

1 Most of Our Students Are Here to

Learn/Get Diplomas

4

Lack of Stability 1 Sense of Community/Supportive

Community

4

District-Wide Communication 1 Supportive Community/Sense of

Community

3

Gangs 1 Great Teachers 3

WASC 1 (Access to) Sports Program 2

No Vocational Resources 1 Continue to Make Progress

Regardless of Setbacks and Budget

Cuts

1

Gum on Sidewalk 1


110

Appendix B

Action Plans

2012-2013

2011-2012

2010-2011

2009-2010