Academic Culture, Values and Beliefs
Testing is NOT Our Primary Focus...LEARNING is Our Ultimate Goal. Test Scores WIll Take Care of Themselves if We Commit to Ensuring that Each Student Masters Essential Standards, Skills, and Key Concepts.
We do not just cover curriculum, we uncover the potential of every child.
Developing a Strong Connection Between Academic Performance and Character; Subject Learning and Principles (Rapport)
Rapport: "No Significant Learning Will Occur Without a Significant Relationship." -James Comer
9-10th Grade Years: Developing a Strong Academic Foundation
11-12th Grade Years: Focusing on Selected Career Oriented Pathways
Clarity of Purpose: All Staff Having a True Belief that ALL Children Can Learn and if They Don't What We Will Do so They CAN (No One is Left Behind)
Educational Collective Responsibility (ECR): Not My Kids, Your Kids, His Kids, Their Kids...But OUR Kids (CARE Factor)
Hiring and Creating "Turn-Around" Staff: Staff That Can Inspire, Motivate, and Encourage Change in Students and Give Them a Second Chance on Life
(CARE Factor)
Staff That is Willing to Think Outside the Traditional High School Box- Innovation, Exploration, Experimentation, Information, Determination, Creation and Motivation
Success: Striving to Reach Our Personal Best in Everything We Do. (Effort, Dedication, Commitment and Passion)
2010-2011 Theme: SpartaFish- Creating a Positive Student Centered Classroom and Working Environment (Positive Deviance)
No Excuses High School (NoX!)- Focusing On Solutions and Results Only/ Doing Whatever It Takes to Create Success for ALL/ Working Together to Find Solutions (PLC)
No More TTH-WWHADI- "This is The Way We Have Always Done It"; Feedforward and Let Go of the PAST.
Teacher's Role: Guide, Coach, Advocate, Educator, and a Facilitator for Learning
Academic Academy Contracts signed by Students, Parents, and Teachers (C2G)
C2L- Teachers and Students Make a Commitment to Learning
Hard Work is like a prison sentence unless it has meaning (Relevance)
Celebrate success and Random Fun
High School Plus: Developing High Levels of Learning
Administration
Confront the Brutal Facts: Having a Unwavering Faith that Our School Will Prevail No Matter What
We Believe in Investing in PEOPLE before Programs
Vision- To Instill in Each Teacher a Life-Long Passion for Teaching and Learning as well as to Develop them into Teacher Leaders.
Our Goal is to Spend Time in the Classrooms All Day at least 4-5 times per Week. (Instructional Leadership)
Our Role is to Establish a Learning Climate and Develop a Collective Commitment to Student Achievement.
Provide Available Resources and Support for Teachers and Staff.
Take on the Role of an Instructional Coach more than an Evaluator.
Support the Fact that Failure is NOT an Option for Everyone.
Intrusting Teacher Leaders to Help Make School Wide Decisions. (Professional Learning Communities)
Be Grade Level Data Experts.
Servant Leadership: Serving and Supporting the System, Staff , Students and Our Community
Daily Classroom Visitations and Walk-Throughs (MBWA): "J" Walks (Yearly Theme Focus), Walk-Arounds (Status Check), Learning Walks (Specific Instructional Focus), H.O.T Walks (Higher Order Thinking Skills Focus), and Walk-By's.
Focus on Developing the 3R's X2
School Site Goals and Objectives: Standard 3 Key Element (e)- Use of Technology and Standard 1 Key Element (b)- Use of Instructional Strategies
Listen, Listen, and Pay Attention to the Needs of the Teachers
ASB
Building Relationships - establishing a positive climate
Building a Sense of Community
Focus on Making Students Feel Personally Connected to the School
J Hills Legacy: Develop Culture, Traditions, and Pride
Create a Sense of Belonging for ALL Students
Developing ASB Students into Future Leaders
40 Developmental Assests: ASB Will Assist in Developing Programs that Will Help our Students Grow Into Caring, Responsible, and Successful Adults
All-School Assemblies and Pep Rallies
Building Student to Student Relationships
ASB WIll Speak at Faculty Meetings
ASB Will Develop a Public Relations Program
Assessment and Grading
Data has to Create ACTION.
Grades Will be Based on the Level of Mastery in 8-10 Academic Standards Per Semester. Growth Over Time.
Multiple Alternative Assessment Opportunities to Show Mastery Through Jurupa Hills Hope and Support Program- Creating a Vision of Hope in Education/ Answers the Questions: How Do We Respond When Kids Don't Learn?
All Teachers Will Begin to Implement a Standard Based Achievement Grading System/ Attaining the Grade is No Longer the Goal. The Goal is Continually Learning and Growing (All Grades are Not Created Equal and Do NOT Measure Learning)
Progressive Monitoring and Assessment: More Frequent Non-graded Formative Assessment and less Graded Summative Assessment/ Formative Assessment is used as a Constant Checking for Understanding tool (CCFU)
Academically Focused Grading: Separating Mastery of Standards and Life Skills (Citizenship, Homework/Class work Habits, Participation, Attendance and Behavior)
Test is now a Four Letter Word (Outlawed)... It Will Be Now Defined as "Measurement Tool" (Formative Assessment)
Grades Will be Achieved on Proficiency Levels and/or a Four Point Scale: 4=Advanced Proficient, 3= Proficient, 2=Basic, 1=Below Basic, 0=Far Below Basic (Standards Based Assessment and Grading)
There Will No Such Thing as EXTRA CREDIT. Grades are determined by Mastery of Standards and NOT more work.
Counseling –The Oracles
10 Year School to Career Plan- Counselor and Student Driven
Counselor Watch Referral Program: Early Identification and Intervention Based on Poor Academic Progress, Personal or Family Problems, Poor Attendance, Peer Relationship Issues, Low Self-esteem, or chronic underachievement (SATA)
Grade Level Data Experts. Use Data Effectively for Student Placement and Intervention. (Results)
Parents and Families as Partners Website. (Communication)
Counselor's Weekly Motivational Videos. (Communication)
Lunch Bunch Tutoring
Parenting Workshops
Learning and Instruction
Co-Teaching Concept: 16 Fully Trained Teachers (Full Inclusion)
All Teachers Focus on Literacy: Provide Explicit Academic Vocabulary Development and Instruction; Provide Direct and Explicit Comprehensive Strategy Instruction; Provide Opportunities for Extended Discussions of Text Meaning; Increase Student Motivation and Engagement in Literacy Learning (Literacy)
Classroom Focus is On Effective Instruction, Best Practices and High Level Learning- Quality Core Instruction is the #1 Factor in Student Achievement
Creating a Culture of Literacy: Reading Critically (Predict, Question, Clarify and Summarize) (Reading Blogs) and Writing Effectively Will be Done Daily in Each Core Subject Area-Multiple Daily Opportunities
21st Century Skills: 1. Critical Thinking and Problem Solving; 2. Collaboration and Teamwork; 3. Agility and Adaptability; 4. Initiative and Entrepreneurship; 5. Effective Oral and Written Communication; 6. Assessing and Analyzing Information; 7. Curiosity and Imagination
The Use of Learning and Questioning Techniques- Higher Order Thinking Skills (HOTS)/Bloom's Taxonomy
Key Learning Question: Can Students Identify What they are Learning (Learning Targets and Standards) and not just What they are Doing? (No Busy Work Activities)?
Looking for Nonconventional Instructional Techniques to Reach Reluctant and Unmotivated Learners- Making Certain Lessons are Intriguing, Entertaining, Engaging, Captivating, and Interesting/ Answers the Questions: How Do We Respond When Kids Don't Learn?
Use of Effective Research Based Instructional Practices and Not Popular/Traditional Practices on a Daily Basis (Be Careful not to be Blinded by Own Discipline)
Delivery of Content- No "Sit and Get" or "Stand and Deliver"/ Only Instructional Activities That will ENGAGE the Brain and Make the Connections (Building Dendrites)
Essential Power Standards: Students Will Need to Master 8-10 Essential Standards each Semester per Subject. Selections of Essential Standards are Based on Endurance, Leverage, and Need for the Following Grade
SmartLink Classroom Furniture- Furniture that is made specifically for Cooperative Grouping and Collaboration Activities-The Interactive Classroom
Professional Development
1. Teaching in a Block Schedule
2. Working in Professional Lerarning Communities
3. Creating a System Based Response to Intervention and Instruction (RTI2)
4. Using 21st Technology Tools and Instruction
5. Creating and Developing a Full Inclusion Model
Professional Learning Communities
Three Essential Questions: 1. What is It We Want ALL Students to Learn? (Essential Standards and Target Standards) 2. How Will We Know When each Student has Acquired the Indented Knowledge and Skills? (Common Assessments) 3. How Will We Respond When Students Don't Learn? (Response to Intervention)
Seeking the Truth: Asking the right questions. Asking the tough questions. Getting Honest Feedback. Having Fierce Conversations About Kids and Learning.
Clear Expectations: Setting Norms and Expectations
Professional Learning Feeder Teams (PLFT): We Will be Looking at Developing a Team that Includes Elementary and MIddle School Staff that Will Focus on Working Together to Plan and Achieve Higher Education and Leaning Skills for ALL Students.
Professional Learning Communities (PLC) - Operating as a Team/Decisions About Curriculum and Assessment are Made in Collaboration with Colleagues (Collaborative Culture)/Creating PLC Team Websites
Teachers Teaching Teachers To Teach Better and Smarter. (Collective Inquiry and Knowledge)
Professional Learning Communities (PLC) 3 Main Targets: Focusing On Learning, Creating a Collaborative Culture, and Working With Results (Professional Learning Communities)
Teamwork and Collaboration: Nobody Works Alone- Isolation is the Enemy of Improvement/Collective Inquiry and Shared Knowledge/Everyone's Data and Results are Transparent (Collaborative Culture)
Equitable Instruction and Learning Opportunities Across All Subject Areas: Common Goals, Beliefs, Behavior Expectations, Assessments, Syllabus, Planning Period, Lesson Plans, Power Standards, Learning Targets, Formative and Summative Testing Calendar, Remediation Opportunities, and Grading/ Answers the Question: How Do We Know If Students are Learning? (Professional Learning Communities)
Commitment to Standards and Improvement (CSI)-Focus on Results (Professional Learning Communities)
Bi-Weekly Collaboration Will be Embedded into the Professional Work Week (Professional Learning Communities)
New Department Roles: Leaders of Change/ Leaders of Instruction and Learning/ Leaders in Setting the Academic Culture/ Leaders in Peer Instructional Coaching / Leaders in Using Data to Drive Decisions and Set Short Term Instructional Goals/ Leaders in Creating Target Intervention/ Leaders of Continuous Improvement (Professional Learning Communities)
Block Lesson Plans: Teachers That Spend More Time Planning Have Better Success in Classrooms (Collaborative Planning is a MUST)
Department Coaching Model- All department chairs will follow the Collaborative Coaching and Learning Model (CCL)
Response to Intervention and Instruction
Expanded Opportunity: We will deliberately provide all students with the time and the instructional support students need to reach mastery of essential standards.
3 Tiers: Tier 1- CORE Instruction Tier 2- Targeted/Strategic Instruction Tier 3- Intensive Instruction
Specialized Academic Coaches: RTI Coach, Data Coach, Instructional Coach
Pyramid of Interventions: Creating a Student Academic Improvement Plan/ Prevention, Remediation, Intervention, Intensive Intervention (Response to Intervention)
More of the Same is NOT Better.
Failure is Not an Option: Students Needing Additional Learning Time and Support, Will be Placed in MANDATORY and DIRECTIVE Tutorial Programs- Extended Learning Opportunities During Period 0 and 7, Working Lunch, Peer Tutoring Services, Homework Center, Saturday Academic School, and Standard Grade Recovery (Response to Intervention)
READ 180 Sections for Struggling Readers- Reading is the Language of Learning (RTI) /Answers the Questions: How Do We Respond When Kids Don't Learn? (Response to Intervention)
Save One Student (SOS)- SOS Adults Will Take Special Interest in One or More at Risk Students and give Them TIME and SUPPORT (Response to Intervention)
Spartan Summer Success Academy- S.S.S.A for Incoming 9th Grade Basic and Below Students (3-6 Weeks)/ Answers the Questions: How Do We Respond When Kids Don't Learn?
Behavioral Intervention and Modification Programs-Route Students to Counseling Rather Than Suspension/Comprehensive Advising and Counseling Program (Response to Intervention)
Specialized Intervention Teams: Consisting of a Variety of Staff Members Who Review Student Academic Cases (Response to Intervention)
Creating Highly Target and Focused Intervention Programs Based on Student Academic and Behavioral Needs (Response to Intervention)
3 Daily Intervention Blocks: Last 20 -26 Minutes of Every Block Students Receive High Quality Corrective and Targeted Instruction
3 Daily Enrichment Blocks: Students That Meet Selected Criteria and Qualify Will Be Able to Skip the Last 20 Minutes of Every Block and Choose Selected Enrichment Activities Which Include Study Hall, Homework Center, Computer Lab, Library Research, Tutoring, Academic Counseling, Career Counseling, Club Activities and Social Activities
Early Student Identification: Moving Away from the "Waiting to Fail" Model; Creating Systems for Quick Identification of Student Needs/Preventing Students from Falling Through the Cracks (Response to Intervention)
Math and Language Arts Teams: Flexible Scheduling Where Common Students are Shared and Moved Based on Academic Need within Common Block Periods and Subjects (Response to Intervention)
The E-ZZZ Intervention: 85% of the Students are NOT getting enough Sleep. Sleep Deprived Students do Worse in School. Recommended time 8-9 Hours.
Safety, Order and Discipline
Student Non-Negotiable Expectations: Active Participation, Engaged in Own Learning, Effort, Daily Attendance, Prepared, C2G, C2L, RESPECT, Positive Attitude, Accountability and Goal Oriented
Culture of Discipline: Disciplined People, Thought, Attitude and Action
Safety, Order, and Discipline (SOD): Consistent, Firm, and Fair (No Warnings!)
Positive Discipline: Thinking Positive and Not Punitive/ Students will be able to gain or lose school and/or class privileges; By Meeting JHHS Expectations, Students will receive Greater Freedom and Autonomy Each Year
Scheduling
Block Schedule- six periods spread into two days twice a week (Monday Regular 1-6)
Spartan Academic Training Academy (S.A.T.A)
The Freshman Transitional Program will run on a Modified Lunch and Class Schedule (School within a School Concept) Spartan Academic Training Academy
The Freshman Transitional Program Will have a balanced Staff of the Most Experienced as well as New Teachers.
Proactive Student Registration: 3 Freshman Goals and 3 Co-Curricular Goals (SATA)
Freshman Counselor Check-In Program: Selected Students are Given Intensive Counseling Session for the First 6 Weeks (SATA)
Freshman Advisory Council: Selected Student Representatives Will Meet with the Administrator in Charge of 9th Grade on a Monthly Basis (SATA)
Big Brother, Big Sister Mentoring Program: All Freshman Will Receive Mentoring Form Upperclassmen (SATA)
Co-curricular Fair: Freshman Will be Given Information on Every Available Program and it is Expected that Every Student Needs to Belong to Something (SATA)
Frequent Freshman Progress Monitoring: Parents Will Receive Information on How Well the Student are Doing more frequently/ This Sharply Reduces Freshman Failure Rate (SATA)
Mandatory 9th Grade "Career Choices" Program (One Semester Class)/Preparation for the Future (SATA)
There is a Plan to have All 9th Grade Teachers AVID Trained (S.A.T.A)
Specialized Programs
Spartan Advanced Placement Program (SAPP): This Program is Designed to Begin Preparing Middle School Students for the Rigors of the A.P Program Through a Series of Eight Free Eight-Hour Mini-Courses Held at Jurupa Hills High School. Please Call the School for Application Information. (Pending)
Full Inclusion Model for Special Education Students; We will NOT prejudge students by their labels or past history (Specialized Academic Instruction)
Intensive English Program for ELD 3-4 Students (A-G Approved) English and ELD Learning Block
Pre-IB Courses- Honors and Advanced Placement for 9th and 10th Grade(Advanced Pathway)
International Baccalaureate Diploma Programme (IB) - Advanced Classes/Pathway (2 Year Application Process for School) IB Core Classes Will ill Begin 2013 (Pending Approval)
Jurupa Hills High School Pathways: Information Technology; Media Support and Services; Network Communications; Advanced Academics
Established 9-12 Core Academic Background Vocabulary- Words and Phrases That Students Must Know and Use at Each Grade Level/Academic Vocabulary Journal (85% of High Stake Tests are Based on Knowing the Vocabulary) (Literacy Focus)
Celebrating Academic Success-Renaissance Program, Principal's Honor Roll, Student of the Month, Athlete of Week (Celebrations)
Senior Service Learning Requirements- Community Service Hours or Fieldwork, Exit Interviews, Senior Portfolios, Career Pathway Presentation and Projects
Athletic Program- 2010-2011 there Will No Freshman Teams; Varsity and JV ONLY
Student Non-Negotiables
Daily Participation - Increases Grades, Attendance, Behavior, and Knowlwdge
Bring and Carry Daily to School a Three-Ring Binder, Pen/Pencil, Paper, and Student Handbook (Minimum)
The Three R’s x 2
Rapport, Relevance, and Rigor Plus Responsibility, Respect and Reflection- High Expectations, Real-World Applications, and Relationships/ Quality Relationships are More Important than Moral Purposes- Fullan
Most Teachers Will Loop Between 9th and 10th Grade (Rapport)
CARE Factor- (Compassion, Attention, Respect, Encouragement) Teachers Will Create Positive Classroom Emotional Environments (Rapport)
Academic Career Oriented Portfolio Requirements (9-12) - Beyond Seat Time (Relevance)
Beyond the Textbook- Problem Based Learning, Project-Based Multimedia Learning, Projects, Experimentation, Research, Reports, Presentations, and Products (Relevance)
Integrated Character Education Program-Connecting With Compassion and Attention (Rapport) (Respect)
Six Intensive Intervention Learning Center Boot Camps: Standard Intervention and Learning Target
Support Classes/ Answers the Questions: How Do We Respond When Kids Don't Learn? (Responsibility)
C2G- Commitment 2 Graduate (Responsibility)
Technology
Education Going Green (EGG): At Jurupa We Will be Going as Paperless as Possible. 70-90% (Technology)
Six Language Arts and Two Social Studies Technology Core Instructional Classes (Embracing the Digital World)
Strong Use of Instructional Technology in Each Class: SMART Response Systems, Teacher Slate Boards, SMART Boards, Document Cameras, 3-6 Class Computers, and School Wireless Internet Access
Career Technical Education Collaboration with Chaffey College
21st Century Communicational Resources- Individual Teacher Websites, TeleParent, Zangle, ParentConnect, Email and Texting
Demonstrating Knowledge Through Technology: Podcasting, Vodcasting, Texting, Emailing, Graphic Animation, and Powerpoint Presentations.
Innovative Architecture: Creating a Physical Environment that Brings in 21st Century Learning and Design.