WASC SELFSTUDY REPORT 1719 E. Madison Avenue El Cajon, CA 92019 Grossmont Union High School District April 10 13, 2016 ACS WASC/CDE Focus on Learning Accreditation Manual, 2015 Edition
TABLE OF CONTENTS Preface: 1 2
Visiting Committee Members Governing Board Members, District Admin, Granite Hills Admin, Focus Group Leaders Focus Group Members 3 WASC Leadership Team 5 Granite Hills Staff Members 7 Vision and Mission Statement 9 SelfStudy Process 10 Chapter I: Student/Community Profile and Supporting Data and Findings 12 Our Community, Our District, Our School 13 Our Staff, Professional Development 15 Our Facilities 19 Vision and Mission Statement, Our Programs 20 Schoolwide Learner Outcomes (SLO), WASC Accreditation History 21 Enrollment 22 Attendance 27 Discipline 28 Smarter Balanced Assessment Consortium (SBAC) 29 Academic Performance Index (API) 33 California Standards Tests (CST) Data 35 CAHSEE Data 37 Adequate Yearly Progress (AYP) 47 English Learners (EL) 48 SAT 50 ACT 51 Advanced Placement (AP)/ International Baccalaureate (IB) 52 AG Completion Rate 55 Early Assessment Program (EAP) 57 D/F Rate, Credit Deficiency Rate 59 Graduation and Dropout Rate 60 Perception Data 61 Curricular and Extracurricular Programs 65 Chapter II: Progress Report 69 Progress Report on the Schoolwide Action Plan 76 Chapter III: Student/Community Profile: Overall Summary from Analysis of Profile Data and Progress Overall Summary 84 Critical Learner Needs 87
Chapter IV: SelfStudy Findings A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources 90 B: Standardsbased Student Learning: Curriculum 116 C: Standardsbased Student Learning: Instruction 143 D: Standardsbased Student Learning: Assessment and Accountability 161 E: School Culture and Support for Student Personal and Academic Growth 175 Prioritized Areas of Growth Needs from Categories A through E 193 Chapter V: Schoolwide Action Plan 195 Appendices 211 A. Timeline of SelfStudy Process B. Results of Student Questionnaire/ Interviews C. Master Schedule D. Approved AP Course List E. UC AG Approved Course List F. Additional Details of School Programs, e.g., Online Instruction, College/Career Readiness Programs, Partnership Academics, IB Diploma Programs, AVID G. School Quality Snapshot H. School Accountability Report Card (SARC) I. Graduation Requirements J. Any Pertinent Additional Data (Or Have on Exhibit During the Visit) K. Budgetary Information, Including Budget Pages From the School’s Action Plan, i.e., the Single Plan for Student Achievement L. Glossary of Terms Unique to the School
Visiting Committee Members Chair Mr. Scott A. Magnusson, Principal Gladstone High School 1340 North Enid Avenue Covina, Ca 91722 (626) 8153600
[email protected]
Member Mrs. Maryann McCann, Teacher Temecula Valley High School 41814 Corte Montia Temecula, Ca 92593 (951) 6957300
[email protected]
Member Dr. Jennifer Earl, Principal Herbert Hoover High School 651 Glenwood Road Glendale, Ca 91202 (818) 2426801
[email protected]
Member Mr. Jason Meskis, Assistant Principal Oak Park High SChool 4029 Cedarpine Lane Moorpark, Ca 93021 (818) 8852310
[email protected]
Member Ms. Kimberly Powers, Math Teacher Marina High School 6322 Heil Avenue Huntington Beach, Ca 92647 (714) 8936571
[email protected]
Member Mrs. Patricia L. Quijada, Supervisor of Instruction and Technology Central Union High School District 2001 Ocotillo Drive El Centro, Ca 92243 (760) 3708863
[email protected]
Member Mr. Brian Shaughn, High School History Teacher Alta Loma High School 8880 Baseline Road Alta Loma, Ca 91701 (909) 9895511
[email protected]
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GOVERNING BOARD MEMBERS Robert Shield, President Dr. Gary Wood, Vice President Jim Kelly, Clerk Priscilla Schreiber, Member Jim Stieringer, Member DISTRICT ADMINISTRATORS Ralf Swenson, Superintendent Theresa Kemper, Assistant Superintendent Scott Patterson, Assistant Superintendent GRANITE HILLS ADMINISTRATORS Michael Fowler, Principal Jake Gaeir, Assistant Principal Dan Santos, Assistant Principal Dale Sheehan, Assistant Principal Wayne Tribble, WASC SelfStudy Coordinator FOCUS GROUP LEADERS Jake Gaeir, Organization Gerald Lopez, Curriculum Jake Nishikawa & Brenden Sexton, Instruction Matt Davis, Assessment & Accountability Debbie Burton & Rachel Valenzuela, Culture & Support 2
FOCUS GROUP MEMBERS Organization Focus Group Leader: Jake Gaeir Ricardo Aldape, Math Randy Anderson, ENS Makena Andler, Student Dawnn Bailey, Classified Lindsey Connolly, SPED Christa Cox, Classified Karl Danielson, Tech & CTE *James Davis, Social Science Kathy Dizney, Classified Tom Downs, Science Susie Fabri, Classified
Michael French, Math *Steve George, Tech & CTE *Jennifer Hanzal, CEIS & CTE Anthony Holmes, SPED Jesus Jimenez, Spanish Emilia Johnston, Classified Lynn Kraszewski, Library Joni Mah, English Nancy McKittrick, Classified *Sean McMeeken, Band Esteban Monge, Science & CTE
Toni Ramirez, Classified Ann Marie Robertson, Classified *Molly Roby, Art Corrie Shein, Parent Teisha Sherrill, English & EL Lisa Statley, Counseling Boyd Stewart, Science Denise Thorpe, Classified Xeng Yang, Math Fran Zumwalt, Social Science
Curriculum Focus Group Leader: *Gerald Lopez *Renate Armstrong, ENS Helen Baker, Parent Jill Bhowmik, English Bassemah Darwish, Learning Center Lindsey Engle, Science Jill Enright, CTE Sharon Evans, Classified *Russell Flannery, Math Mike Fowler, Admin *Jose Garcia, Counseling Danielle Garcia, Classified
Alexandra Grant, Spanish Cynthia Kercheval, Classified Franciene Lehmann, Psychologist *Cathy Madrigal, Soc. Sci. & EL Lily Madson, Student Aubree Mascari, Classified Kellie McMahon, Classified Lynn Miller, Parent *Tracy Mueller, SPED Dan Neighbors, Learning Center Glenn Recasner, Classified
Susan Rosson, Math Heather Rust, Art Bobbi Salazar, Classified Maria Schembri, English Angela Scott, English & AVID Brian Smith, Math Tom Smith, Social Science Lisa Statley, Counseling Andrea White, Classified Tim Williams, Science Katarina Wolters, Students
Instruction Focus Group Leader: Brenden Sexton & Jake Nishikawa Stacy Barry, Classified Tracey Brewer, English Brendan Casey, Science Randy DeWitt, Social Science Beth Finney, Classified Carolyn Gabriel, ENS Carrie Gaeir, English Beverley Jette, SPED Summer Lambert, Counseling *Susan Lusk, Counseling Renee Madison, Classified
Julie Mattox, Parent Rachel McCurry, English Curtis McKenzie, Science David Menchaca, Classified Marilyn Morse, Classified Melinda Parga, Math Marsha ReissFranklin, Sp. Ther. Trudy Sandoval, MSF David Sands, Classified *Julie Schorr, French Cynthia Scott, Classified
Jesse Sheard, Classified Aaron Shein, Student Sandy Sweat, Math Jeannette Thomas, English Robby Tuttle, Science Janet Weis, SPED Ron Whitney, Social Science Alexandria Delatorri, Classified James Richards, English 3
Assessment & Accountability Focus Group Leader: *Matt Davis Ryan Braun, Math Annie Buchwald, Science Erin Burke, Classified Erik Dann, SPED Kim Dorroh, SPED Lisa Drake, Math Kris Erickson, SPED Kevin Forster, Social Science Michelle Frens, Counseling Nicole Goodrich, Math Danny Goodrich, ENS
Jim Heilchuck, Classified Janet Hughes, Classified Sue Manchester, Classified Jeff McDade, Social Science James Messina, Social Science Janessa Nadeau, Choir & Drama Lisa Nash, Classified Sherri Nephew, Classified Tamara Otero, Parent Mike Petrivelli, Spanish David Pinson, SPED
Teresa Richards, English Danny Root, Soc. Science & ASB Barbara Sexton, Classified Dale Sheehan, Admin Jim Sprague, English Chris Villalobos, Sp. Therapist *Jeff Yaddow, SPED Katie Wall, Student Theresa Ward, SPED Jackie Welch, Student
Culture & Support Focus Group Leader: *Debbie Burton & Rachel Valenzuela Cheryl Bryant, Classified Ral Christman, Social Science Jacqueline Civerolo, SPED Kellan Cobbs, SPED Serita Collet, English Lindsey Connolly, SPED Kurt Danielson, Classified Kim Dreesen, Parent Rhett Gaeir, Math Stephen George, Spanish Caralyn Hamilton, Art
Elana Hamovitch, Psychologist Jill Harrison, Classified Julee Hillenbrand, SPED Dave Hupf, Classified Anja Jakobsen, Classified Ashley Launder, SPED Cherrie Launder, Classified Cindy McKee, Classified Terry Morris, Science Brittanie Nguyen, Student Pete Phillips, Classified
Gavin Preston, Spanish Cheryl Pudil, Classified Renee Ross, ENS Kyndel Ross, SPED Dan Santos, Admin Summer Steele, Counseling Guadalupe Steele, Counseling Sarah Steinbraker, Classified Cynthia Terry, Classified *Michelle Tribble, Social Science
* Chair/ Coordinator
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GRANITE HILLS HIGH SCHOOL WASC LEADERSHIP TEAM 2015 2016 NAME
ROLE
FOCUS GROUP
Debbie Burton
Focus Group Leader (Culture and Support)
Culture and Support
Erin Coyne
Classified
Assessment & Accountability
Erik Dann
Special Education Teacher
Assessment & Accountability
Matt Davis
Focus Group Leader (Assessment and Accountability)
Assessment & Accountability
Shay Florence
Student (News Network)
Jennifer Hanzal
Coordinated Early Intervention Services (CEIS) Teacher
Organization
Jacobi Heichelbech
Student (Publication)
Dylan Tweed
Student (ASB)
Jill Enright
Family & Consumer Science Teacher
Curriculum
Michael Erickson
Special Education Teacher
Assessment & Accountability
Mike Fowler
Administration – Principal
Curriculum
Jake Gaeir
Focus Group Leader
Organization
Jose Garcia
Counselor
Curriculum
Katie Jackson
Student (Eagle Link)
Jesus Jimenez
World Language Teacher
Organization
Gerald Lopez
Focus Group Leader
Curriculum
Sue Manchester
Classified – Special Ed. Aide
Assessment & Accountability
Curtis McKenzie
Science Teacher
Instruction 5
Sean McMeeken
Performing Arts Teacher
Organization
Lynn Miller
Parent
Curriculum
Jake Nishikawa
Focus Group Leader (Instruction)
Instruction
Tamara Otero
Parent
Assessment & Accountability
Trudy Sandoval
Manager, School Facilities
Instruction
Dan Santos
Administration – Asst. Principal
Culture & Support
Brenden Sexton
Focus Group Leader (Instruction)
Instruction
Dale Sheehan
Administration – Asst. Principal
Assessment & Accountability
Corrie Shein
Parent
Organization
Wayne Tribble
WASC Coordinator
WASC Coordinator
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7
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Our Vision and Mission Vision “Granite Hills is committed to providing a progressive, studentcentered education where ALL can learn and become productive members of society.” Mission Granite Hills will prepare students to be soaring… E effective communicators A academic achievers G globally engaged citizens L lifelong learners, who E exhibit digital literacy, and are S self directed
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The SelfStudy Process
The SelfStudy completed by Granite HIlls High School (GHHS) followed the process established by the Focus on Learning Joint Process ACS WASC/CDE Process Guide , 2015 Edition. The selfstudy engaged all GHHS stakeholders in a comprehensive evaluation for the entire school resulting in two Critical Learner Needs (CLN) and a revised Single Plan for Student Achievement (SPSA) to guide continued improvement. Granite Hills has stayed true to the accreditation process which is a perpetual cycle of assessment, planning, implementing, monitoring, and reassessment. Granite Hills has a long standing committee called Vision In Planning (VIP). This leadership committee is open to any and all stakeholders. Administrators, teachers, classified staff, students, parents, and community members all sit on the VIP committee. VIP meets every two weeks in the morning from 7:00 to 8:00 am. The mission of VIP is to perpetually examine data, monitor programs, and assess effectiveness. Throughout the year, VIP adjusts and revises the SPSA accordingly. SPSA revisions are sent to School Site Council for approval. As such, the Focus on Learning cycle has continued from the last full visitation which took place in the spring of 2010. The School Wide Action Plan that resulted from the 2010 selfstudy was incorporporated into the SPSA. VIP has been examining data, evaluating programs, and planning improvements every two weeks ever since. 201213 In January, 2013, longtime principal Georgette Torres retired. The new principal, Mike Fowler, made no major organizational changes, allowing the cycle to continue. In March, 2013, Granite had a successful midterm accreditation visit. The visitation committee left Granite Hills with the following comment, “GHHS has shown growth in almost every academic statistic since the last date of visitation… Such accomplishments appear to be the result of several phenomena… an enormous collegiality that exists between the administration, faculty and staff”. Also in March 2013, the Grossmont Union High School District (GUHSD) Governing Board and Superintendent embarked on a process to revise the district’s Goals and Objectives. An all day workshop, with stakeholder representation from community groups, students, parents, and every site, was conducted. The following goals and objectives were developed and later adopted. The Grossmont Union High School’s new goals and objectives are: 1) Provide Safe and Supportive Schools that Welcome All Students. 2) Create an Exceptional Learning Environment that Prepares All Students to be College and Career Ready. 3) Support Collaboration and Innovation in our Grossmont Learning Community. 10
201314 VIP and Granite’s new administration team decided to reorganize the SPSA to align with the District’s new goals and objectives. The district goals became Granite’s goals. VIP continued to meet biweekly to examine data, monitor programs, and assess effectiveness of school improvement efforts in relation to these goals 201415 In the spring of 2015, GHHS Principal Mike Fowler; Assistant principal Jake Gaeir; and WASC Coordinator Wayne Tribble participated on WASC visitation committees to help prepare for the 2016 visit at Granite. Again, VIP met biweekly. The work of VIP focused on examining data and updating the Student and Community Profile. In addition to examining data, program coordinators made presentations regarding their programs. Presentations were heard from the English Learner (EL) Coordinator, the Career Technical Education (CTE) Coordinator, the AVID Coordinator, and the CEIS Coordinator. School Site Council (SSC) began reviewing the school’s mission and vision statements. They also reexamined the school’s ESLRs with the goal of creating Schoolwide Learner Outcomes. A subcommittee worked and concluded that the ELSRs should remain as the SLOs for the time being. They also concluded that the mission and vision needed attention but were satisfactory for the time being. They recommended waiting until there was sufficient time to execute a well designed revision process, that would include a wide range of stakeholders. Focus Group Leaders were selected in the spring and began meeting with administration. 201516 The 201516 school year began with three days of professional development before students returned. Focus Groups were organized around the five WASC/CDE categories of criteria. The groups met and began to analyze the criteria, indicators and prompts. Members began to give feedback using a collaborative, online system utilizing Google Docs. The Google system provided opportunities for continued input throughout the year. In addition to ongoing, online collaboration, focus groups held traditional facetoface meetings throughout the year. Home groups met as part of the regular department meeting schedule and responded to the selfstudy criteria. The Focus Group Leaders spent a full day, off campus, processing and synthesizing the input and formally responding to the selfstudy prompts. The process brought clarification to the strengths and needs of the entire school. VIP continued to meet biweekly. This committee, after examining the Student and Community Profile data, established two Critical Learner Needs and the actions needed to address these needs Chapter 3. VIP also examined and responded to the school’s progress related to the critical needs identified during the last selfstudy Chapter 2. The revised SPSA was developed by VIP based on the school’s Schoolwide Learner Outcomes, Critical Learner Needs and Selfstudy findings. The selfstudy and subsequent WASC Report represent the collaborative effort and the commitment to continuous improvement by the entire Granite Hills Community.
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CHAPTER 1
Student/Community Profile & Supporting Data and Findings
Granite Hills High School Focus on Learning 2016 12
Chapter 1 Student/Community Profile & Supporting Data and Findings Our Community
Located 20 miles east of Downtown San Diego, Granite Hills is located in the city of El Cajon. In addition to El Cajon, Granite Hills serves the communities of Blossom Valley, Flinn Springs, Crest, Harbison Canyon, and Alpine. All are primarily residential communities located at the base of the foothills of the Cuyamaca Mountains. The school draws from three major zip code areas: 92019, 92021, and 91901.
COMMUNITY DATA Zip Code
Cities
Population
Median Age
Largest Ethnic group
2nd Largest Ethnic Group
Owner Occupied Housing
High School Graduate
Bachelor Degree or Higher
Median Family Income
Families Below Poverty Level
92019
El Cajon
42,598
40.6
White 80.5%
Hispanic or Latino 18.2%
66.3%
88%
27.1%
$72,206
12.4%
92021
Crest, Harbison Canyon, El Cajon
65,058
35.3
White 72.3%
Hispanic or Latino 25.9%
52%
82.6%
16.3%
$49,521
21.0%
91901
Alpine
17,403
41.9
White 85.7%
Hispanic or Latino 15.2%
70.5%
91.3%
28.2%
$79,792
8.5%
Total
125,059
38.0
77.0%
21.8%
59.4%
85.7%
21.6%
$61,640
16.3%
(Figure 1) Source: 2010 Demographic US Census Bureau
This area is home to Grossmont Community College and Cuyamaca Community College. Christian Heritage College, a fouryear college, is located one block east of Granite Hills High School. Point Loma Nazarene College, San Diego State, University of San Diego, CSU San Marcos ,and UC San Diego are within driving distance.
Students attending Granite Hills High School generally come from one of four middle schools: Greenfield Middle School (Cajon Valley School District); Los Coches Creek (Cajon Valley School District); Montgomery Middle School (Cajon Valley School District); and Joan MacQueen Middle School (Alpine School District.)
Our District
Granite Hills High School is part the Grossmont Union High School District (GUHSD) which serves students in grades 912 and is located in the eastern portion of San Diego County. GUHSD was established in 1920 and encompasses an area of approximately 465 square miles.
GUHSD consists of nine comprehensive high schools, two charter schools, one continuation high school, two alternative education sites, four special education facilities, a middle college high school program, and an adult education program. Over 22,000 students attend the District’s schools. The 2,300 fulltime employees, combined with hundreds of hourly employees, make GUHSD the largest employer in the East County. 13
Our School
Granite Hills opened in 1960 and has proudly served the community of East County for 55 years. During this time, Granite Hills has become an exceptional place to teach and learn. Former Eagles have shaped this community and continue to give back as builders, business leaders, doctors, firefighters, police officers, elected officials and teachers. Notable alumni include U.S. Congressman Duncan Hunter and NASCAR Champion Jimmie Johnson. Granite Hills became an International Baccalaureate World School in 2001 and is one of only eight high schools in San Diego County offering the IB diploma program. GHHS is the only IB school in the East County. Granite Hills’ strong history of excellence was recently recognized by the California Department of Education. In 2013, Granite was recognized as a CALIFORNIA DISTINGUISHED SCHOOL one of only 19 schools in the county to receive this prestigious honor. In 2015, two other national organizations recognized Granite. The Washington Post named GHHS one of “America’s Most Challenging High Schools”. U.S. News & World Report named Granite Hills one the nation’s “Best Schools”.
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Our Staff
It is not unusual to hear the word Family when people describe Granite Hills High School. This word is used figuratively to describe the spirit of collegiality amongst staff. It is also used literally as many staff members are alumni and send their own children to Granite.
STAFF WHO ARE ALUMNI AND/OR HAVE CHILDREN WHO ATTEND(ED) GRANITE Alumni
Position
J. Gaeir
✓
Assistant Principal
J. Garcia
Head Counselor
Freshman
R. Braun
✓
Math Teacher
Freshman
B. Smith
✓
Math Teacher
Freshman
G. Lopez
English Dept Chair
J. Schorr
World Language Dept Chair
J. Harding
Lead Groundskeeper
M. Davis
English Teacher
R. Ross
ENS Teacher
R. McCurry
English Teacher
Graduate
J. Mah
English Teacher
Graduate
C. Launder
✓
AP Secretary
Graduate
S. George
Bus./Tech Dept Chair
Graduate
P. Grisafi
Counselor
Graduate
L. Kraszewski
Librarian
Graduate
T. Sandoval
Facilities Manager
J. Hillenbrand
Special Education Teacher
Graduate
K. Danielson
Bus./Tech Teacher
Graduate
S. Fabri
Attendance Tech
Graduate
K. Danielson
✓
Campus Supervisor
P. Phillips
✓
Campus Supervisor
R. Gaeir
✓
Math Teacher
C. Gaeir
✓
English Teacher
D. Bailey
✓
AP Secretary
D. Root
✓
Social Science Teacher
R. DeWitt
✓
Social Science Teacher
V. Sanfilippo
✓
Utility
A.Buchwald
Science Teacher
K. Cobbs
✓
Special Education Teacher
R. Valenzuela
✓
English Teacher
D. Santos
✓
Assistant Principal
Children Senior, Junior, Incoming Frosh
Senior, Sophomores, Incoming Frosh Junior, Graduate (2) Freshman Freshman (2), Senior Senior
Graduate (2)
Graduate
15
B. Sexton
✓
Social Science Teacher
J. Sheard
✓
Campus Supervisor
B. Finney
✓
Instructional Aide
K. Forster
✓
Social Science Teacher
J. Nishikawa
✓
Social Science Teacher
J. Bhowmik
✓
English Teacher
R. Christman
✓
Social Science Teacher
L. Connolly
✓
English Teacher
D. Goodrich
✓
ENS Teacher
L. Nash
✓
Office Assistant
J. Thomas
✓
English Teacher
Our Staff professional development
Professional Learning Communities (PLCs) are an important professional growth mechanism at Granite Hills. Every other Thursday is a “minimum day”. Students are dismissed early and the afternoon is used for allstaff meetings, department meetings and PLC meetings. There are 12 PLC sessions scheduled every year. The three days prior to school starting are dedicated to professional development. Workshops are offered on a range of topics. In the last two years, topics included common core state standards, close reading strategies, annotation and color marking, SDAIE, school culture, academic vocabulary, and assessment rubrics. Granite teachers are given one Professional Growth Day every year to be used for professional development. Teachers may use this day for conferences, conventions, workshops or classroom visitations. Many teachers use more than one day per year. The following table indicates professional development workshops attended by Granite teachers 2013 2016. PROFESSIONAL DEVELOPMENT STAFF PARTICIPATION Professional Development Name
Number of Participants
Common Core
42
Chromebook
40
Google Workshops
34
Illuminate
21
BTSA
14
Future Forward Bootcamps
12
We Video
10
APEX
9
PBIS
9
16
AP by the Sea
9
Linked Learning Convention
8
WASC Focus Group Meeting
8
SDAIE
8
Web Tools
8
District Writing Assessment Calibration
8
The Flipped Classroom
8
Edgenuity for Learning Center Teachers
7
Math Institute/ Task Force
7
Exercise and Nutrition Weight Room Tutorial
6
Performance Assessment Literacy Training
6
International Baccalaureate Conference
6
CTE Workshops
5
Universal Design in the General Ed Classroom
5
World Language Tech Training
5
EL Training
5
Joining the Conversation: An Intro to Argument
5
Metacognition & Reading Across Disciplines
5
Students Will: Create a Learning Disposition
5
Intellectual Need in the Math Classroom
5
World Language Tech Shop
5
Admin PLC
5
Next Generation Science Standards
5
Staying on Task & Topic: Writing Across the Disciplines
4
HASPI
4
The Moves that Matter: Using They Say/ I Say
3
Tech Fest
3
Text Selection: Find the Right Texts for the Right Skill
3
Building Engaged Readers
3
Camp Lead
3
Intellectual Need in the Math Classroom
3
ProACT Training
3
SELPA
3
SDCOE Conference
3
CEIS
3
AVID
2
CAASPP Training
2
Conscious Classroom Management
2
17
ERWC
2
Special Education Compliance Meeting
2
Special Education New Teacher Training
2
Advanced SDAIE
2
ELA Calibration Training
2
Admin Intern Program
1
Bridge to Future II Conference
1
Ethics in Business
1
Trauma Sensitive Schools Training
1
Learning Center Teacher Collaboration
1
Outrageous Teaching
1
Perkins Special Populations Conference
1
Working with Challenging People
1
Community Prevention Initiative’s Brief Intervention
1
Ernie Mendez Training
1
Librarian Professional Development
1
Autism Spectrum Disorder Conference
1
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Our Facilities
Granite Hills opened in 1960 making the school 55 years old. But thanks to the passage of Propositions H & U, Granite students learn in stateoftheart classrooms, cuttingedge science facilities and an Arts, Media & Entertainment building that houses a Culinary Center and a Film/Television Studio. The new GHHS Aquatics Center opened in 2012 featuring a 50meter pool next to new tennis and multipurpose courts. The stadium has a synthetic turf field and allweather track. The campus boasts a parklike quad area and plenty of green grass and mature trees. An outside consulting firm, Alexis Torrey Inspection, completes an annual inspection of the campus using the FIT (Facility Inspection Tool). The entire facility is inspected including: ● Systems: Gas Leaks, Mech/HVAC & Sewer ● Interior: Interior surfaces ● Cleanliness: Overall cleanliness and Pest/Vermin infestation ● Electrical ● Restrooms/Fountains: Restrooms function Sinks and Drinking fountains ● Safety: Fire Safety and Hazardous Materials ● Structural: Structural damage and roofs ● External: Playground/School grounds and Windows/doors gates and fences. Granite’s most recent rating was GOOD. The school is maintained in good repair with a number of noncritical deficiencies noted: These deficiencies are isolated, and /or resulting from minor wear and tear, and/or in the process of being mitigated. FACILITY INSPECTION 200910
201011
201112
201213
201314
201415
Score
89.14%
91.83%
92.16%
91.46%
95.15%
96.48%
Rating
Fair
Good
Good
Good
Good
Good
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Our Vision and Mission
Vision “Granite Hills is committed to providing a progressive, studentcentered education where ALL can learn and become productive members of society.”
Mission Granite Hills will prepare students to be soaring…
E effective communicators A academic achievers G globally engaged citizens L lifelong learners, who E exhibit digital literacy, and are S self directed
Our Programs
Granite’s academic program prepares students for college and career. Granite offers Advanced Placement, Honors and College Preparatory classes. Additionally, Granite Hills is the only school in the District that offers the rigorous International Baccalaureate program. Both Advanced Placement (AP) and International Baccalaureate (IB) give students an opportunity to pursue collegelevel studies while still in high school.
Granite Hills also offers unique, exemplary careertechnical education classes. Students at Granite Hills can choose courses in the following industry sectors: Health & Medical Science, Criminal Justice, Education & Child Development, Culinary Arts, Sports Medicine, Arts, and Media & Entertainment. Granite students compete in culinary competitions. They intern at local hospitals and clinics. Our students build the sets for our theatre productions. They make films and produce the Granite Hills News Network a daily video newscast. Granite students design lessons and teach children at local elementary schools. Our students diagnose and treat injured studentathletes. They visit courtrooms and correctional facilities. Each of our CTE programs offers opportunities for handson, real world education.
Granite Hills is a school known for maintaining high academic achievement while fostering interest in athletics and extracurricular activities. Granite Hills offers over 50 clubs and 26 CIFsanctioned sports. Our teams have won 16 league titles in the last three years. Granite has a storied history of athletes competing at the collegiate and professional levels. Indeed, the Athletic Hall of Fame reads like a who’s who in high school, collegiate and professional sports.
Part of Granite Hills’ success is attributed to a supportive climate and culture on campus. The school community works together to cultivate a positive climate where every student feels valued. Granite teachers and staff are committed to building positive relationships with students and GHHS families. We are steadfast in our effort to create an environment that is safe and secure, both physically and emotionally. This commitment has helped us create a strong Eagle family. 20
Schoolwide Learner Outcomes (SLOs)
The Granite Hills staff revisited previously adopted vision statement, mission statement and ESLRs. It is widely agreed upon that although they could be better publicized, they are well thought out and should remain.
EEffective Communicator AAcademic Achiever GGlobally Engaged Citizen LLifelong Learners, who ... EExhibit Digital Literacy, and are... SSelfDirected
WASC Accreditation History
Granite Hills participated in a full accreditation process in 1998, 2004, and 2010. In 2010, the Visiting Committee recommended a term of six years with a oneday midterm review. Two months before the midterm review, Granite had a change in leadership with a new principal and one new assistant principal. Even with the change in leadership, Granite successfully completed its midterm visit in 2013. The Visiting Committee left Granite with the following comments:
In an era when many schools in California are discouragingly suffering from academic detriment… Granite Hills High School in El Cajon, California models as an outlier of what is still possible within the realm of public education. GHHS has shown growth in almost every academic statistic since the last date of visitation… Such accomplishments appear to be the result of several phenomena… an enormous collegiality that exists between the administration, faculty and staff. 21
Enrollment overall
OVERALL ENROLLMENT
Enrollment
201011
201112
201213
201314
201415
201516
2771
2752
2686
2569
2478
2347
REDUCTIONS
Teachers
Sections
200910
108
503
201516
96
428
Change (+/)
12
75
Findings: Granite Hills’ overall enrollment has declined significantly over the last six years. This change is one of the most significant challenges Granite has faced since the last accreditation visit. The decline can be attributed to two factors. First, there is declining enrollment throughout this part of the county. Second, GUHSD established new enrollment boundaries in 2012. The new boundaries were established to balance enrollment throughout the nine GUHSD schools. Despite the boundary changes, Granite remains the largest school in the district. Further decline is expected for the next two years.
The decreased enrollment has presented both positive and negative changes for Granite Hills. A smaller studentbody has resulted in some relief to the facility from overcrowding. At the same time, Granite Hills has had to make difficult program and personnel cuts. The school’s elective offerings have suffered the 22
most. For example, the Performing Arts Dept has been reduced from 15 sections to 11. Some programs have been closed all together including Automotive Tech, Drafting, Fashion & Design, and Robotics.
Enrollment free & reduced
FREE AND REDUCED MEALS PROGRAM 201011
201112
201213
201314
201415
20.5%
22.6%
37.4%
46.6%
46.5%
Findings While overall enrollment is decreasing, the percentage of students eligible for the Free and Reduced Price Meals Program is increasing. The percentage has more than doubled in the last four years. District boundaries changed effective the 2012 13 school year. During that year, there was a significant increase in students enrolled in the Free/ Reduced Meal Program from 22.6% from the previous year to 37.4%. Granite Hills is educating an increasing number of lowincome students. Families who are on low incomes struggle to supply their family with food, clothing and shelter. Students from such families tend to arrive at school with different needs from those from middleclass and affluent families. Additional professional development is needed to better meet the needs of this growing subgroup. This is an important shift for Granite Hills. As a response, Granite Hills has committed to adding resources to the Guidance office including social/emotional counseling personnel and strengthening its partnership with San Diego Youth Services (SDYS). 23
Enrollment parent education level
PARENT EDUCATION LEVEL Not a High High School School Grad Grad
Some College
College Grad Grad School
Declined to State
Number
208
538
806
416
285
73
Percentage
9%
23%
35%
18%
12%
3%
Findings: Nearly one third of Granite Hills’ parents have no college experience. This is important to consider when helping students and their families navigate the college admission process. The complexity of ag requirements, FAFSA, aptitude tests (PSAT, SAT and ACT), scholarships, etc. can be intimidating and overwhelming. For this reason, Granite Hills’ Guidance Department has started to offer several grade specific college information sessions for students and parents in the evening.
Enrollment ethnicity
ETHNICITY Two or More Pacific African Race Not Islander Filipino American White s Reported
Hispanic or Latino
American Indian or Alaska Native
Asian
199495
7.7%
2.5%
0.8%
0.4%
0.7%
1.1%
86.8%
201011
28.9%
1.3%
1.0%
0.2%
0.6%
2.2%
56.8% 5.6%
2.0%
201112
29.1%
1.0%
1.0%
0.3%
0.6%
1.9%
57.7% 6.2%
2.3%
201213
29.5%
1.2%
0.7%
0.3%
0.5%
1.7%
57.8% 6.7%
1.6%
201314
29.8%
0.7%
0.8%
0.2%
0.8%
1.6%
56.9% 6.2%
3.0%
201415
29.5%
0.8%
0.6%
0.2%
1.0%
2.4%
56.9% 6.3%
2.3%
Findings: Ethnic makeup of the student population has remained consistent over the last five years. It has, however, changed dramatically over the last 20. Twenty years ago, only 13% of the students identified with a race other than White. There was very little diversity. Today, 43% of the student body is identified as a race other than White.
24
Enrollment primary language other than English
PRIMARY LANGUAGE GROUP DATA FOR 2014 15 Number of English Learners (EL)
Number of (FEP) Students
Spanish
87
307
394
15.90%
Chaldean
44
47
91
3.67%
Arabic
31
29
60
2.42%
Kurdish (Kurdi, Kurmanji)
5
14
19
0.77%
Filipino (Pilipino or Tagalog)
3
8
11
0.44%
Other nonEnglish languages
1
4
5
0.20%
Farsi (Persian)
1
3
4
0.16%
4
4
0.16%
1
2
3
0.12%
Ukrainian
2
2
0.08%
Thai
2
2
0.08%
French
2
2
0.08%
Mandarin (Putonghua)
2
2
0.08%
Italian
2
2
0.08%
Japanese
1
1
0.04%
Greek
1
1
0.04%
Pashto
1
1
0.04%
Assyrian
1
1
0.04%
Cantonese
1
1
0.04%
Turkish
1
1
0.04%
Hungarian
1
1
0.04%
173
435
608
24.54%
Language
Russian Vietnamese
Granite Hills High School Total
Total Number of Percent of EL and FEP Total Enrollment Students that is EL and FEP
Findings: Granite students speak 21 different languages. Other than English, Spanish is the most common language spoken. Chaldean and Arabic are spoken by a large number of students. Many speak both. As many as 60,000 Chaldeans have found a new home in the El Cajon area. Chaldeans comprise a quarter to a third of the city’s residents. Since the Iraq War began, many Iraqis have come to El Cajon, which now has the largest population of Iraq War refugees in the world and the second highest Chaldean population in the United States after Detroit. 25
Enrollment subgroups
ENROLLMENT BY SUBGROUP
English Learners
Socioeconomically Learning Disadvantaged Disabilities
Hispanic/ Latino
White, not Hispanic
Total Enrollment
2010 2011
275* (10%)
670 (24%)
333 (12%)
802 (29%)
1,575 (57%)
2,771
2011 2012
460* (17%)
731 (27%)
352 (13%)
801 (29%)
1,588 (58%)
2,752
2012 2013
208 (8%)
1,072 (40%)
331 (12%)
792 (29%)
1,553 (58%)
2,686
2013 2014
182 (7%)
1,228 (48%)
311 (12%)
766 (30%)
1,461 (57%)
2,569
2014 2015
173 (7%)
1,185 (48%)
302 (12%)
731 (29%)
1,410 (57%)
2,478
2015 2016
170 (7%)
1,056 (45%)
303 (13%)
747 (32%)
1,317 (56%)
2,347
* LEP NCLB Definition
Findings : With the exception of SED, the size of Granite Hills’ subgroups has remained constant. The SED subgroup has almost doubled in size in the last 6 years. Families who are on low incomes struggle to supply their family with food, clothing and shelter. Students from such families tend to arrive at school with different needs from those from middleclass and affluent families. This is an important shift for 26
Granite Hills. As a response, Granite Hills has committed to adding resources to the Guidance office including social/emotional counseling personnel and strengthening its partnership with San Diego Youth Services (SDYS).
Attendance
ATTENDANCE DATA
Attendance Rate
201011
201112
201213
201314
201415
95.04%
94.87%
94.79%
95.43%
95.69%
INFINITE CAMPUS LOGIN DATA 201415 Grade
Student Logins
Average Weekly
9
67,484
1,629
10
95,790
2,313
11
100,664
2,430
12
82,508
1,992
346,446
2,341
TOTAL
Findings: Attendance was at its highest rate in 201415. The positive trend correlates with several important changes implemented at Granite Hills including a new student information system (Infinite Campus), a renewed focus on improving school culture (PBIS), and a concerted intervention effort for underclassmen (CEIS). 27
Discipline
SUSPENSIONS
EXPULSIONS
Students Suspended
Granite Suspension Rate
GUHSD Suspension Rate
Students Expelled
Granite Expulsion Rate
GUHSD Expulsion Rate
2012 2013
130
4.5
7.1
8
0.3
0.7
2013 2014
47
1.7
4.0
7
0.3
0.5
2014 2015
104
4.0
4.1
9
0.3
0.3
Findings: Granite Hills suspension and expulsion rates are consistently below district averages. It was thought that the dramatic drop in suspensions in 201314 was due to legislation that prohibits suspensions for “willful defiance” (48900 k). However, the suspension rate increased 201415 despite the legislation. Granite Hills is in the beginning stages of implementing PBIS Positive Behavior Interventions and Supports. A committee exists and behavior expectations known as The Code have been established. Work in this area is progressing. An awareness campaign was launched this year and the PBIS committee is examining discipline data.
Smarter Balanced English Language Arts (ELA) 28
SMARTER BALANCED ASSESSMENT ENGLISH LANGUAGE ARTS RESULTS STATE COMPARISON Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
Granite Hills
18%
19%
38%
23%
California
20%
24%
33%
23%
5% below state average
5% above state average
29
SMARTER BALANCED ASSESSMENT ENGLISH LANGUAGE ARTS RESULTS DEMOGRAPHIC COMPARISON Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
All Students
18%
19%
38%
23%
Male
21%
22%
38%
17%
Female
14%
15%
38%
30%
Black or African American
23%
15%
38%
23%
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
22%
26%
37%
13%
White
16%
14%
37%
29%
Two or More Races
13%
33%
43%
10%
Socioeconomically Disadvantaged
24%
22%
35%
16%
English Learners
62%
29%
6%
0%
Students with DisabilitIes
69%
15%
10%
3%
SMARTER BALANCED ENGLISH LANGUAGE ARTS OVERALL RESULTS Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
Granite Hills
18%
19%
38%
23%
GUHSD
20%
23%
34%
20%
County
17%
21%
33%
25%
California
19%
24%
32%
22%
Findings: Sixtyone percent of Granite Hills students exceeded or met standard in ELA. This was the fifth highest pass rate in GUHSD and was 5% higher than the state average. The comparison results are encouraging; however, 37% of Granite Hills students tested below standard. The collective responsibility to address literacy across the curriculum must remain a priority for Granite Hills.
The Smarter Balanced assessment was administered for the very first time to all Juniors in 2015. A great deal was learned about logistics including proctor training, technology requirements and testing schedules. More importantly, Granite Hills made significant advancements in adopting the Common Core State Standards in 2015 and understanding the digital testing environment. 30
Smarter Balanced Mathematics
SMARTER BALANCED ASSESSMENT ENGLISH LANGUAGE ARTS RESULTS STATE COMPARISON Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
Granite Hills
30%
23%
25%
18%
California
45%
25%
18%
11%
17% below state average
14% above state average
31
SMARTER BALANCED ASSESSMENT MATH RESULTS DEMOGRAPHIC COMPARISON Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
30%
23%
25%
18%
34%
23%
22%
17%
26%
23%
30%
19%
Black or African American
46%
23%
23%
8%
American Indian or Alaska Native
38%
24%
23%
13%
25%
22%
27%
23%
Two or More Races
33%
37%
13%
13%
Socioeconomically Disadvantaged
41%
25%
21%
12%
76%
21%
3%
0%
75%
15%
5%
3%
All Students Male Female
Asian Filipino Hispanic or Latino White
English Learners Students with Disabilities
SMARTER BALANCED ASSESSMENT MATH OVERALL RESULTS Standard Not Met
Standard Nearly Met
Standard
Met
Standard Exceeded
Granite Hills
30%
23%
25%
18%
GUHSD
39%
26%
22%
10%
SD County
38%
25%
20%
13%
California
44%
24%
18%
11%
Findings: Fortythree percent of Granite Hills students exceeded or met standard in math. This was the highest pass rate in GUHSD and was 14% higher than the state average. The comparison results are encouraging; however, the fact that 55% of Granite Hills students tested below the standard is 32
concerning. Understanding, teaching and assessing the new Common Core State Standards must remain a priority for the Granite Hills’ Math Department.
Academic Performance Index (API)
API 200910
201011
201112
201213
Schoolwide Base API
759
779
787
792
Statewide Rank
6
7
7
7
Similar School Rank
3
6
6
5
Findings: The Standardized Testing and Reporting (STAR) program ended July 2013 and has been replaced by the California Assessment of Student Performance and Progress (CAASPP) System . The last recorded API score for Granite Hills High School was 792 in 2014. Granite’s API increased every year since 2004. This trend is an indication of Granite Hills’ collective commitment to continuous improvement and serves as motivation to maintain this commitment going forward.
33
Academic Performance Index (API) subgroups
SUBGROUP API
201011
201112
201213
201314
Hispanic
705
735
751
764
White
783
797
803
805
SocioEconomic
704
716
744
738
Sped
525
531
578
603
EL
525
637
704
667
Findings: One of the most significant API trends was experienced by the Students with Disabilities subgroup. In 2007, this subgroup had an API base of 477. In 2013, this subgroup recorded a growth API of 603, a 126 point gain. Granite Hills has made a concerted effort to improve access to rigorous curriculum. Today, there are 17 cotaught sections on campus. This is an increase from 12 in 2012. Also, the number of students enrolled in general education classes has increased appreciably. Greater attention to 34
a tiered support system by our Special Education Department has resulted in greater student achievement. These results are an important source of motivation for this difficult but critical work. California Standards Tests (CST) Data
CALIFORNIA STANDARDIZED TESTING ENGLISH LANGUAGE ARTS AND MATH PASS RATES PERCENTAGE 2011
2012
2013
Grade Far Far Far and/or Below Below Below Below Below Below Course Adv Prof Basic Basic Basic Adv Prof Basic Basic Basic Adv Prof Basic Basic Basic
CST EnglishLanguage Arts 9 32
31
22
9
6
30
33
21
11
5
33
32
22
9
4
10 19
29
32
12
6
24
30
32
10
4
20
32
32
10
6
11 19
26
28
12
14
23
24
30
13
11
20
29
31
13
6
CST General Mathematics (9th grade only, 34 students in 2013)
0
3
40
43
13
3
3
17
43
33
0
6
15
56
24
CST Algebra I 9 13
34
24
21
8
10
36
22
24
8
9
33
28
20
10
10 2
24
24
34
15
3
16
31
37
13
2
17
29
39
14
11 1
11
34
35
19
0
14
33
45
8
3
7
24
48
17
Total 8
29
25
26
11
7
30
25
28
9
7
27
28
27
12
CST Geometry 9 38
52
11
1
0
35
59
6
0
0
49
49
1
2
0
10 5
35
38
21
2
6
32
38
23
1
4
34
41
18
3
11 0
11
30
42
17
0
2
31
51
15
0
14
28
47
11
Total 9
30
30
24
6
9
28
31
29
5
11
32
32
21
4
CST Algebra II 9
53
37
11
0
0
86
14
0
0
0
10 21
45
26
8
0
46
35
14
5
0
34
48
16
2
0
11 5
29
33
21
13
4
25
30
27
13
4
20
36
32
17
Total 11 35
30
16
8
18
28
25
20
9
15
26
30
17
12
CST Summative High School Mathematics 10 62
31
8
0
0
31
69
0
0
0
11 24
53
19
4
0
24
48
20
7
0
35
53
11
1
0
27
47
19
7
0
34
56
9
1
0
18
31
31
9
11
Total
CST World History (10th Grade)
20
24
29
11
16
18
31
28
8
14
35
CST U.S. History (11th Grade)
17 31
27
11
15
20
29
2011
29
12
10
20
29
2012
25
13
13
2013
Grade % % Far % % Far % % Far and/or % % % Below Below % % % Below Below % % % Below Below Course Adv Prof Basic Basic Basic Adv Prof Basic Basic Basic Adv Prof Basic Basic Basic
CST Science (Grade 10 Life Science)
27
22
31
10
9
33
30
24
7
0
36
29
19
8
8
CST Biology 9 59
25
13
2
0
59
27
12
1
1
52
32
13
2
0
10 31
29
26
10
4
41
33
20
4
3
21
37
29
6
7
11 23
26
33
10
9
33
30
28
3
5
33
33
24
8
2
Total 39 27
23
8
4
45
30
19
3
3
33
35
33
5
4
CST Chemistry 10 17
35
34
11
2
17
34
38
9
3
12
32
47
7
2
11 5
21
47
19
8
6
21
42
19
11
7
25
47
16
5
Total 10 27
42
15
6
10
27
40
15
8
9
28
47
12
4
CST Earth Science 9
12
41
37
6
4
10 21
31
29
6
13
9
18
39
19
16
10
17
50
13
10
11 22
34
21
11
11
11
31
39
8
14
8
29
38
14
11
Total 21 32
26
8
13
8
24
38
15
15
10
30
40
12
9
0
20
33
31
10
6
CST Physics
38
30
30
2
2
41
26
26
7
CST Integrated/Coordinated Science 1
4
55
37
3
0
Findings: The CSTs have not been administered since 2013. At the time, results indicate growth in most areas. However, Algebra I results indicate that less than half, 41%, of Granite students scored Advanced or Proficient.
36
CAHSEE English Language Arts Schoolwide
CAHSEE PASS RATE ENGLISH LANGUAGE ARTS SCHOOLWIDE Schoolwide
201011
201112
201213
201314
201415
86%
86%
85%
86%
90%
Findings: In 2015, Granite Hills’ sophomores recorded a CAHSEE ELA pass rate of 90%; the highest CAHSEE ELA pass rate in school history. The CAHSEE pass rate for firsttimetest takers in English Language Arts has historically been 86%. This gain is attributed to the implementation of a schoolwide writing plan and the staff’s commitment to literacy across the curriculum. The CEIS initiative also contributed to the increased pass rate. These results validate the collective effort made by Granite’s faculty to improve literacy. The results also serve as motivation to continue this work despite the state’s decision to eliminate the CAHSEE. 37
CAHSEE ELA subgroups
CAHSEE PASS RATE ENGLISH LANGUAGE ARTS SUBGROUPS
201011
201112
201213
201314
201415
Sped
45%
45%
47%
54%
53%
EL
46%
52%
46%
20%
39%
SED
73%
77%
75%
76%
85%
Findings: With the exception of SPED, Granite’s significant subgroups passed the CAHSEE ELA at a higher rate than the sophomores one year earlier. Additionally, the 5 year trend is positive for each subgroup.
CAHSEE ELA students with disabilities
Findings: The pass rate for the Students with Disabilities subgroup has steadily increased over the last 10 years. These gains are attributed to an increased number of students with disabilities enrolled in general education classes, a redesigned study skills course and the introduction of Achieve 3000.
38
CAHSEE ELA Socioeconomically Disadvantaged
Findings: In 2014 15, 85% of the Socioeconomically Disadvantaged (SED) subgroup passed. Historically, this subgroup’s pass rate was about 75%. The 9% increase in 2015 is attributed to the new CEIS initiative and increased social/emotional support in the guidance office. Achieve 3000 was adopted by all frosh geography teachers in 201213. The effort to increase Lexile levels of all freshman resulted in higher academic achievement throughout the campus.
39
CAHSEE ELA Socioeconomically Disadvantaged
Findings: The English Learners (EL) subgroup improved 19% in 2014 15. The improvement is attributed to communication and teamwork amongst the EL support team. During the weeks leading up to the CAHSEE exams, the EL team (coordinator, counselor, and administrator) conferenced with every EL student and their parent(s). During the meeting, reclassification was explained and the importance of the CAHSEE was emphasized. In 201314, the district embarked on a data cleanup effort and discovered a large number of students that were misclassified. Students were tested as EL that should have been reclassified prior to test administration, resulting in inflated scores in years prior to 201314. 40
CAHSEE ELA Proficiency
CAHSEE PROFICIENCY RATE ENGLISH LANGUAGE ARTS
201011
201112
201213
201314
201415
Schoolwide
60.8%
53.3%
58.0%
60.3%
62.6%
Black or African American
62.1%
29.4%
61.5%
Hispanic or Latino
50.6%
45.4%
54.7%
51.1%
51.4%
White
65.0%
58.1%
61.7%
67.0%
69.6%
42.4%
51.3%
54.8%
Socioeconomically Disadvantaged
43.9%
38.0%
45.3%
48.7%
52.7%
English Learners
24.2%
37.9%
30.8%
26.3%
22.2%
Students with Disabilities
31.5%
15.9%
27.4%
24.5%
13.2%
Two or More Races
Findings: The schoolwide trend has been positive for the last 5 years of CAHSEE administration. However, the Students with Disabilities subgroup has varied greatly with a significant decline in ‘1415. English Learners and Students with Disabilities achievement data is significantly lower than other subgroups.
41
CAHSEE Math Schoolwide
CAHSEE PASS RATE MATH Schoolwide
Schoolwide
201011
201112
201213
201314
201415
89%
91%
89%
89%
92%
Findings: In 2015, Granite Hills’ sophomores recorded the highest CAHSEE Math pass rate in school history 92%. The pass rate for firsttimetest takers in Math has historically been around 89%. This 3.5% increase from the previous year was the second highest yeartoyear increase in GUHSD.
CAHSEE Math Subgroups
CAHSEE PASS RATE MATH SUBGROUPS 201011
201112
201213
201314
201415
Sped
45
58
62
46
58
EL
56
78
66
71
79
SocioEconomic
79
91
79
82
91
Findings: Granite’s significant subgroups passed the CAHSEE Math at a higher rate than the sophomores one year earlier. Additionally, the 5 year trend is positive for each subgroup. 42
CAHSEE Math Students With Disabilities
Findings : The pass rate for the Students with Disabilities subgroup has steadily increased over the last 10 years. These gains are attributed to an increased number of students enrolled in general education classes, an increased number of students enrolled in cotaught math classes, and a redesigned study skills course. 43
CAHSEE Math English Learners
Findings: The English Learners (EL) subgroup improved 8% in 2014 15. The improvement is attributed to Increased communication and teamwork amongst the EL support team. Prior to the CAHSEE exams, the EL team (coordinator, counselor, and administrator) conferenced with every EL student and their parent(s). During the meeting, reclassification was explained and the importance of the CAHSEE was emphasized. 44
CAHSEE Math Socioeconomically Disadvantaged
Findings: In 2014 15, 91% of the Socioeconomically Disadvantaged subgroup passed the math portion. The 9% increase in 2015 is attributed to the new CEIS initiative and increased social/emotional support in the guidance office. 45
CAHSEE Proficiency Data math CAHSEE PROFICIENCY RATE MATH
201011
201112
201213
201314
201415
Schoolwide
62.1%
62.6%
66.8%
72.7%
45.2%
Black or African American
63.0%
52.9%
30.8%
Hispanic or Latino
47.8%
54.3%
59.9%
64.6%
36.6%
White
68.8%
66.7%
72.2%
78.7%
52.5%
53.1%
71.8%
26.7%
Socioeconomically Disadvantaged
42.5%
55.5%
55.0%
60.7%
32.8%
English Learners
17.4%
49.3%
45.5%
43.1%
11.1%
Students with Disabilities
31.9%
22.1%
39.1%
26.9%
7.7%
Two or More Races
Findings: There was a dramatic decrease in students scoring Proficient (380) in 201415. English Learners and Students with Disabilities achievement data is significantly lower than other subgroups. 46
Adequate Yearly Progress (AYP)
ADEQUATE YEARLY PROGRESS (AYP) 201011
201112
201213
201314
201415
Met/Not Met
Not Met
Not Met
Not Met
Not Met
Not Met
# of criteria met
10 of 18
16 of 22
18 of 22
16 of 17
8 of 9
AYP PARTICIPATION RATE 201213 CAHSEE
ELA Target 95%
Math Target 95%
201314 CAHSEE Met
ELA Target 95%
Math Target 95%
201415 * SBAC ELA Math Met Target Target 95% 95%
Met
Schoolwide
99%
98%
YES
99%
99%
YES 86%
88%
YES (Y3)
Hispanic or Latino
98%
98%
YES
99%
99%
YES 87%
86%
YES (Y3)
White
99%
99%
YES
99%
99%
YES 84%
88%
YES (Y3)
Socioeconomically Disadvantaged
98%
97%
YES
99%
99%
YES 86%
87%
NO
English Learners
98%
96%
YES
AYP % AT or ABOVE PROFICIENT 201213 CAHSEE
Schoolwide Hispanic or Latino White
ELA Math Target Target 88.9% 88.7%
201314 CAHSEE
Met
ELA Math Target Target 100% 100%
201415 * SBAC
Met
58.0% 66.8% YES (SH)
60.3 %
72.7 %
YES (SH)
54.7% 59.9% YES (SH)
51.1 %
64.6 %
NO
61.7% 72.2% YES (SH)
67.0 %
78.7 %
YES (SH)
Socioeconomically 45.3% 55.0% Disadvantaged
NO
48.7 %
60.7 %
YES (SH)
English Learners 30.8% 45.5%
NO
ELA Math Targe Target t 95% 95%
Met
US Dept of Education Waiver
Findings: In 2014, only one AYP criteria was not met. The Hispanic or Latino subgroup did not meet the ELA proficiency target. 51.1% of this group tested proficient (380 or above) on the CAHSEE. In 2013, 54.7%
47
of this subgroup tested proficient. An increase would have met the target through Safe Harbor. Instead, the 3.6% decrease in the subgroup prevented Granite Hills from meeting AYP. In 2015, SBAC participation was calculated in place of the suspended CAHSEE. For the first time ever, participation rate was not met for a subgroup. SBAC participation rate was significantly lower than CAHSEE participation. A dramatically different schedule was used for SBAC which must be questioned.
English Learners California English Development Test (CELDT)
CELDT Performance Level
201011
201112
201213
201314
201415
25 (9.0%)
21 (8.0%)
9 (3.0%)
11 (6.0%)
12 (8.0%)
Early Intermediate
38 (13.0%)
36 (14.0%)
36 (13.0%)
30 (16.0%)
15 (10.0%)
Intermediate
84 (29.0%)
87 (33.0%)
57 (20.0%)
71 (37.0%)
58 (38.0%)
Early Advanced
113 (39.0%)
82 (31.0%)
122 (43.0%)
60 (31.0%)
64 (42.0%)
Advanced
31 (11.0%)
36 (14.0%)
63 (22.0%)
20 (10.0%)
5 (3.0%)
Number Tested
291 (100.0%)
262 (100.0%)
287 (100.0%)
192 (100.0%)
154 (100.0%)
Beginning
48
Findings: Prior to the CELDT administration, the EL team (coordinator, counselor, and administrator) conferenced with every EL student and their parent(s). During the meeting, reclassification was explained and the importance of the CELDT was emphasized. The CELDT results indicate the majority of English Learners at Granite are Intermediate or Early Advanced.
English Learners AMAOs
AMAO 1 Percentage of ELs Making Annual Progress in Learning English Number in Cohort
Number Met Percent Met AMAO 1 AMAO 1
Target
Met
2012 2013
176
112
63.60%
57.50%
YES
2013 2014
154
85
55.20%
59.00%
NO
2014 2015
132
80
60.60%
60.50%
YES
AMAO 2 Percentage of ELs Attaining English Proficiency Less than 5 years
Number in Cohort
Number Attain Eng Prof. Level
Percent Attain Eng Prof. Level
Target
Met
49
2012 2013
60
14
23.30%
21.40%
YES
2013 2014
62
11
17.70%
22.80%
NO
2014 2015
42
12
28.60%
24.20%
YES
AMAO 2 Percentage of ELs Attaining English Proficiency 5 years or more Number in Cohort
Number Attain Eng Prof. Level
Percent Attain Eng Prof. Level
Target
Met
2012 2013
133
73
54.90%
47.00%
YES
2013 2014
110
49
44.50%
49%
NO
2014 2015
101
45
44.60%
50.90%
YES (sh)
Findings: English Learners at Granite are successfully progressing toward English proficiency according to Title III accountability targets. Over 60% moved up at least one level on the CELDT in 2015 (AMAO 1). English Learners who have been here less than 5 years met their target for English proficiency. Those here more than 5 years missed the target but increased from 2014 (AMAO 2).
SAT
SAT
201011
201112
201213
201314
201415
# of Students Tested
206
214
255
367
XXX
Critical Reading
503
494
505
497
XXX
Math
522
515
527
513
XXX
Writing
491
481
495
487
XXX
TOTAL
1516
1490
1527
1497
XXX
SAT OVERALL SCORE AVERAGES
201011
201112
201213
201314
201415
Granite
1516
1490
1527
1497
XXX
District
1478
1477
1469
1477
XXX
SD County
1531
1521
1523
1527
XXX
California
1502
1492
1489
1487
XXX
50
Findings: In 2014, Granite students performed slightly below the state average Critical Reading: 497; Mathematics: 513; Writing: 487; Total: 1497. Granite Hills does not offer any formal test preparation opportunities for students. This data indicates a need to be addressed. The number of students taking the SAT, however, has increased significantly. In 2012, Granite Hills increased the number of PSATs administered on campus. This, combined with other college awareness efforts, have resulted in a significant increase in number of students taking the SAT.
ACT ACT OVERALL SCORE AVERAGES
201011
201112
201213
201314 *
201415
Granite
22.3
22.2
23.0
22.5
xx
District
21.5
22.0
22.0
22.0
xx
SD County
22.6
22.7
22.6
22.5
xx
California
21.7
21.8
21.9
21.8
22.0
National
21.1
21.1
20.9
21.0
21.0
# of Students Tested
151
135
112
159
xx
51
Findings: Granite Hills students consistently score above district, county, state and national averages on the ACT. However, there has been no significant improvement over the last 5 years. There has not been a schoolwide focus on these college admission tests. More Granite students take the SAT than the ACT.
Advanced Placement (AP) / International Baccalaureate (IB)
AP & IB OFFERINGS AP
IB
Biology
Spanish Language
English HL
Biology SL & HL
Calculus AB
Statistics
French SL & HL
Math Studies SL
Calculus BC
US Government
Spanish SL & HL
Mathematics SL
English Literature
US History
Environmental Systems/Societies Film HL SL
Human Geography Physics
History of the Americas HL
Macroeconomics
World History
Psychology
Theory of Knowledge
52
ADVANCED PLACEMENT (AP)
2011
2012
2013
2014
2015
Exams
556
523
623
593
611
Passed
281
221
318
318
310
51%
42%
51%
54%
51%
Pass Rate
INTERNATIONAL BACCALAUREATE (IB)
2011
2012
2013
2014
2015
Exams
179
217
190
177
205
Passed
129
145
166
150
163
72%
67%
87%
85%
80%
Pass Rate
COMBINED
2011
2012
2013
2014
2015
Exams
735
740
813
770
816
Passed
410
366
484
468
473
56%
49%
60%
61%
58%
Pass Rate
53
INTERNATIONAL BACCALAUREATE RESULTS
2013 attempted passed
English Lit (HL)
2014
2015
attempted passed
attempted passed
45
43
96%
47
46
98%
55
53
96%
French (HL)
5
4
80%
2
1
50%
6
2
33%
French (SL)
2
1
50%
2
2
100%
1
0
Spanish (HL)
13
12
92%
14
14
100%
15
14
93%
Spanish (SL)
2
2
100%
3
3
100%
7
6
86%
Environment Systems/ Societies
20
10
50%
17
11
65%
13
9
69%
History of the Americas (HL)
47
44
94%
39
38
97%
45
39
87%
Biology (SL)
16
13
81%
17
10
59%
19
12
63%
Math Studies (SL)
9
7
78%
8
5
63%
13
5
38%
Mathematics (SL)
10
10
100%
12
7
58%
8
6
75%
Film (HL)
18
17
94%
13
10
77%
23
17
74%
Theatre (HL)
3
3
100%
1
1
100%
Visual Arts
2
2
100%
190
166
205
163
Total
87%
177
150 85%
80%
ADVANCED PLACEMENT RESULTS
2013
2014 %
attempted passed
Biology
2015 %
attempted passed
attempted passed
%
9
6
67%
16
7
44%
20
13
65%
Calculus AB
38
36
95%
42
38
90%
39
37
95%
Calculus BC
7
7
100%
3
3
100%
9
6
67%
English Language (11th grade)
78
40
51%
51
25
49%
15
12
80%
English Literature (12th grade)
33
26
79%
28
16
57%
26
14
54%
4
3
75%
Environmental Science
Human Geography
60
38
63%
64
33
52%
36
21
58%
Macroeconomics
56
17
30%
48
26
54%
67
33
49%
Psychology
36
24
67%
38
22
58%
59
29
49%
54
Spanish Language
25
21
84%
37
33
89%
24
24
100 %
Statistics
21
0
0%
19
5
26%
23
5
22%
1
1
100%
4
2
50%
Studio Art
US Government
26
12
46%
43
25
58%
31
19
61%
US History
97
48
49%
99
30
30%
121
48
40%
Physics 1 ("B" 201114)
19
10
53%
16
10
63%
20
14
70%
1
1
World History
118
33
88
44
50%
112
29
Total
623
318 54%
611
Physics 2
28%
318 51%
593
100 % 26%
310 51%
Findings: Students at Granite Hills have open access to 23 university level courses 13 AP and 10 IB. Additionally, Granite Hills students have the opportunity to earn the International Baccalaureate Diploma. Granite Hills became an IB World School in 2001 and is one of eight high schools in San Diego County offering the IB diploma program and the only one serving East San Diego County. The number of AP and IB exams being challenged by GHHS students is increasing. This is despite declining enrollment and the increasing number of students qualifying for the Free and Reduced Meal Program. This data validates GHHS open access policy. The combined pass rate has ranged from 49% to 60%. Granite Hills students pass the IB exams at a higher rate than AP.
AG Completion Rate
A G COMPLETION RATE Completion Rate
201011
201112
201213
201314
201415
38.8%
40.5%
41.8%
44.9%
45.0%
55
Findings : There has been steady growth in the percent of students completing A G requirements. Granite Hills students have more opportunities to repeat classes in which they received a D or F. APEX is an online credit recovery program adopted by GUHSD and allows students to “repair” Ds and Fs. The Granite Hills guidance department has also made a concerted effort to counsel students toward AG completion. Finally, courses that do not meet an AG requirement are slowly being eliminated from the master schedule and replaced with courses that do. Additionally, several CTE courses have recently gained UC approval.
56
Early Assessment Program (EAP) English
EAP ENGLISH Ready for college Conditionally Ready for college Not ready for college
201011
201112
201213
201314
201415
21%
23%
20%
20%
23%
16%
14%
15%
38%
79%
62%
66%
65%
39%
Findings: The Early Assessment Program (EAP) is designed to provide students, their families, and high schools with early signals about students’ readiness for collegelevel English and Mathematics. The CSU and participating community colleges use the EAP to determine college readiness in English and Mathematics. Effective 2014–15, the grade eleven SBAC is used for EAP. Previous to ‘1415, augmented California Standards Tests were used for EAP. EAP results in ELA have been flat for several years. As a result, a new senior English course, Expository Reading and Writing Course (ERWC) was implemented in 201516. ERWC was developed by a California State University task force. It is designed for those students who do not earn a “college ready” designation through the EAP so that their senior year can be fully utilized to increase academic preparation. Two Granite Hills’ teachers became certified. There are currently two ERWC sections being taught. Plans include increasing to ten sections in 201617. 57
Early Assessment Program (EAP) Math
EAP MATH
201011
201112
201213
201314
201415
Ready for college
25%
22%
19%
9%
19%
Conditionally Ready for college
38%
41%
44%
38%
26%
Not ready for college
36%
37%
37%
53%
55%
Findings: Effective 2014–15, the grade eleven SBAC is used for EAP. Previous to ‘1415, augmented California Standards Tests were used for EAP. There has been very little effort to inform students and parents about the EAP. This data indicates that the majority of Granite Hills students will need remediation if they enter college after graduation. This is concerning and needs to be addressed.
58
D/F Rate
D/F RATE D/F Rate
201011
201112
201213
201314
201415
18.5%
19%
17%
16%
15%
Findings: The percent of D and F grades has declined every year since 2011.
Credit Deficiency Rates
Credit Deficiency (after semester I 201516) OnTrack
OffTrack
Significantly Deficient
Seniors
410
59
63
Juniors
423
97
121
Sophomores
439
86
61
Freshmen
369
137
30
1641
379
275
71.5%
16.51%
11.98%
Totals 2295
Seniors: On Track = Greater or equal to 192.5; Off Track = Less than 192.5; Sig Deficient = Less than 177.5 Juniors: On Track = Greater or equal to 137.5; Off Track = Less than 137.5; Sig Deficient = Less than 122.5 Sophomores: On Track = Greater or equal to 82.5; Off Track = Less than 82.5; Sig Deficient = Less than 122.5 Freshmen: On Track = Greater or equal to 27.5; Off Track = Less than 27.5; Sig Deficient = Less than 12.5 59
Findings: Far too many students are credit deficient. Historically, Granite Hills has not reviewed this level of data. An ongoing system is needed to collect and track data. Deliberate and purposeful intervention efforts should be executed according to the data. The specifics of these student’s deficiencies are being researched so that a meaning summer school program will be offered in 2016.
Graduation and Dropout Rate GRADUATION & DROPOUT RATES
Cohort Students
Cohort Graduates
% Grad
Cohort Dropouts
% Dropout
% Still Enrolled
2010 2011
624
537
86.1%
40
6.4%
7.4%
2011 2012
604
515
85.3%
58
9.6%
5.1%
2012 2013
648
557
86.0%
38
5.9%
7.9%
2013 2014
603
517
85.7%
42
7.0%
7.0%
2014 2015
xxx
xxx
xx
xx
x
x
DROPOUT RATE
201011
201112
201213
201314
Schoolwide
6.4
9.6
5.9
7.0
Sped
13.2
17.8
5.6
8.8
EL
16.2
21.1
7.9
15.8
SocioEconomic
10.8
15.2
8.0
9.8
Findings: Granite Hills’ low dropout rate can be attributed to multiple factors including the onsite Learning Center. When students fail courses, credit recovery options are available on campus and during the regular school day. Students in the Learning Center have several options to recover credits including completing traditional contract work, completing an Edgenuity Online Courses, and/or completing an APEX Online Courses. Granite has assigned a counselor and an assistant principal to support all Learning Center students. 60
Perception Data
61
62
63
64
Curricular and Extracurricular Programs The positive documented trends can be attributed, in part, to the many curricular and extracurricular programs at Granite Hills High School.
AVID Debbie Burton Student enrollment in AVID has more than doubled in the last 11 years. One hundred percent of AVID seniors are accepted into a 4year university. There are currently three AVID teachers at Granite Hills, including one AVID director. The Guidance Department has one counselor dedicated to all the AVID students. The AVID program provides welltrained tutors from local colleges to support students in the class. The number of students enrolled in AVID increases every year. In 201415, Granite Hills has increased the number of AVID sections to nine.
AVID Year
2004
2015
Enrolled in AVID
135
293
Eagle LINK Serita Collet, Angela Scott Eagle Link is Granite Hills version of Link Crew. Link Crew is a high school transition program that welcomes freshmen and makes them feel comfortable throughout the first year of their high school experience. It is built largely on the belief that students can help fellow students succeed. During the summer, Granite Hills trains approximately 100 mentors from junior and senior classes to be Eagle Link Leaders. These positive role models help facilitate freshman success. Activities include a half day freshman orientation before school starts, a freshman tailgate party before a selected football game, and regular tutoring during Late Library.
Extra & CoCurricular Programs Danny Root In an effort in increase student connectedness, Granite Hills Associated Student Body (ASB) chartered 57 clubs in 201415. GHHS also offers 26 CIF sanctioned sports. Finally, Granite Hills Performing Arts Department offers theatre arts, choir, and instrumental music.
CoTeaching Jeff Yaddow Many students with disabilities find success in cotaught general education classes. CoTaught classrooms provide students with two teachers one a highly qualified content area teacher, as well as a teacher who is highly qualified in differentiation and intervention strategies (Special Education). Today, there are 17 cotaught sections on campus. This is an increase from 12 in 2012 when coteaching was first introduced to Granite Hills. As a result, the number of students with disabilities enrolled in general education classes has increased appreciably. Greater attention to a tiered support system by our Special Education Department has resulted in greater student achievement.
65
Career Technical Education (CTE) Jennifer Hanzal Students at Granite Hills can choose courses in six different industry sectors.
Health & Medical Science
Education & Child Development
Culinary Arts
Criminal Justice
Arts, Media & Entertainment
Sports Medicine
Granite students compete in culinary competitions. They intern at local hospitals and clinics. Granite students build the sets for theatre productions. They make films and produce the Granite Hills News Network a daily video newscast. Granite students design lessons and teach children at local elementary schools. They diagnose and treat injured studentathletes. They visit courtrooms and correctional facilities. Each CTE programs offers opportunities for handson, real world education. In 2015, Granite launched a Linked Learning program in Culinary Arts. In addition to taking a 2hour Culinary Arts course, this cohort of seniors take a culinary themed English class and a culinary themed Economics/Government class. Three teachers make up the Linked Learning teacher team. They worked together at a 2015 summer institute planning integrated projects and aligning curriculum.
Coordinated Early Intervening Services (CEIS) Jennifer Hanzal Coordinated Early Intervening Services (CEIS) are additional services for general education students who have not been identified as needing special education services. The goal is that with additional academic and behavioral support from an adult or team, a student will overcome his/her learning barrier and will not need to be identified as needing special education services. In 2013 2014 school year, GUHSD provided the resources to provide CEIS. Every year since, Granite Hills releases a teacher three periods per day to act as a CEIS coordinator. A threeperson team consisting of the coordinator, a guidance counselor and an assistant principal is established. This team identifies 100 underclassmen that are struggling academically and emotionally. The team develops individual intervention plans for each CEIS student.
Credit Recovery/ Learning Center Jake Gaeir Granite students who are deficient in credits and are at risk of not graduating may be assigned to the Granite Hills Learning Center. The Learning Center offers several options to recover credits including completing traditional contract work, completing Edgenuity Online Courses, and/or completing APEX Online Courses. Granite has dedicated counselor and an assistant principal to support all Learning Center students. Students can be enrolled in a single Learning Center period. Other students may be assigned to multiple periods. Some students may come to the Learning Center as infrequent as one hour per week.
66
EL Cathy Madrigal The three major goals of the Granite Hills EL program are: (1) English Language Learners will become proficient in English (2) English Language Learners will meet the same academic content and achievement standards expected of all children and (3) English Learners will be provided meaningful access to the curriculum and an equal educational opportunity.
Late Library Dale Sheehan In 201415, Granite Hills redesigned its tutorial program. Previous to 2014, teachers were compensated to hold tutorial sessions in their classrooms after school. Students had to sort through a confusing tutorial schedule and seek out multiple teachers in various classrooms for help. Meanwhile, the school library was closed at 3:00pm. Tutorials are now centralized in the library. Teachers are still compensated but now the tutoring takes place in a consistent, central location the library. This also allows the library to be open late for all students. Eagle Link leaders are also available to tutor freshmen in Late Library. Late Library is open Monday through Thursday until 4:30pm.
67
CHAPTER 2
PROGRESS REPORT
Granite Hills High School Focus on Learning 2016 68
Chapter 2 Progress Report Granite HIlls completed a full selfstudy during the 200910 school year and received a sixyear accreditation with a threeyear interim visit. The interim visit was completed during the 201213 schoolyear. Chapter II provides a summary of the progress made by Granite Hills High School toward the critical needs identified during these visits. In addition, pertinent leadership and program changes impacting student educational opportunities and requirements are noted. “The achievements of an organization are the results of the combined effort of each individual.” Vince Lombardi A number of groups, comprised of a cross section of stakeholders, took part in the oversight of the schoolwide action plan at Granite HIlls High School. The individuals within each group were given multiple opportunities to contribute observations, experiences, and evidence of the work taking place. All input contributed to this WASC report. The administrative team worked with the following groups: Vision in Planning (community members, teachers, students, administrators) School Site Council (community members, teachers, teachers, classified staff, students) Department Chair Council (teachers, administrators) Student Admin Summit (students, campus police officer, teachers) Parent Teacher Student Association (parents, students, administrators) Instructional Leadership Team (teachers, administrators) WASC Focus Group Leaders took part in a number of these groups throughout the self evaluation process. Google documents were utilized to communicate work accomplished by each group. In addition, information was synthesized on at least a monthly basis by stakeholders throughout the selfstudy process.
Changes in the Organization Administrative Leadership A number of changes to the administrative team have taken place since the 200910 WASC report. The principal in place at the time of the report had served Granite Hills for 35 years when she retired at the end of December, 2012. The district selected the current principal, Michael Fowler, who served as an assistant principal at Granite Hills from 2003 to 2011. In addition, three Assistant Principal rotations occurred between 2009 and 2013. The leadership changes impacted the climate and culture of the school as each individual brought different perspectives, experiences and ideas to Granite Hills. 69
Mr. Fowler spent the first six months of his new assignment carefully reflecting on data and goals, including analyzing information from the 2010 WASC report. He spent time, on a weekly basis talking to students, teachers, staff and community members to determine areas to celebrate along with those in need leadership intervention.
During the same timeframe, the Grossmont Union High School District (GUHSD) Governing Board and Superintendent began the process of revising the goals and objectives for the entire district. Mr. Fowler ad a small team from Granite Hills High School took part in meetings related to this process. The new goals and objectives established at the district level are: 1. Provide safe and supportive schools that welcome all students. 2. Create an exceptional learning environment that prepares all students to be college and career ready. 3. Support collaboration and innovation in our Grossmont learning community.
The new district goals and objectives were considered along with the data and information Mr. Fowler examined during his first months at Granite Hills High School to establish initial areas of focus. Mr. Fowler launched the start of the 201314 school year with two intersecting themes that emerged from his analysis:
● Building Community ● Pursuing Academic Excellence
Focus group, teacher driven breakout sessions were facilitated by teachers throughout the professional development days leading up to the first day of school. Mr. Fowler continued to focus the Granite Hills community on the themes throughout the school year. For example, Mr. Fowler displayed the following diagram and provided examples of the themes in his weekly Monday morning message. In addition, every all staff and department chair meeting began by referring to the themes. Mr. Fowler continued to utilize the Vision in Planning group, School Site Council, staff meetings, Student Summit, and available data to massage the themes. The opening of the 201415 school year continued to focus on academics and community with the addition of communicating. The terminology utilized changed to capture information gathered throughout the prior year and pull in the communication theme. The three categories of focus became: ● Caring ● Preparing ● Collaborating 70
The term community became caring to encompass the need to the create a safe, caring environment where everyone is welcome and everyone is valued. The change to caring was driven by the frequency the word was used by stakeholders to communicate how they want to feel when on campus. The focus on academics became preparing. The term preparing captures the responsibility of readying students for both college and career. The Common Core State Standards (CCSS) along with the foundational principles of Career and Technical Education (CTE) link real world experiences with academic knowledge, a relationship that prepares students as they move through high school to college and career. The third theme, collaborating, emerged from discussions surrounding the CCSS, CTE, and the need to share responsibility throughout the Granite HIlls staff to work as a team to ready students for the future. The adults on campus, along with students agreed that sharing ideas and strategies, seeking innovation, and working together in a culture of continuous improvement are components necessary to create the best environment to teach, work, and learn. Mr. Fowler regularly looked for evidence of the three themes throughout campus and shared his observations with stakeholders. He displayed the three part diagram in every Monday Morning Message (email) to all staff. In addition, Mr. Fowler provided ideas and examples from other sources to maintain focus on the three themes and inspire the staff and students to make Granite Hills “A place of Excellence” .
Caring, Preparing, and Collaborating remain the themes or goals that drive the 201516 school year. Based on continued input from stakeholder groups, the decision was made to emphasize the basic expectations of students and staff. The Positive Interventions and Behavior Systems (PBIS) team established The Code to provide guidelines for expected behavior. 71
The Code involves three components, Respect, Responsibility, and Pride. The PBIS created lessons and banners to roll out The Code . In addition, the Granite Hills News Network, a student driven daily newscast, The Clarion , the school newspaper, and the student planner are utilized to teach and communicate The Code . A logo was created to reflect and continue to emphasise behavior expectations of the code:
To further emphasis and recognize the meaning of the The Code , Mr. Fowler worked with PBIS to establish a means of recognizing students that exemplify The Code. Nominations are solicited on a monthly basis from all staff. Students are recognized with a personalized letter home. The current plan is to recognize all nominated students at an end of the year event sponsored by the Parent Teacher Student Association. Positive Interventions and Behavior Systems The Granite Hills Positive Interventions and Behavior Systems (PBIS) group was established in 2013 and charged with analyzing and positively impacting the climate and culture at Granite Hills High School. This group utilized information from the Healthy Kids Survey along with school discipline data to set goals. PBIS first focused on school spirit and launched efforts to encourage students and staff to support “blue pride on Fridays. Next, the group decided that all Granite Hills students should embrace what it means to be a Granite Hills Eagle. They established “the Code” and rolled this theme out at the beginning of the 201516. The Code refers to Respect, Responsibility, and Pride.
Associated Student Body
A new Associated Student Body (ASB) teacher was put in place for the first time in 26 years. This leadership change brought with it a passion to give students a greater voice. The new ASB teacher worked with officers to invite and create change to the climate and culture on campus. For example, the process for electing officers to ASB became a schoolwide event. Nominating and selecting the teacher recognized as the Golden Apple recipient involved a greater depth and breadth of suggestions from the student body with voting opened up to all students.
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Career and Technical Education Changes in Career and Technical Education (CTE) leadership occurred at the district level at the beginning of the 201415 schoolyear. The change was significant because with it came a more flexible approach to creating and aligning CTE pathways. At the same time, the Granite Hills CTE Coordinator changed leadership during the 201415 schoolyear and required a significant learning curve. While progress in furthering the work in the CTE department slowed down during these transitions, when the prior site coordinator took the position back at the beginning of the 201516 schoolyear and significant progress was made. Development of the first Linked Learning pathway at Granite Hills took place. (A Linked Learning Pathway requires that a cohort of students are enrolled in core academic classes linked if focus to a CTE course). Currently, Culinary Arts is linked with a senior English class and a senior economics/government class, both taught through the culinary lens.
Student Information System Infinite Campus, a new student information system, was introduced at the beginning of the 201415 school year. Following are noteworthy facets about the new system: ● Infinite Campus replaced a system in place since 1984 requiring a significant learning curve throughout the district and campus. ● The district and site utilized a peer teaching model to train staff. ● A district HELP line is available for staff, parents, and students. ● Additional training is provided throughout the year related to needs such as attendance, gradebook, etc. ● Coworkers collaborate on projects and discover more and more about how to use Infinite Campus. ● Granite Hills teachers put in place “Tech Tuesdays” to help one another master tools available within Infinite Campus. ● Registration for the 201516 school year took place online for all students throughout the district.
Curriculum Changes Mathematics Intervention
The first level of math for students entering high school is Algebra 1. Staff recognized that a large percentage of 9th grade students were failing the course because they lacked the foundational skills required to comprehend algebraic concepts. A team of math teachers and administrators discussed the concern and developed and implemented a Foundations for Algebra course. Students are identified early on and scheduled into this course along with Algebra I. In addition, a Foundations for Algebra and a Math Bridging are offered during summer school. Students identified as at risk for struggling in math are recruited to attend.
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Coordinating Early Intervening Services
In 2013, the Grossmont Union High School District, concerned with the numbers of students falling off track with a four year diploma, launched a district wide movement to identify and coordinate early interventions for struggling students. Each school was asked to identify a Coordinating Early Intervening Services (CEIS) Coordinator. The position was designed for a general education, core subject teacher skilled at diagnosing and prescribing academic interventions. A .6 release (3 periods)was given provided for each coordinator to work on identifying and mentoring struggling students. Standardized Testing
Standardized testing requirements have changed since the 2010 and 2013 WASC visits. The Standardized Testing and Reporting program (STAR) ended in July of 2013 and was replaced by the California Assessment of Student Performance and Progress (CAASPP). The assessment systems are too different to draw comparisons during the years of transition.
The California High School Exit Exam was eliminated in 2015 as a requirement to receive a high school diploma. Classes and intervention programs designed to provide additional support to prepare students for this high stakes exam were eliminated.
The Grossmont High School District district recognized the increasing number of students struggling in English Language Arts and developed the District Writing Assessment (DWA) as a means to calibrate and teach these vital skills district wide. The DWA is administered in both a formative and summative assessment at each grade level.
Expository Reading Writing Course
The CAASPP serves as an early assessment program for junior college and college. Students prove their readiness to enroll in college level English courses. Students that fall just shy of demonstrating the necessary skills to enter into college level English may bridge the gap by successfully completing an Expository Reading and Writing Course offered during the senior year in high school. Granite Hills High School added ERWC to the master schedule at the beginning of the 201516 school year.
Program Enhancements Granite Hills High School Learning Center The Grossmont Union High School District charged each school site with creating a Learning Center to address the needs of students that need a different approach to teaching and learning than the traditional format. Rather than traveling to an alternative site, or risk losing students to nearby charter schools, each site created an environment conducive to the needs of their unique community. Each onsite learning center opened at the beginning of the 201516 school year. 74
Education 20/20 and APEX online learning programs are now utilized to a greater extent to meet the needs of credit deficient students along with those who require a different approach to learning. The online programs are use in regular education and special education classrooms. At the beginning of the 201516 school year, Granite Hills further expanded online and included an independent study format to further meet the needs of the student population. Tutorial The afterschool tutorial schedule was redeveloped to utilize the library for the majority of intervention supports. The decision to expand the library hours, and staff it with both certificated teachers and peer tutors, was based on input from parents, students, and staff. The later library hours provide a space for students to receive tutoring in any subject. It also provides a safe place for students waiting to be picked up from school or for the start of club or sport. Use of this space after school continues to grow. A visible enhancement to the campus is the continuation of remodeling that began in the early 2000’s. Since the last full selfstudy, Granite Hills completed the remodel of several old buildings and constructed an all new Student Support Center.
Professional Learning Granite Hills High School staff has participated in professional development throughout the six years since the last WASC visit. Following is a list of some of the larger scale training opportunities attended: ● Google Workshops including the Ninja and Samurai programs configured by the district technology department. The workshops are designed to help teachers maximize the use of Google tools. Additionally, similar trainings were developed to help administrators experience and understand what they can expect to observe when visiting classrooms. ● Chromebook Training training is made available to teachers and administrators to understand and engage in handson use of this device. ● Opportunities to understand and interact with the Common Core State Standards as been an ongoing focus. Professional development opportunities have included on site, teacher led sessions along with opportunities provided by outside organizations. ● The district provided staff specific training, on the various capabilities of the new student information system, Infinite Campus, as it rolled out throughout the district. The integration model involved both district and site based mentor led sessions. ● Teachers and administrators take part in a variety of Career and Technical Education workshops and conferences throughout the year.
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Progress Report on the Schoolwide Action Plan of the 200910 WASC SelfStudy Critical Needs Identified March 2010 Recommendations From Midterm Review March 2013
Critical Need # 1: Staff should continue the development of common, standardsbased formative and summative assessments in all courses to drive rigorous, consistent instruction.
Schoolwide Progress
Some departments have made great progress in this area, while other departments have not yet fully embraced common formative and summative assessments. Department Progress
Mathematics ● The Math department has common summative and formative assessments in Algebra I, Geometry, and Algebra II. Every teacher administers the same quizzes and the same endofunit tests. These assessments were written by PLC teams and student results are analyzed during PLC and department meetings. align all courses with the exception of Consumer Math, a non AG requirement. English ● A districtwide English Language Arts (ELA) steering committee was established in 2015 made up of teachers and administrators. This committee developed a series of ELA formative assessments to guide instruction leading to the Smarter Balanced Summative Assessment (SBAC). The SBAC is administered during the second semester of the junior year. These formative assessments are given biyearly during the freshman and sophomore year and once during the first semester of the junior year. The first set of assessments were administered fall 2015. ● The English department has adopted common vocabulary lists for each grade level. While the tool may vary among teachers, students are assessed on mastery of the common lists. ● Every ninth grade student completes a standardsbased career exploration assignment referred to as an isearch paper. This research project is graded using the same rubric. ● Every eleventh grade student completes a standardsbased research paper developed as a department. This research paper is graded collaboratively using the same rubric. 76
Science ● The Science department teaches and assesses students using a common list of action or command terms , an evaluative rubric derived from the International Baccalaureate (IB) program. The terms help grade students in a consistent manner throughout the department.
International Baccalaureate ● The International Baccalaureate teachers utilize formative, standardsbased internal assessments and tasks that guide instruction and scaffold to the IB summative assessment.
Critical Need # 2: Decisionmaking related to improving student achievement needs to be based upon multiple measures of student achievement, including site, district, and state. Schoolwide Progress
Historically, Granite Hills relied too heavily on state standardized test results to make school improvement decisions. Acknowledging the need for continued improvement efforts, Granite made progress in this area. Department Progress
Social Science ● Granite Hills utilizes a reading program, Achieve 3000, to raise awareness of student lexile levels and improve reading skills. Students in Geography and Study Skills classes complete Achieve 3000 lessons on a weekly basis. Teachers and administrators analyze Achieve 3000 data, including Lexile levels, to make placement, intervention and program decisions.
English ● The English department utilizes Early Assessment Program (EAP Results along with teacher recommendations to select students for English Reading and Writing Comprehension (ERWC). ● Eleventh grade students complete a research paper that requires utilizing reading and writing skills aligned with site, district, and state expectations.
Mathematics ● Students in Foundations of Algebra and Study Skills classes complete Khan Academy lessons on a weekly basis. Teachers and administrators analyze Khan Academy data, including mastery levels, to make placement, intervention and program decisions.
Special Education ● The Special Education department utilizes Career Cruising results to help students identify interests and strengths to determine appropriate postsecondary options. Results are used to connect students with the value and importance of academic courses and develop a comprehensive, individualized education plan. 77
Critical Need # 3: More focused and sustained professional development in instructional strategies to help ensure widespread, consistent implementation of higherorder thinking skills for all students. Schoolwide Progress
The understanding and implementation of higher order thinking skills has evolved since the 2010 WASC visit. Adoption of the Common Core State Standards (CCSS) has placed emphasis on the need for all students to analyze information, think critically, and problem solve utilizing information across subjects. Providing opportunities for ongoing professional development opportunities, schoolwide is a regular part of dialogue on the site and district levels. Department Progress
Across Departments ● Throughout the 201213 school year, each department was given time during all staff meetings to share best practices and strategies for challenging students to utilize higher order thinking skills. ● Curriculum writing opportunities, on an individual, departmental, and crosscurricular levels were made available allowing teachers to collaborate on strategies involving higher order thinking skills. Time was spent aligning curriculum with the CCSS. ● The Grossmont Union High School District provided Google Ninja training for # teachers, a professional development opportunity targeting the use of Google tools in the classroom. The training included teaching strategies and examples designed to utilize higherorder thinking and problem solving skills. The Ninjas extended training session opportunities to other teachers on campus. ● Google Samurai training was provided by the district for all administrators. The Granite Hills administrative team was equipped with tools to help understand and encourage the use of information provided to Google Ninjas. ● GUHSD plans to continue both the Ninja and Samurai programs, and Granite Hills will utilize the professional development opportunities in order to consistently implement the tools available for teachers and administrators. ● Adoption of the Common Core State Standards involves teaching and utilizing higher order thinking skills across subjects. The agenda for department chair meetings and School Site Council meetings in 201415 included educating all stakeholders about the demands of the standards. Discussions that came out of these groups led to teacher driven staff development days including strategies for teaching higher order thinking. ● Mr. Fowler created an Instructional Leadership Team at the beginning of the 201516 school year. The work of this group includes identifying and engaging staff in professional development opportunities focused on teaching strategies addressing the CCSS.
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Career and Technical Education ● Three teachers attended a week long training and established the first Linked a Learning pathway at Granite Hills. The week included developing curriculum requiring students to utilize higher order thinking skills, crosscurricular and on the job application of skills and knowledge.
Critical Need # 4: GHHS will continue to increase and improve technology available at school, and provide adequate training on effective use of technology, and the development of a schoolsite technology plan.
Schoolwide Progress
Granite Hills administration and staff recognize that the need to prepare our students to function in higher education and careers requires knowledge and practice on effective use of technology. Since the 2010 WASC visit, Granite Hills has experienced increases in the number of physical devices and software utilized on campus.
Department Progress
Across Departments ● A Technology Committee was established during the 201314 school year. The committee oversees a school wide, dynamic technology plan. ● Granite Hills increased and improved the technology available to students schoolwide by securing hundreds of Chromebooks available for use in classrooms. ● A new student information system was launched throughout the district. The new system was selected to provide increased and improved levels of information, via technology, for students, parents, and staff. Teachers and staff engage in ongoing training a to learn and utilize the system.
Career and Technical Education ● CTE secured 28 Macintosh, desktop computers for use in the digital arts classes. The additional computers house current software allowing Granite Hills students to learn digital arts skills required for careers and hobbies after high school.
Critical Need #5: Continue the integration of academic courses within CTE pathways to ensure “ag” eligibility for all students. Schoolwide Progress
Increasing the number of academic courses that meet the “ag” requirements within the CTE pathways continues to be a focus at Granite Hills High School. Additional sections have been integrated since the last WASC visit. 79
Department Progress Career and Technical Education ● The Administration of Justice sequence was expanded to the 11th grade including the AG requirement for English and Social Science ● The Culinary Arts program is now part of the first Linked Learning Pathway at Granite Hills. It is linked with two AG eligible courses, English and Economics/Government, taught through a Culinary lense. The Linked Pathway was established at the beginning of the 201516 schoolyear. Recommendations from Midterm Review, March 2013
Recommendation # 1: Continue expanding use of standards based formative and summative common assessments and use of pacing calendars within core academic disciplines. Math is the only academic discipline completely aligned. Department Progress
English ● Granite Hills integrated the district wide system for formative assessments. The assessments take place throughout the year in preparation for the District Writing Assessment and Smarter Balanced Assessment Consortium. ● Granite Hills utilized results from formative and summative schoolbased and district assessments, along with grade reports to identify students that may not be prepared for college level English. An Expository Reading and Writing Course (ERWC) was implemented in 201516 school year to address the needs of this targeted population. ● International Baccalaureate English teachers work together monthly to align curriculum. ● The English department utilizes common rubrics, a common writing plan, and an academic honesty policy across subjects and grade levels. ● Along with Geography and Study Skills teachers, several Biology classes began utilizing Achieve 3000 to assess and improve reading skills. ● The AVID teachers work as a team on a monthly basis to create formative assessments utilized to develop consistent curriculum for each grade level. ● Granite Hills teachers and staff adopted a focus on writing using ABC (address prompt, back it up, conclude) and Capitalization, Understanding, Punctuation, Spelling (CUPS) at the beginning of the 201415 schoolyear. Science ● The 10th grade Science teachers work collaboratively and utilize formative assessments to prepare students for NCLB science assessment. Social Science 80
● Honors World History teachers meet monthly to align curriculum and coordinate pacing. World Language ● The World Language department meets monthly to discuss curricular issues. They discuss both vertical and horizontal alignment as well as pacing. Career and Technical Education ● The CTE Coordinator holds monthly meetings with CTE teachers to discuss scaffolding from one year to the next. In the case Linked Learning, the discussion is focused on collaborating on cohort projects and assignments. For example, the entire cohort went on a field trip to an organic farm. Each linked teacher focused assignments that overlapped the experience.
Recommendation # 2: Continue recent collaboration between English Learner coordinator and newcomer center, in addition to continuing the recent training received by faculty and staff in response to the growing number of English language learners served on campus.
Department Progress English Learner ● Granite HIlls continues to use the Newcomers Center for all student entering the United States for placement, translation, and other related services. ● A counselor is designated to work with the EL population. Both the counselor and the EL Coordinator tap into the resources available through the Newcomers Center to help meet the needs of the EL population such as translation and parent meetings.
Recommendation # 3: Continue to utilize the desegregation of data provided through Illuminate program, recently purchased by the district, to drive instruction.
Department Progress
World Language ● The World Language department utilizes Illuminate for final exams. Mathematics ● A number of math teachers utilize Illuminate for formative and summative assessment comparison. Across Departments 81
● Teachers continued to attend training sessions provided by the district to utilize Illuminate to a greater extent. ● Administration utilized Illuminate to provide data when working with teachers and counselors in small settings as well as during staff meetings.
Recommendation # 4: Continue growth pertaining to use of higherorder thinking skills for all classes as was observed by the Visiting Committee on the date of the visitation.
Department Progress
Mathematics ● The Math department utilizes Chromebooks to teach tasks related to the common core and related assessments as a means to increase depth of knowledge and higher order thinking skills.
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CHAPTER 3
Student/Community Profile Overall Summary from Analysis of Profile Data and Progress
Granite Hills High School Focus on Learning 2016
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Chapter 3 Student/Community Profile Overall Summary from Analysis of Profile Data and Progress Overall Summary
After a thorough examination of past progress and current data, the leadership team, with input from student groups, Focus Groups and Home Groups identified the following important implications with respect to student performance. 1. Demographic Changes . Granite Hills is educating an increasing number of lowincome students. While overall enrollment is decreasing, the percentage of socioeconomically disadvantaged students (SED) has doubled in the last 5 years. During the last full WASC visitation in 2010, approximately 21% of students qualified for the Free & Reduced Lunch Program. Today, almost half of Granite students qualify. Families who are on low incomes struggle to supply their family with food, clothing and shelter. Students from such families tend to arrive at school with different needs from those from middleclass and affluent families. 2. College and Career Ready. Results from the Smarter Balanced Summative Assessment (SBAC) and Early Assessment Program EAP) indicate a large number of Granite students are not college and career ready. In response, the ERWC course was added for seniors who performed poorly on this assessment as juniors. This data also suggests a greater need to understand, teach and assess the Common Core State Standards (CCSS). The Granite Hills staff is transitioning from the awareness stage to implementation. We have not fully made the shift. There is a desire to improve both horizontal and vertical alignment of curriculum. 3. Schoolwide Literacy. Results from the 2015 Smarter Balanced Summative Assessment (SBAC) indicate too many students are below standard in English Language Arts. Thirtynine percent of juniors Did Not Meet or Nearly Met Standard. The 2015 CAHSEE results reinforce this observation with almost 40% of sophomores identified as Not Proficient. A schoolwide writing plan was introduced in 2014. Initially, there was a great deal of energy behind this Writing Across the Curriculum initiative. Multiple professional development workshops were held on campus. An awareness campaign for students was launched. Common rubrics and graphic organizers were created. In 2015, the momentum slowed. A key member of the CCSS implementation team left the school. Efforts need to be renewed.
4. AVID. The AVID Program at Granite has grown significantly and has had positive results. 84
5. Underachieving Students. The data review implies that significant achievement gaps are present. a. 2015 SBAC ELA Subgroup Data i. 16% of SED students Exceeded Standard compared to 23% schoolwide (7% gap) ii. 3% of SPED students Exceeded Standard compared to 23% schoolwide (20% gap) iii. 13% of Hispanic/Latino students Exceeded Standard compared to 23% schoolwide (10% gap) b. 2015 SBAC Math Subgroup Data i. 12% of SED students Met Standard compared to 18% schoolwide (6% gap) ii. 3% of SPED students Exceeded Standard compared to 18% schoolwide (15% gap) iii. 13% of Hispanic/Latino students Exceeded Standard compared to 18% schoolwide (5% gap) c. 2014 Dropout Rate 9.8% Socioeconomically Disadvantaged compared to 7.0 schoolwide (2.8% gap) There are multiple opportunities for struggling students to receive both academic and social emotional support. These include EL, Special Education, AVID, CEIS, Credit recovery, Late Library, CTE. However, there is reason to believe that a coordinated intervention system might be needed to maximize resources and help narrow the achievement gaps. 6. Students with Disabilities. The Special Education Department is committed to providing a tiered system of supports so that students with disabilities have access to the most rigorous curriculum possible. Past progress for this subgroup indicate increased student achievement. The Study Skills course has been reorganized. There are more coteaching partnerships in place. A summer bridging course is in place. Very few SAI classes remain at Granite. 7. English Learners . The EL subgroup SBAC data is concerning. Ninetyfour percent scored below standard in ELA. Ninetyseven percent scored below standard in math. The EL students appear to be acquiring English at an acceptable rate according to Title III AMAOs. However, the three major goals of the Granite Hills EL program are: 1) English Language Learners will become proficient in English 2) English Language Learners will meet the same academic content and achievement standards expected of all children and 3) English Learners will be provided meaningful access to the curriculum and an equal educational opportunity. 2015 was the first SBAC administration and provides Granite with valuable baseline data. This data implies that goal 2 needs to be addressed. 8. AG Completion. The number of students completing the ag requirements has increased steadily over the last 5 years. Although the trend is positive, approximately half of Granite Hills students fail to complete the requirements. 9. SAT/ACT . Performance on the SAT and the ACT is flat. Granite students perform below the county and national average on the SAT. Increasing number of students are taking these assessments. Currently, Granite is a test center for the PSAT. The Leadership Team and other stakeholder groups have expressed interest in replacing the PSAT with the PLAN Test. 85
10. Advanced Placement/ International Baccalaureate. Granite students have open access to 23 university level courses 13 AP and 10 IB. The number of AP and IB exams being challenged by Granite Hills students is increasing. This is despite declining enrollment and the increasing number of SED students. Granite Hills students pass IB exams at a higher rate than AP. ● IB 80% pass rate ● AP 51% pass rate 11. Parent Education Levels. A large proportion (approx 32%) of Granite parents do not have education beyond high school. This may negatively impact the number of students being encouraged to go to a four year university.
12. Discipline . School discipline issues are decreasing dramatically.
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The Single Plan for Student Achievement School:
Granite Hills High School
CDSCode:
37681303732336
District:
Grossmont Union High School District
Principal:
Mike Fowler
Revision Date:
February 2016
The Single Plan for Student Achievement (SPSA)is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA)require each school to consolidate all school plans for programs funded through the ConApp and ESEAProgram Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person:
Mike Fowler
Position:
Principal
Phone Number:
(619) 593-5500
Address:
1719 East Madison Ave. EICajon, CA 92019
E-mail Address:
[email protected]
The District Governing Board approved this revision of the SPSAon : pending approval.
The Single Plan for Student Achievement
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School Vision and Mission Granite Hills High School's Vision and Mission Statements VISION "Granite Hills is committed to a progressive, student-centered society."
education where ALL can learn and become productive members of
MISSION Granite Hills prepares students to be soaring ... E - effective communicators A - academic achievers G - globally engaged citizens L - lifelong learners, who E - exhibit digital literacy, and are S - self directed
School Profile Granite Hills opened in 1960 and has proudly served the community of East County for 55 years. During this time, Granite Hills has become an exceptional place to teach and learn. Former Eagles have shaped this community and continue to give back as builders, business leaders, doctors, firefighters, police officers, elected officials and teachers. Notable alumni include U.S. Congressman Duncan Hunter and NASCARChampion Jimmie Johnson. Granite Hills' strong history of excellence was recently recognized by the California Department of Education. In 2013, Granite was recognized as a CALIFORNIA DISTINGUISHEDSCHOOL- one of only 19 schools in the county to receive this prestigious honor. In 2015, two other national organizations recognized Granite. The Washington Post named GHHS one of "America's Most Challenging High Schools". U.S. News & World Report named Granite Hills one the nation's "Best Schools". Granite's academic program prepares students for college and career. Granite offers Advanced Placement, Honors and College Preparatory classes. Additionally, Granite Hills is the only school in the District that offers the rigorous International Baccalaureate program. Granite Hills became an International Baccalaureate World School in 2001 and is one of only eight high schools in San Diego County offering the IB diploma program. GHHS is the only IB school in the East County.Both Advanced Placement (AP) and International Baccalaureate (IB) give students an opportunity to pursue college-level studies while still in high school. Granite Hills also offers unique, exemplary career-technical education classes. Students at Granite Hills can choose courses in the following industry sectors: Health & Medical Science, Criminal Justice, Education & Child Development, Culinary Arts, Sports Medicine, Arts, and Media & Entertainment. Granite students compete in culinary competitions. They intern at local hospitals and clinics. Our students build the sets for our theatre productions. They make films and produce the Granite Hills News Network - a daily video newscast. Granite students design lessons and teach children at local elementary schools. Our students diagnose and treat injured student-athletes. They visit courtrooms and correctional facilities. Each of our CTE programs offers opportunities for hands-on, real world education. Granite Hills is a school known for maintaining high academic achievement while fostering interest in athletics and extracurricular activities. Granite Hills offers over 50 clubs and 26 ClF-sanctioned sports. Our teams have won 16 league titles in the last three years. Granite has a storied history of athletes competing at the collegiate and professional levels. Indeed, the Athletic Hall of Fame reads like a who's who in high school, collegiate and professional sports. Part of Granite Hills' success is attributed to a supportive climate and culture on campus. The school community works together to cultivate a positive climate where every student feels valued. Granite teachers and staff are committed to building positive relationships with students and GHHSfamilies. We are steadfast in our effort to create an environment that is safe and secure, both physically and emotionally. This commitment has helped us create a strong Eagle family. The Single Plan for Student Achievement
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Planned Improvements in Student Performance - GRANITE HILLS HIGH SCHOOL
School Goal #1 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instrucitonal program for students failing to meet academic performance index (API) and adequate yearly progrss growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT: Mission and Vision LEA GOAL: All LCAP Prioritiy Area: All SCHOOL GOAL #1
Develop a strong, shared mission and vision statement that will give Granite Hills High School a common direction and inspire all stakeholders to ambitious goals.
Data Used to Form This Goal: w 2015-16 WASC/CDE Focus on Learning Self-Study Findings From the Analysis of this Data Two criteria areas from the 2015-16 WASC Self-study identified a need to address the school's vision and mission. This need became a priority area of growth at the conclusion of the self-study. w ORGANIZATION (A): "We have an excellent process of development/refinement of our Vision/Mission, however with recent shifts in leadership, a new, refreshed Vision/Mission should be explored" w ORGANIZATION (A): "Commitment to the Vision/Mission and SLOs by all stakeholders can be stronger." w CULTURE AND SUPPORTS (E): "Though Granite Hills High School staff, students and parents have increased their use of technology, as more technology has become available, it has become clear that we need a site webmaster to support our school website and to continue to keep staff, students and parents informed." w ORGANIZATION (A) "Improvements can be made regarding communicating school governance opportunities for parents and community members." How the School will Evaluate the Progress of this Goal Approval by all stakeholder groups
Proposed Expenditures Actions to be Taken to Reach This Goal
Reconvene the Mission & Vision Oversight team
Person(s) Responsible Administration; SSC
Present data to the Mission & Vision Oversight Team to begin development of a shared understanding of current VIP reality. Involve staff in developing the misison and vision. Share examples of mission and vision statements. Draft the misison and vision statement Present to all stakeholder groups Finalize and publish new mission and vision statements Develop a plan to institutionalize the statements
Mission & Vision Oversight Team Mission & Vision Oversight Team Mission & Vision Oversight Team Mission & Vision Oversight Team Mission & Vision Oversight Team Mission & Vision Oversight Team
Description
Funding Source
Amount
none
none
$0
none
none
$0
none
none
$0
none
none
$0
none
none
$0
none
none
$0
none
none
$0
none
none
$0
Planned Improvements in Student Performance - GRANITE HILLS HIGH SCHOOL
School Goal #2 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instrucitonal program for students failing to meet academic performance index (API) and adequate yearly progrss growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT: Common Core State Standards LEA GOAL: Create an Exceptional Learning Environment that Prepares All Students to be College and Career Ready LCAP Prioritiy Area: 2) Implementation of Common Core Standards for all students. 4) Student Achievement SCHOOL GOAL #2
Adopt fully the Common Core State Standards to ensure that all students receive the academic rigor necessary to be college and career ready when they graduate
Data Used to Form This Goal: w 2015 SBAC ELA: 39% of students Did Not Meet or Nearly Met Standard w 2015 SBAC Math: 55% of students Did Not Meet or Nearly Met Standard w 2015 EAP English: 23% Ready for College; 38% Conditionally Ready for College; 39% Not Ready for College w 2015 EAP Math 19% Ready for College; 26% Conditionally Ready for College; 55% Not Ready for College w 2015 CAHSEE ELA: 39.7% of sophomores were Not Proficient w 2015 CAHSEE Math: 27.3% of sophomores were Not Proficient w 2014 SAT: Average score 33 pt.s below San Diego County Average Findings From the Analysis of this Data The majority of Granite students are not college and career ready according to Smarter Balanced and CAHSEE data. This data suggests a greater need to understand, teach and assess the Common Core State Standards. The Granite Hills staff is transitioning from the awarness stage to implementation. We have not fully made the shift. There is a desire to improve both horizontal and vertical alignment of curriculum. Additional data points are needed. Consider assessing baseline Lexile levels in 2016-17. How the School will Evaluate the Progress of this Goal VIP Committee meets bi-weekly to review student achievement data.The following growth targets will be used to evaluate the progress of this goal. w Increase % of students Meeting or Exceeding Standard SBAC/EAP English Language Arts TARGET = 66% (+10%) w Increase % of students Meeting or Exceeding Standard SBAC/EAP Math TARGET = 50% (+10%)
Proposed Expenditures Actions to be Taken to Reach This Goal
Person(s) Responsible
Description
Funding Source
Amount
Reestablish CCSS Implementation Team. Select a teacher-leader from EVERY department.
Compensate Teacher Leaders Admin; ILT; Dept Curriculum Writing Rate. Chair Council 10 hrs x 11 teachers = 110 hrs. 110 x $44 = $4840
Locate and adminster self-assessment tool regarding school level CCSS implementation
CCSS Implementation Team
none
$0
Analyze data to determine current understanding and CCSS level of implementation of CCSS by department, course Implementation and teacher. Team
none
$0
CCSS Implementation Team
none
$0
Substitutes, Workshop/conference Fees, Curriculum Writing
$0
none
$0
Analyze data and identify potential trainers from staff
Facilitate high quality professional learning opportunities for teachers to ensure that every student has access to CCSS teachers who are prepared to teach to the levels of rigor Implementation and depth required by the CCSS. Work with district PD Team department to develop plan for GHHS using Kuzmitch and Dr. Harel. Present self-assessment data to staff
CCSS Implementation Team
Professional Development
$4,840
Proposed Expenditures Actions to be Taken to Reach This Goal
Person(s) Responsible
Create curriculum maps in key areas in order to remove unnecessary curricular repetitions, promote alignment, emphasize cross-disciplinary connections, and encourage "spiraling" of essential skills, which involves reinforcing and extending those skills with increasing complexity within and across grades. Begin with 9th grade curriculum and progress incrementally.
CCSS Implementation Team; Teachers; Admin
CCSS Provide CCSS-aligned instructional resources designed Implementation to meet the needs of all students. Team
Description
Funding Source
Amount
Compensate Teacher Leaders Curriculum Writing Rate. 10 hrs x 15 teachers = 150 hrs. 150 x $44 = $6600
Professional Development
$6,600
To be determined by teacher and PLC needs
Instructional Materials
$25,000
Create common prep periods for like-PLC members whenever possible to facilitate collaboration. Prioritize 9th grade teams for 2016-17
CCSS Implementation Team
none
$0
Re-adminster self-assessment tool at the end of the year. Compare to baseline data, look for growth, determine needs for following year.
CCSS Implementation Team
none
$0
Planned Improvements in Student Performance - GRANITE HILLS HIGH SCHOOL
School Goal #3 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instrucitonal program for students failing to meet academic performance index (API) and adequate yearly progrss growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
SUBJECT: Intervention LEA GOAL: Create an Exceptional Learning Environment that Prepares All Students to be College and Career Ready LCAP Prioritiy Area: 4) Student Achievement. 6) Student Engagement SCHOOL GOAL #3
Narrow the achievement gap by designing, implementing and maintaining a comprehensive academic and behavioral intervention program to increase achievement of underperforming students
Data Used to Form This Goal: w 2015 SBAC ELA Subgroup Data: ° 16% of Socioeconomically Disadvantaged Exceeded Standard compared to 23% schoolwide (7% gap) ° 3% of Students with Disabilites Exceeded Standard compared to 23% schoolwide (20% gap) ° 13% of Hispanic/Latino students Exceeded Standard compared to 23% schoolwide (10% gap)
w 2015 SBAC Math Subgroup Data: ° 12% of Socioeconomically Disadvantaged Exceeded Standard compared to 18% schoolwide (6% gap) ° 3% of Students with Disabilites Exceeded Standard compared to 18% schoolwide (15% gap) ° 13% of Hispanic/Latino students Exceeded Standard compared to 18% schoolwide (5% gap)
w 2015 CAHSEE ELA & Math Subgroup Data: 39.7% w 2014 Dropout Rate - 9.8% Socioeconomically compared to 7.0 schoolwide (2.8% gap) Findings From the Analysis of this Data There are multiple opportunities for struggling students to receive both academic and social emotional support. These include EL, Special Education, AVID, CEIS, Credit Recovery in Learning Center and Summer School, Late Library, Tutorials. However, there is evidence that a coordinated intervention system is be needed to maximize resources and help narrow the achievement gaps. How the School will Evaluate the Progress of this Goal VIP Committee meets bi-weekly to review student achievement data.The following growth targets will be used to evaluate the progress of this goal. w Decrease the SBAC achievement gap for every significant subgroup by 2% each year. w Decrease Dropout Rate schoolwide and for every significant subgroup each year.
Proposed Expenditures Actions to be Taken to Reach This Goal
Continue CEIS intervention effort. Release coordinator 3/5ths to manage and monitor caseload of 100 at risk underclassmen who are not classified as English Learners (EL) or Students with Disabilities (Special Education). Consider a full release for an "Intervention Coordinator" position to oversee all academic interventions and supports on campus (not just those related to CEIS).
Person(s) Responsible
Administration
Description
Funding Source
Allocate .6 FTE for CEIS Coordinator staffing units Postion
Amount
.6 FTE
Create a VIP sub-committee lead by CEIS Coordinator CEIS Coordinator; none to exam data and plan, implement, monitor, and Administration reassess this goal.
none
$0
Establish system to identify underachieveing students. Include specific metrics and schedule.
CEIS Coordinator; none Administration
none
$0
Survey current support and intervention systems to CEIS Coordinator; none identify repetitions, gaps, an opportunities for alignment. Administration
none
$0
Meet with Guidance staff to gain an understanding of the current intervention systems currently in place.
CEIS Coordinator; none Administration
none
$0
Recreate the RTI pyramid for both academic and social CEIS Coordinator; none Administration interventions
none
$0
Proposed Expenditures Actions to be Taken to Reach This Goal
Person(s) Responsible
Description
Funding Source
Amount
Research Best Practices. Send committee to conferences, workshops, site visitations.
Pay for conference and workshop CEIS Coordinator; registration fees. Travel Expenses. Administration Substitutes.
Professional Development
Improve communication between teacher, counselor, administrator.
CEIS Coordinator; Guidance; none Administration
none
$0
tbd
tbd
none
$0
Improve communication school and parent. Improve parent engagement. Explore possibility of creating a Administration new position - community action liason to visit families, track attendance, etc.
tbd
Recreate a detailed RTI pyramid for both academic and CEIS Coordinator; none Administration social interventions.
$750
Create an incentive program to keep students "ontrack".
CEIS Coordinator/ Pay Council of Culture and Climate Council on Culture members curriculum writing rate ($44 general fund & Climate per hour) to design
$500
Rethink and redesign Saturday School to be a postive experience (e.g. Super Saturday/ Saturday Success)
CEIS Coordinator/ Pay teachers curriculum writing rate to Council on Culture general fund design write Saturday curriculum & Climate
$500
Introduce Jostens Renaissance® an educational enrichment program that is customized Granite. "Jostens Renaissance® empowers you and your school Administration to make it matter by boosting GPAs, increasing attendance, improving school pride and growing graduation rates."
Allocate .2 FTE for new class
staffing units
.2 FTE
Late Library is currently open until 4:30pm on Monday, Tuesday, Wednesday and regular schedule Thursdays.
supplemental instruction
Offer Summer Bridging course for socially promoted 8th Administration graders
Seek approval to add enrichment courses to summer school. Two teachers at approx $6,500. $13,000 total.
supplemental instruction
Increase student connectedness by offering a wide variety of clubs, sports and extracurricular activities. ASB will purposefully approve a variety of charters. ASB ASB activities will be designed to improve student connectedness. Educate and expose students to extracurricular options.
ASB funds are allocated for the specific needs of the clubs and teams. These purchases include equipment, field trips, busses, t-shirts, awards, and banquets. Some ASB funds are ASB used to cover operational costs of extracurricular activities like Homecoming, dances and assemblies.
Continue to expand Late Library. Add hours
Administration
Increase/Improve online credit recovery options
Administration
$11,900
$6,500
$100,000
CEIS Coordinator/
Create and implement a system protocal in response to Council on Culture none tardies and truancies & Climate
none
$0
none
$0
Administration/
Reintroduce Attendance Incentives. Attach to The Code Council on Culture none & Climate
Create a manditory tutorial system.
Administration; ILT; Dept Chair Council
Enhance social emotional support for students. Provide Administration; additional counselors and interns to support and Guidance monitor students with social emotional needs.
Pay teachers curriculum writing rate to design write coordinated tutorial general fund system * Fund an additional .2 fte for counselor spring semester. * Fund one social worker/ counseling intern for entire year. * Fund one social worker/counseling intern supervisor for entire year.
staffing unitis; general fund
$750
$9000 $2200
$2000 $13,200
Provide targeted interventions through support clubs. Clubs that promote students helping other students will ASB be encouraged. Examples include Eagle Link, Student Summit, Kids Helping Kids, Peer Tutors.
none
none
Increase the number of on campus social/emotional activities available to students (e.g. Unity Days, assemblies)
Fund outside speakers and organizations to hold assemblies
general fund
$2,000
Publish and widely distribute student handbook which includes behavior expectations. Use handbook as text Administration; or teaching expected behaviors Administrators will Social Science deliver a series of behavior expectation lessons in Dept Geography classes. Emphasis to where and how to get help.
Purchase a custom planner/handbook for frosh, sophomores, and juniors general fund 1500 qty.
$4,280
Continue to support the Culture and Climate Improvement Team which regularly reviews data and implements PBIS plan schoolwide. Publish, teach and reinforce expected behaviors (The Code). Use multiple strategies to teach including assemblies, classroom lessons, public service announcements, posters, and rallies.
Comensate PBIS teachers to writie curriculum and design PBIS initiatives. Fund printing of promotional general fund materials,including posters, banners and newletters.
$1,000
Continue support of Eagle Link as a peer tutoring program to help frosh transition to high school. Improve ASB the promotion of peer tutoring in the classroom and during Late Library in order to increase participation.
none
none
Send 20 students and 4 staff members to GUHSD Camp Lead. Camp Lead - a three day camp designed to foster leadership skills and improve understanding and respect.
Guidance
Fund registration for a total of 20 students and 4 staff members to attend Nov and Feb camps. Registration includes transportation, meals and lodging.
TUPE
Administration; Social Science Dept.
none
none
Administer all 3 components of the California School Climate, Health, and Learning Survey System (Calth
SCHLS). Including the CHKS to all 9th and 11 grade
students annually
ASB; Administration
$0
$0
$2,000
$0
Provide drug and alcohol education and raise awareness of the dangers associated with drug and alcohol abuse. Pay a stipend to staff member to act as coordinator.
Increase the number of students enrolled and completing four years of AVID.
Guidance
Required TUPE Grant coordinator stipend
Administration; Guidance
Fund 9 sections of AVID (1.8 FTE); Compensate tutors according to AVID ratio requirements Fund transportation staffing units; AVID costs associated with field trips to universities. Purchase instructional materials to support AVID program
1.8 FTE $35,000
tbd
TUPE
$5,000
Increase enrollment in CTE courses and pathways. Administration; Further Develop a Linked Learning course sequence for Guidance; CTE Culinary Arts pathway. Convbert AoJ pathway into a Coordinator Linked Learning cohort
tbd
general fund; CTE; staffing units
Decrease d/f rate. Provide students with early Administration; opportunities to make-up missing work, failed work or ILT; Dept. Chair receive support for coursework through Saturday school Council and tutorials.
Compensate teachers to offer tutorials, Late Library, and Staurday School
supplemental instruction
$3,300
Increase access to on-line learning credit recovery opportunities for students at risk of not graduating by developing a comprehensive, 7 periods per day, Learning Center on campus and after school credit
Fund 1.2 FTE to offer 7 periods of Learning Center
staffing units
1.2 FTE
Administration; Guidance
School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC).The SSCshall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSCis as follows:
Name of Members
E o .. o CII ".s::. ~ u
"i Q.
'u e .;:
_III
III CII
v~
Q.
:s:III
...
III
.. '0 CII 0 .s::..s::. ... U 0111
... ~
o c:: .. :l CII 1: E SJ CII E E lii 0 CII Q.v:!E
~III III ...
c::
"C
c::
CII
0"c U :l CII ... III III
Jackie Welch
X
Brittanie Nguyen
X
Alexis Grant
X
Katie Wall
X
Nicole Lee
X
Julie Mattox
X
Marsi Walker
X
Jessica Rodriguez
X
Rachel McCurry
X
Jennifer Hanzal
X
Debbie Burton
X
Randy DeWitt
X
Esteban Monge
X X
Trudy Sandoval
X
Dale Sheehan Mike Fowler
X
Numbers of members of each category:
1
4
3
4
4
At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
The Single Plan for Student Achievement
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Recommendations
and Assurances
The school site council (Ssq recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following: 1.
The SSCis correctly constituted and was formed in accordance with district governing board policy and state law.
2.
The SSCreviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA)requiring board approval.
3.
The SSCsought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): State Compensatory Education Advisory Committee Signature
English Learner Advisory Committee Signature
Special Education Advisory Committee Signature
Gifted and Talented Education Program Advisory Committee Signature
District/School Liaison Team for schools in Program Improvement Signature
Compensatory Education Advisory Committee Signature
Departmental Advisory Committee (secondary) Signature
x
Other committees established by the school or district (list): Signature
Vision In Planning Commission English Learner Advisory Committee Department Chairperson Council AVID Site Team Career Technical Education
4.
The SSCreviewed the content requirements for school plans of programs included in this SPSAand believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.
5.
This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This SPSAwas adopted by the SSCat a public meeting on May 18, 2015.
Attested:
Mike Fowler Typed Nameof School Principal
Signature of School Principal
Date
Typed Nameof SSCChairperson
Signature of SSCChairperson
Date
The Single Plan for Student Achievement
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APPENDICES
Granite Hills High School Focus on Learning 2016
The SelfStudy Process
The SelfStudy completed by Granite HIlls High School (GHHS) followed the process established by the Focus on Learning Joint Process ACS WASC/CDE Process Guide , 2015 Edition. The selfstudy engaged all GHHS stakeholders in a comprehensive evaluation for the entire school resulting in two Critical Learner Needs (CLN) and a revised Single Plan for Student Achievement (SPSA) to guide continued improvement. Granite Hills has stayed true to the accreditation process which is a perpetual cycle of assessment, planning, implementing, monitoring, and reassessment. Granite Hills has a long standing committee called Vision In Planning (VIP). This leadership committee is open to any and all stakeholders. Administrators, teachers, classified staff, students, parents, and community members all sit on the VIP committee. VIP meets every two weeks in the morning from 7:00 to 8:00 am. The mission of VIP is to perpetually examine data, monitor programs, and assess effectiveness. Throughout the year, VIP adjusts and revises the SPSA accordingly. SPSA revisions are sent to School Site Council for approval. As such, the Focus on Learning cycle has continued from the last full visitation which took place in the spring of 2010. The School Wide Action Plan that resulted from the 2010 selfstudy was incorporporated into the SPSA. VIP has been examining data, evaluating programs, and planning improvements every two weeks ever since. 201213 In January, 2013, longtime principal Georgette Torres retired. The new principal, Mike Fowler, made no major organizational changes, allowing the cycle to continue. In March, 2013, Granite had a successful midterm accreditation visit. The visitation committee left Granite Hills with the following comment, “GHHS has shown growth in almost every academic statistic since the last date of visitation… Such accomplishments appear to be the result of several phenomena… an enormous collegiality that exists between the administration, faculty and staff”. Also in March 2013, the Grossmont Union High School District (GUHSD) Governing Board and Superintendent embarked on a process to revise the district’s Goals and Objectives. An all day workshop, with stakeholder representation from community groups, students, parents, and every site, was conducted. The following goals and objectives were developed and later adopted. The Grossmont Union High School’s new goals and objectives are:
1) Provide Safe and Supportive Schools that Welcome All Students. 2) Create an Exceptional Learning Environment that Prepares All Students to be College and Career Ready. 3) Support Collaboration and Innovation in our Grossmont Learning Community. 201314 VIP and Granite’s new administration team decided to reorganize the SPSA to align with the District’s new goals and objectives. The district goals became Granite’s goals. VIP continued to meet biweekly to examine data, monitor programs, and assess effectiveness of school improvement efforts in relation to these goals 201415 In the spring of 2015, GHHS Principal Mike Fowler; Assistant principal Jake Gaeir; and WASC Coordinator Wayne Tribble participated on WASC visitation committees to help prepare for the 2016 visit at Granite. Again, VIP met biweekly. The work of VIP focused on examining data and updating the Student and Community Profile. In addition to examining data, program coordinators made presentations regarding their programs. Presentations were heard from the English Learner (EL) Coordinator, the Career Technical Education (CTE) Coordinator, the AVID Coordinator, and the CEIS Coordinator. School Site Council (SSC) began reviewing the school’s mission and vision statements. They also reexamined the school’s ESLRs with the goal of creating Schoolwide Learner Outcomes. A subcommittee worked and concluded that the ELSRs should remain as the SLOs for the time being. They also concluded that the mission and vision needed attention but were satisfactory for the time being. They recommended waiting until there was sufficient time to execute a well designed revision process, that would include a wide range of stakeholders. Focus Group Leaders were selected in the spring and began meeting with administration. 201516 The 201516 school year began with three days of professional development before students returned. Focus Groups were organized around the five WASC/CDE categories of criteria. The groups met and began to analyze the criteria, indicators and prompts. Members began to give feedback using a collaborative, online system utilizing Google Docs. The Google system provided opportunities for continued input throughout the year. In addition to ongoing, online collaboration, focus groups held traditional facetoface meetings throughout the year. Home groups met as part of the regular department meeting schedule and responded to the selfstudy criteria. The Focus Group Leaders spent a full day, off campus, processing and synthesizing the input and formally responding to the selfstudy prompts. The process brought clarification to the strengths and needs of the entire school. VIP continued to meet biweekly. This committee, after examining the Student and Community Profile data, established two Critical Learner Needs and the actions needed to address these
needs Chapter 3. VIP also examined and responded to the school’s progress related to the critical needs identified during the last selfstudy Chapter 2. The revised SPSA was developed by VIP based on the school’s Schoolwide Learner Outcomes, Critical Learner Needs and Selfstudy findings. The selfstudy and subsequent WASC Report represent the collaborative effort and the commitment to continuous improvement by the entire Granite Hills Community.
Granite Hills High Secondary 2015-2016 Main Report
This report was prepared by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. For contract information, contact: Hilva Chan California Department of Education Coordinated School Health and Safety Office 1430 N Street Sacramento, CA 95814
[email protected] Recommended citation: Granite Hills High School. California Healthy Kids Survey, 2015-16: Main Report. San Francisco: WestEd Health & Human Development Program for the California Department of Education.
Date prepared: 19 Jan 2016 CDS code: 37681303732336
Contents Page List of Tables
ii
PREFACE
v
Survey Module Administration
1
A. Core Module Results 1. Survey Sample . . . . . . . . . . . . . . . . . . 2. Summary of Key Indicators . . . . . . . . . . . 3. Demographics . . . . . . . . . . . . . . . . . . 4. School Performance, Supports, and Engagements 5. School Violence, Victimization, and Safety . . . 6. Alcohol and Other Drug Use . . . . . . . . . . . 7. Tobacco Use . . . . . . . . . . . . . . . . . . . 8. Other Physical and Mental Health Risks . . . . . 9. Race/Ethnic Breakdowns . . . . . . . . . . . . . 10. Gender Breakdowns . . . . . . . . . . . . . . .
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M. School Climate Module 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . 2. Supports for Learning & Student Academic Engagement 3. Fairness and Respect for Diversity . . . . . . . . . . . . 4. Disciplinary Environment . . . . . . . . . . . . . . . . 5. Student Peer Relationships . . . . . . . . . . . . . . . . 6. Social and Emotional Learning . . . . . . . . . . . . . . 7. School Anti-Bullying Climate . . . . . . . . . . . . . . 8. Facilities Physical Environment . . . . . . . . . . . . . 9. Scheduled Lunch . . . . . . . . . . . . . . . . . . . . .
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2 2 3 4 10 19 23 33 39 41 43
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47 47 48 52 55 57 58 60 62 63
List of Tables Page Survey Module Administration 1 CHKS Survey Modules Administered . . . . . . . . . . . . . . . . . . . . . . . . .
1 1
A. Core Module Results
2
1. Survey Sample A1.1 Student Sample Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 2
2. Summary of Key Indicators A2.1 Key Indicators of School Climate and Student Well-Being . . . . . . . . . . . . . . .
3 3
3. Demographics A3.1 Age of Sample . . . . . . . . . . . . . . . . . . . . . . . A3.2 Gender of Sample . . . . . . . . . . . . . . . . . . . . . A3.3 Hispanic or Latino . . . . . . . . . . . . . . . . . . . . . A3.4 Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . A3.5 Living Situation . . . . . . . . . . . . . . . . . . . . . . A3.6 Highest Education of Parents . . . . . . . . . . . . . . . A3.7 Free or Reduced Price Meals Eligibility . . . . . . . . . A3.8 Participation in Migrant Education Program, Past 3 Years A3.9 Language Spoken at Home . . . . . . . . . . . . . . . . A3.10 English Language Proficiency . . . . . . . . . . . . . . A3.11 Number of Days Attending Afterschool Program . . . . A3.12 Sexual Identification . . . . . . . . . . . . . . . . . . . A3.13 Military Connections . . . . . . . . . . . . . . . . . . .
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4 4 4 4 5 5 6 6 7 7 8 9 9 9
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10 10 10 11 12 13 14 15 16 17 18
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19 19 19 20 21 22 22
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4. School Performance, Supports, and Engagements A4.1 Grades, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.2 Truancy, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.3 Reasons for Absence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.4 School Developmental Supports, Connectedness, and Academic Motivation A4.5 School Connectedness Scale Questions . . . . . . . . . . . . . . . . . . . . A4.6 Academic Motivation Scale Questions . . . . . . . . . . . . . . . . . . . . A4.7 School Developmental Supports Scale Questions . . . . . . . . . . . . . . A4.7 School Developmental Supports Scale Questions - Continued . . . . . . . . A4.8 Parent Involvement in School . . . . . . . . . . . . . . . . . . . . . . . . . A4.9 Quality of School Physical Environment . . . . . . . . . . . . . . . . . . . 5. School Violence, Victimization, and Safety A5.1 Perceived Safety at School . . . . . . . . . . . . . . . . . . . . A5.2 Verbal Harassment . . . . . . . . . . . . . . . . . . . . . . . . A5.3 Violence and Victimization on School Property, Past 12 Months A5.4 Reasons for Harassment on School Property, Past 12 Months . . A5.5 Property Damage on School Property, Past 12 Months . . . . . . A5.6 Weapons Possession on School Property, Past 12 Months . . . . ii
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23 23 24 25 26 27 28 29 29 30 30 31 32
7. Tobacco Use A7.1 Summary of Key CHKS Tobacco Indicators . . . . . . . . . . . . . . . . . A7.2 Lifetime Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A7.3 Any Current Use and Daily Use . . . . . . . . . . . . . . . . . . . . . . . A7.4 Current Smoking on School Property, Past 30 Days . . . . . . . . . . . . . A7.5 Cigarette Smoking Cessation Attempts . . . . . . . . . . . . . . . . . . . . A7.6 Personal Disapproval of Peer Cigarette Smoking, One or More Packs A Day A7.7 Perceived Harm of Cigarette Smoking and Difficulty of Obtaining Cigarettes
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33 33 34 35 36 37 37 38
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39 39 39 39 40 40
9. Race/Ethnic Breakdowns A9.1 School Supports and Connectedness by Race/Ethnicity - 9th Grade . . . . . . . . . . A9.2 School Supports and Connectedness by Race/Ethnicity - 11th Grade . . . . . . . . . A9.3 Current Cigarette Smoking, by Race/Ethnicity . . . . . . . . . . . . . . . . . . . . .
41 41 41 42
10. Gender Breakdowns A10.1 School Developmental Supports, Connectedness, and Academic Motivation by Gender A10.2 Selected Alcohol and Drug Use Measures by Gender . . . . . . . . . . . . . . . . . A10.3 Selected Tobacco Use Measures by Gender . . . . . . . . . . . . . . . . . . . . . . A10.4 School Safety–Related Indicators by Gender . . . . . . . . . . . . . . . . . . . . . . A10.5 Physical and Mental Health Measures by Gender . . . . . . . . . . . . . . . . . . .
43 43 44 45 45 46
M. School Climate Module
47
1. Module Sample M1.1 Student Sample for School Climate Module . . . . . . . . . . . . . . . . . . . . . .
47 47
2. Supports for Learning & Student Academic Engagement M2.1 Supports for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
48 48
6. Alcohol and Other Drug Use A6.1 Summary Measures of Level of AOD Use . . . . . A6.2 Lifetime AOD Use . . . . . . . . . . . . . . . . . A6.2 Lifetime AOD Use – Continued . . . . . . . . . . . A6.3 Summary of AOD Lifetime Use . . . . . . . . . . A6.4 Current AOD Use, Past 30 Days . . . . . . . . . . A6.5 Frequency of Current AOD Use, Past 30 Days . . . A6.6 Lifetime Drunk or “High” . . . . . . . . . . . . . . A6.7 Cessation Attempts . . . . . . . . . . . . . . . . . A6.8 Drinking While Driving . . . . . . . . . . . . . . . A6.9 Lifetime Drunk or “High” on School Property . . . A6.10 Current AOD Use on School Property, Past 30 Days A6.11 Perceived Harm and Availability . . . . . . . . . .
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8. Other Physical and Mental Health Risks A8.1 Cyber Bullying, Past 12 Months . . . . . . . . . . . . . . A8.2 Eating of Breakfast . . . . . . . . . . . . . . . . . . . . . A8.3 Chronic Sad or Hopeless Feelings, Past 12 Months . . . . A8.4 Seriously Considered Attempting Suicide, Past 12 Months A8.5 Gang Involvement . . . . . . . . . . . . . . . . . . . . . .
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M2.1 M2.1 M2.2
Supports for Learning – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . Supports for Learning – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Academic Mindset and Learning Engagement . . . . . . . . . . . . . . . . .
49 50 51
3. Fairness and Respect for Diversity M3.1 Fairness and Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3.2 Respect for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M3.2 Respect for Diversity – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . .
52 52 53 54
4. Disciplinary Environment M4.1 Consistency and Clarity of Rules and Expectations . . . . . . . . . . . . . . . . . . M4.2 Disciplinary Harshness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55 55 56
5. Student Peer Relationships M5.1 Peer Caring Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57 57
6. Social and Emotional Learning M6.1 Supports for Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . M6.1 Supports for Social and Emotional Learning – Continued . . . . . . . . . . . . . . .
58 58 59
7. School Anti-Bullying Climate M7.1 School Responses to Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M7.1 School Responses to Bullying – Continued . . . . . . . . . . . . . . . . . . . . . . .
60 60 61
8. Facilities Physical Environment M8.1 Quality of Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . .
62 62
9. Scheduled Lunch M9.1 Scheduled Lunch at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
63 63
iv
PREFACE NEW FEATURE The list of content sections and table names at the beginning of the digital report have been hyperlinked to the tables. Click on the title of a content section or a table and you will be automatically directed to the actual content section or table in the report.
This report provides the detailed results for each question from this school/district’s 2015–16 California Healthy Kids Survey (CHKS), presented in tables organized by topic. The CHKS, along with its two companion surveys–California School Climate Survey (CSCS) for staff and the California School Parent Survey (CSPS)–is a service of the California Department of Education (CDE). These three surveys form the California School Climate, Health, and Learning Surveys (CalSCHLS) System, the largest, most comprehensive effort in the nation to assess students, staff, and parents at the local level on a regular basis to provide key data on school climate, learning supports and barriers, and stakeholder engagement, as well as overall youth development, health, and well-being. The surveys provide a wealth of information to guide school improvement efforts and your Local Control and Accountability Plan (LCAP), particularly in regard to the state priorities of enhancing school climate, pupil engagement, and parent involvement. Factsheets, guidebooks, and other resources to help in understanding and using survey results are available for downloading from the survey website: chks.wested.org. The California Safe and Supportive Schools website also provides a wealth of information and tools helpful in implementing effective strategies that address the needs identified by the survey in regard to school climate improvement and promoting social-emotional learning. Particularly valuable in regard to LCAP efforts are Making Sense of School Climate (californias3.wested.org/resources/S3 schoolclimateguidebook final.pdf) and Helpful Resources for Local Control and Accountability Plans, 2014-15 (chks.wested.org/resources/LCAP Cal SCHLS.pdf). The Cal-SCHLS Technical Assistance Center offers workshops to help in identifying local needs and developing action plans to meet those needs, including a Listening to Students Workshop for involving student voice in the process (see below). SURVEY PURPOSE The California Department of Education (CDE) has funded the CHKS since 1997 to provide data that would assist schools in: (1) fostering positive school climates and engagement in learning; (2) preventing youth health-risk behaviors and other barriers to academic achievement; and (3) promoting positive youth development, resilience, and well-being. A thorough understanding of the scope and nature of youth behaviors, attitudes, and learning conditions is essential to guide school improvement efforts and to also develop effective prevention, health, and youth development programs. These surveys grew out of CDE’s commitment to helping schools promote the successful cognitive, social, and emotional development of all students and create more positive, engaging school environments for students, staff, and parents.
v
SURVEY CONTENT OVERVIEW The secondary-school CHKS consists of a required general Core Module and a series of optional, supplementary topic-focused modules that districts can elect to administer. Districts may also add their own questions of local interest in a custom module. Table 1 indicates the modules administered by the district/school. The Core Module consists of a broad range of key questions, identified by an expert advisory committee, that are considered most important for schools to administer to guide improvement of academic, health, and prevention programs and the promotion of student achievement, positive development, and wellbeing. The primary focus of the Core Module is assessing student perceptions and experiences related to school climate and engagement, learning supports, and health-related, non-academic learning barriers (e.g., substance use, bullying and violence, and poor physical and mental health). To further support school improvement efforts and the LCAP process, a supplementary School Climate Module is also available. School-Related Core Content The great majority of all questions on the CHKS Core are school-specific. The survey provides selfreported data on: • Student grades, truancy, reasons for missing school, learning motivation, and school connectedness, as indicators of engagement; • The levels of students’ three fundamental developmental supports (protective factors) that promote positive academic, social, and emotional outcomes: experiences of caring adult relationships, high expectations, and opportunities for meaningful participation at school; • Perceived safety and the frequency of, type, and reasons for, harassment and bullying at school; and • Levels of violence, substance use, and crime-related behavior (e.g., weapons possession) at school. Supplementary School Climate Module A supplementary School Climate Module provides additional data on student academic mindset, school academic supports, discipline/order, supports for social-emotional learning, bullying prevention and positive peer relationships, respect for diversity, and the quality of the physical environment (download from chks.wested.org/administer/supplemental1#clim). A companion Learning Conditions module can be added to the staff survey to compare their perceptions on the same constructs. SURVEY ADMINISTRATION AND SAMPLING School staff administered the survey, following detailed instructions provided by CDE that were designed to assure the protection of all student and parental rights to privacy and to maintain confidentiality. Students were surveyed only with the consent of parents or guardians. Each student’s participation was voluntary, anonymous, and confidential. Table A1.1 gives the target sample of students and the final number and percent of students who completed the survey (the participation response rate).
vi
THE REPORT The tables in the Main Report, organized by topic, provide the percentages responding to each question response option by grade level. Because it is just as important to identify the positive behaviors of youth as it is to identify the risks they face, the tables reporting risk-behavior data include the percentages of youth who responded negatively (did not engage in the behavior). Racial/Ethnic Subgroup Results Several tables are useful for helping districts identify and address student needs related to closing the state’s persistent racial/ethnic achievement gap. On the CHKS, students are asked to indicate their racial/ethnic identity and to report whether they have experienced harassment because of their race/ethnicity. Summary tables provide key findings (e.g., harassment, developmental supports, school connectedness) disaggregated by race/ethnic categories. Schools can request supplementary reports disaggregating all their CHKS results by the race/ethnicity of students. UNDERSTANDING AND USING THE DATA Among the tools available to help in understanding and using the survey results, especially for LCAP implementation and monitoring, Making Sense of School Climate provides a discussion of all the CalSCHLS survey items that relate to school climate (download californias3.wested.org/resourcesS3 school /climateguidebook final.pdf) Care must be taken to understand the factors that can impact the quality, validity, and generalizability of the results, such as changes that occur in survey content, administration, and/or sample characteristics between administrations. The following are a few of the key issues that should be kept in mind. A more detailed discussion of these topics can be found in the CHKS Guidebook to Data Use and Dissemination (download chks.wested.org/resources/chks guidebook 3 datause.pdf). Sample Characteristics Among the most important factors affecting the quality of survey results is the level and type of student participation. The validity and representativeness of the results will be adversely affected if the student response rate is lower than 60%. One indication of the survey’s representativeness is how accurately the sample reflects the gender and ethnic composition of the student enrollment. Even if the response rate is low, the results provide an indication of what those students who did respond felt about the school and their experiences and behavior. Changes Between Survey Administrations Many factors besides real changes in behavior, attitudes, or experiences among students may account for changes in results from administration to administration. Changes may be due to differences over time in the characteristics or size of the sample of students who completed the survey, changes in the questions themselves, or differences between time periods in which the survey was administered (e.g., some risk behaviors tend to increase as students age, or may increase during holidays or social events).
vii
NEXT STEPS Receiving this report is just a beginning step in a data-driven decision-making process. The results of this student survey should be compared to those obtained from the Cal-SCHLS surveys of school staff and parents. It is important to determine how consistent are student, staff, and parent perceptions and experiences. CHKS results will also be enriched if analyzed in the context of other data typically collected by schools that relate to the variables assessed, such as discipline referrals, school demographic information, school vandalism costs, and behavioral observations in classrooms. The following actions, which can be requested as custom services (additional fees apply), will help in fostering effective use of the results to support school and program improvement efforts and the LCAP process. Request School Reports If the schools in the district vary significantly in demographics, programs, or other characteristics, consider requesting individual reports for each school (a fee applies). Two types of reports are available: • A full report with all the survey results. • A short, user-friendly, graphic School Climate Report Card that provides results across eight domains of school climate and provides an overall School Climate Index score based on those domains. (View a sample report: visit californias3.wested.org/resources/California State SCRC 1314.pdf). Request District School Climate Report Card For districts that survey all their schools, a district-level School Climate Report Card that aggregates all their results across eight domains can also be requested. This is a powerful, useful tool for guiding efforts to meet the school climate and pupil engagement priorities for the Local Control and Accountability Plan. Request Disaggregated Report or Analyses The staff of the Regional TA Centers can produce full reports that look at how results vary by demographic subgroups (e.g., race/ethnicity as discussed above, or by youth who are low in academic motivation compared those who are high). This is particularly important given the LCAP requirement the districts identify and address the needs of underserved subgroups. Engage Students, Staff, and Parents in an Action Planning Process Engage students, staff, and parents in reviewing and exploring the meaning of the results and obtain their input into how the school might better meet the needs identified and the development of a detailed action plan. This communicates to stakeholders that you value their input into how to improve the school and gives them an opportunity for meaningful participation. This helps enhance school connectedness among students and parent involvement, two of the LCAP priorities. It will also promote higher rates of participation the next time the survey is administered, as stakeholders will see how the data has been used for positive purposes. On request, Cal-SCHLS staff can conduct a structured group Listening to Students Workshop designed viii
to explore with students, as staff observe, the meaning of survey results and obtain their input on how to address the needs identified by the survey. Cal-SCHLS staff also can conduct a Data Use Action Planning Workshop designed to identify local needs based on the survey results and engage stakeholders in developing a detailed plan and timetable for meeting those needs using evidence-based strategies. For more information, contact your Cal-SCHLS Technical Assistance Center (call 888.841.7536 or email
[email protected]). See also: californias3.wested.org/workshops. ACKNOWLEDGMENTS The CHKS and this report were developed by WestEd, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. For more information, call the toll-free helpline at 888.841.7536, or visit the website at chks.wested.org. Gregory Austin, Ph.D. CHKS/CSCS Director, WestEd Tom Herman Administrator, Coordinated School Health and Safety Office California Department of Education
ix
Survey Module Administration Table 1 CHKS Survey Modules Administered Survey Module A. Core (Required)
Administered X
B. Alcohol and Other Drugs (AOD) Module C. Building Healthy Communities (BHC) Module D. CalMHSA Module E. Closing the Achievement Gap (CTAG) Module F. District Afterschool Module (DASM) G. Drug Free Communities (DFC) Module H. Gang Risk Awareness Module I. Military Connected School Module J. Physical Health & Nutrition Module K. Resilience & Youth Development Module L. Safety & Violence Module M. School Climate Module
X
N. Sexual Behavior Module O. Social Emotional Health Module P. Tobacco Module Q. Gender & Sex-Based Harassment Module (New This Year) Z. Custom Questions
Granite Hills High 2015-16
Page 1 Main Report - Module A: Core
Core Module Results 1. Survey Sample Table A1.1 Student Sample Characteristics Student Sample Size Target sample Final number Average Response Rate
Granite Hills High 2015-16
Grade 9
Grade 11
525
621
478
501
91%
81%
Page 2 Main Report - Module A: Core
2. Summary of Key Indicators Table A2.1 Key Indicators of School Climate and Student Well-Being Grade 9 %
Grade 11 %
Table
School connectedness (high)
63
52
A4.4
Academic motivation (high)
38
34
A4.4
3
7
A4.2
Caring adult relationships (high)
34
32
A4.4
High expectations (high)
48
42
A4.4
Meaningful participation (high)
13
16
A4.4
School perceived as very safe or safe
74
70
A5.1
Experienced any harassment or bullying†
28
29
A5.4
Had mean rumors or lies spread about you†
29
36
A5.2
12
8
A5.3
10
5
A5.3
Seen a weapon on campus†
9
8
A5.6
Been drunk or “high” on drugs at school, ever
3
8
A6.9
13
22
A6.4
Current binge drinking‡
4
11
A6.5
Very drunk or “high” 7 or more times
3
11
A6.6
Current cigarette smoking‡
2
4
A7.3
20
27
A8.3
12
12
A8.4
School Engagement and Supports
Truant more than a few times†
School Safety and Substance Use
†
Been afraid of being beaten up †
Been in a physical fight
Mental and Physical Health Current alcohol or drug use‡
Experienced chronic sadness/hopelessness† †
Considered suicide
Notes: Cells are empty if there are less than 25 respondents. 12 months; ‡ Past 30 days.
† Past
Granite Hills High 2015-16
Page 3 Main Report - Module A: Core
3. Demographics Table A3.1 Age of Sample Grade 9 % 0
Grade 11 % 0
11 years old
0
0
12 years old
0
0
13 years old
2
0
14 years old
82
0
15 years old
15
3
16 years old
0
83
17 years old
0
14
18 years old or older
0
0
Grade 9 % 56
Grade 11 % 50
44
50
No
Grade 9 % 63
Grade 11 % 67
Yes
37
33
10 years or younger
Question HS/MS A.3: How old are you? Note: Cells are empty if there are less than 25 respondents.
Table A3.2 Gender of Sample
Male Female Question HS/MS A.4: What is your sex? Note: Cells are empty if there are less than 25 respondents.
Table A3.3 Hispanic or Latino
Question HS/MS A.6: Are you of Hispanic or Latino origin? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 4 Main Report - Module A: Core
Table A3.4 Race Grade 9 % 2
Grade 11 % 3
Asian
3
4
Black or African American
3
3
Native Hawaiian or Pacific Islander
1
1
White
49
60
Mixed (two or more) races
42
30
Grade 9 % 90
Grade 11 % 92
Other relative’s home
2
2
A home with more than one family
4
2
Friend’s home
0
0
Foster home, group care, or waiting placement
0
0
Hotel or motel
0
0
Shelter, car, campground, or other transitional or temporary housing
1
0
Other living arrangement
4
3
American Indian or Alaska Native
Question HS/MS A.7: What is your race? Note: Cells are empty if there are less than 25 respondents.
Table A3.5 Living Situation
A home with one or more parents or guardian
Question HS/MS A.9: What best describes where you live? A home includes a house, apartment, trailer, or mobile home. Note: Cells are empty if there are less than 25 respondents.
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Table A3.6 Highest Education of Parents Grade 9 % 10
Grade 11 % 9
Graduated from high school
21
23
Attended college but did not complete four-year degree
16
24
Graduated from college
37
35
Don’t know
15
8
Did not finish high school
Question HS/MS A.10: What is the highest level of education your parents completed? (Mark the educational level of the parent who went the furthest in school.) Note: Cells are empty if there are less than 25 respondents.
Table A3.7 Free or Reduced Price Meals Eligibility
No
Grade 9 % 49
Grade 11 % 59
Yes
35
30
Don’t know
17
11
Question HS/MS A.11: Do you receive free or reduced-price lunches at school? (Receiving free or reduced-price lunches means that lunch at school is provided to you for free or you pay less for it.) Note: Cells are empty if there are less than 25 respondents.
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Table A3.8 Participation in Migrant Education Program, Past 3 Years
No
Grade 9 % 79
Grade 11 % 91
Yes
2
2
19
7
Don’t know
Question HS/MS A.12: In the past three years, were you part of the Migrant Education Program or did your family move to find seasonal or temporary work in agriculture or fishing? Note: Cells are empty if there are less than 25 respondents.
Table A3.9 Language Spoken at Home
English
Grade 9 % 76
Grade 11 % 79
Spanish
17
13
Mandarin
0
0
Cantonese
0
0
Taiwanese
0
0
Tagalog
0
1
Vietnamese
0
0
Korean
0
0
Other
7
6
Question HS/MS A.13: What language is spoken most of the time in your home? Note: Cells are empty if there are less than 25 respondents.
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Table A3.10 English Language Proficiency Grade 9 %
Grade 11 %
92
96
Well
8
3
Not well
0
1
Not at all
0
0
90
94
Well
8
5
Not well
1
1
Not at all
0
0
Very well
86
91
Well
13
8
Not well
1
1
Not at all
0
0
Very well
85
89
Well
14
10
Not well
1
1
Not at all
0
0
How well do you... understand English? Very well
speak English? Very well
read English?
write English?
Question HS/MS A.14-17: How well do you understand, speak, read, and write English?... Understand English... Speak English... Read English... Write English. Note: Cells are empty if there are less than 25 respondents.
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Table A3.11 Number of Days Attending Afterschool Program
0 days
Grade 9 % 79
Grade 11 % 72
1 day
5
7
2 days
4
4
3 days
2
4
4 days
1
3
5 days
9
10
Question HS/MS A.18: How many days a week do you usually go to your school’s afterschool program? Note: Cells are empty if there are less than 25 respondents.
Table A3.12 Sexual Identification Grade 9 % 87
Grade 11 % 88
Gay or Lesbian or Bisexual
4
5
Transgender
0
1
Not sure
5
6
Decline to respond
7
6
Heterosexual (straight)
Question HS A.120/MS A.110: Which of the following best describes you? (Mark All That Apply.) Notes: Cells are empty if there are less than 25 respondents. Total percentages may exceed 100% for “mark all that apply” items.
Table A3.13 Military Connections
No
Grade 9 % 90
Grade 11 % 93
Yes
8
6
Don’t know
2
1
Question HS A.119/MS A.109: Is your father, mother, or caretaker currently in the military (Army, Navy, Marines, Air Force, National Guard, or Reserves)? Note: Cells are empty if there are less than 25 respondents.
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4. School Performance, Supports, and Engagements Table A4.1 Grades, Past 12 Months
Mostly A’s
Grade 9 % 13
Grade 11 % 14
A’s and B’s
37
40
Mostly B’s
9
9
B’s and C’s
24
24
Mostly C’s
5
5
C’s and D’s
7
6
Mostly D’s
1
1
Mostly F’s
3
1
Question HS/MS A.19: During the past 12 months, how would you describe the grades you mostly received in school? Note: Cells are empty if there are less than 25 respondents.
Table A4.2 Truancy, Past 12 Months Grade 9 % 76
Grade 11 % 60
13
17
A few times
9
16
Once a month
1
1
Once a week
0
3
More than once a week
1
3
0 times 1-2 times
Question HS/MS A.20: During the past 12 months, about how many times did you skip school or cut classes? Note: Cells are empty if there are less than 25 respondents.
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Table A4.3 Reasons for Absence Grade 9 % 46
Grade 11 % 36
44
47
Felt very sad, hopeless, anxious, stressed, or angry
8
11
Didn’t get enough sleep
8
19
Didn’t feel safe at school
0
1
Had to work
1
1
Had to take care of or help a family member or friend
3
7
Wanted to spend time with friends who don’t go to your school
1
1
Wanted to use alcohol or drugs
0
1
Were behind in schoolwork or weren’t prepared for a test or class assignment
4
11
Were bored with or uninterested in school
3
4
Were suspended
0
0
10
15
Does not apply, I didn’t miss any school Illness (feeling physically sick), including problems with breathing or your teeth
Other reason
Question HS/MS A.21: In the past 30 days, did you miss school for any of the following reasons? (Mark All That Apply.) Notes: Cells are empty if there are less than 25 respondents. Total percentages may exceed 100% for “mark all that apply” items.
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Table A4.4 School Developmental Supports, Connectedness, and Academic Motivation Percent of students scoring High, Moderate, and Low (%)
Grade 9
Grade 11
H
M
L
H
M
L
Total School Supports
31
53
16
32
53
15
Caring Adults in School
34
52
14
32
54
14
High Expectations-Adults in School
48
45
8
42
50
8
Meaningful Participation-Adults in School
13
55
32
16
51
32
School Connectedness
63
28
9
52
37
10
Academic Motivation
38
42
20
34
46
20
School Environment
Note: Cells are empty if there are less than 25 respondents.
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Table A4.5 School Connectedness Scale Questions
I feel close to people at this school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I am happy to be at this school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel like I am part of this school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree The teachers at this school treat students fairly. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree I feel safe in my school. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
Grade 9 %
Grade 11 %
6 6 22 47 19
6 10 24 35 25
8 5 16 40 31
7 7 21 43 22
7 5 21 43 23
8 11 28 34 19
6 5 15 51 22
6 10 26 40 19
5 5 18 46 26
4 5 18 47 26
Question HS/MS A.22-26: How strongly do you agree or disagree with the following statements?... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. Note: Cells are empty if there are less than 25 respondents.
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Table A4.6 Academic Motivation Scale Questions Grade 9 %
Grade 11 %
Strongly disagree
5
4
Disagree
4
3
Neither disagree nor agree
8
12
Agree
42
37
Strongly agree
41
44
6
6
Disagree
10
10
Neither disagree nor agree
21
23
Agree
37
36
Strongly agree
26
24
Strongly disagree
5
5
Disagree
5
5
Neither disagree nor agree
14
16
Agree
43
43
Strongly agree
33
31
Strongly disagree
5
4
Disagree
3
3
Neither disagree nor agree
11
11
Agree
36
42
Strongly agree
45
40
I try hard to make sure that I am good at my schoolwork.
I try hard at school because I am interested in my work. Strongly disagree
I work hard to try to understand new things at school.
I am always trying to do better in my schoolwork.
Question HS/MS A.31-34: How strongly do you agree or disagree with the following statements?... I try hard to make sure that I am good at my schoolwork... I try hard at school because I am interested in my work... I work hard to try to understand new things at school... I am always trying to do better in my schoolwork. Note: Cells are empty if there are less than 25 respondents.
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Table A4.7 School Developmental Supports Scale Questions At my school, there is a teacher or some other adult... Caring Relationships who really cares about me. Not at all true A little true Pretty much true Very much true who notices when I’m not there. Not at all true A little true Pretty much true Very much true who listens to me when I have something to say. Not at all true A little true Pretty much true Very much true High Expectations who tells me when I do a good job. Not at all true A little true Pretty much true Very much true who always wants me to do my best. Not at all true A little true Pretty much true Very much true who believes that I will be a success. Not at all true A little true Pretty much true Very much true
Grade 9 %
Grade 11 %
12 30 36 22
11 26 34 29
15 26 32 27
16 27 32 25
8 21 37 34
7 23 37 33
10 22 39 29
8 25 38 29
5 13 34 47
4 18 36 42
7 18 33 43
8 20 34 38
Question HS/MS A.35-40: At my school, there is a teacher or some other adult... who really cares about me... who tells me when I do a good job... who notices when I am not there... who always wants me to do my best... who listens to me when I have something to say... who believes that I will be a success. Note: Cells are empty if there are less than 25 respondents.
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Table A4.7 School Developmental Supports Scale Questions - Continued Grade 9 %
Grade 11 %
Not at all true
15
18
A little true
29
26
Pretty much true
32
31
Very much true
24
25
Not at all true
45
41
A little true
33
30
Pretty much true
15
17
Very much true
8
11
Not at all true
26
26
A little true
34
34
Pretty much true
29
24
Very much true
11
15
At school... Opportunities for Meaningful Participation I do interesting activities.
I help decide things like class activities or rules.
I do things that make a difference.
Question HS/MS A.41-43: At school... I do interesting activities... I help decide things like class activities or rules... I do things that make a difference. Note: Cells are empty if there are less than 25 respondents.
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Table A4.8 Parent Involvement in School Grade 9 %
Grade 11 %
Strongly disagree
7
8
Disagree
9
17
Neither disagree nor agree
30
30
Agree
38
32
Strongly agree
17
13
Strongly disagree
6
7
Disagree
7
10
Neither disagree nor agree
38
37
Agree
36
33
Strongly agree
14
13
Strongly disagree
6
6
Disagree
8
12
Neither disagree nor agree
31
33
Agree
41
33
Strongly agree
14
16
Teachers at this school communicate with parents about what students are expected to learn in class.
Parents feel welcome to participate at this school.
School staff takes parent concerns seriously.
Question HS/MS A.28-30: How strongly do you agree or disagree with the following statements?... Teachers at this school communicate with parents about what students are expected to learn in class... Parents feel welcome to participate at this school... School staff takes parent concerns seriously. Note: Cells are empty if there are less than 25 respondents.
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Table A4.9 Quality of School Physical Environment Grade 9 %
Grade 11 %
Strongly disagree
6
6
Disagree
8
16
Neither disagree nor agree
23
29
Agree
46
35
Strongly agree
16
13
My school is usually clean and tidy.
Question HS/MS A.27: How strongly do you agree or disagree with the following statements?... My school is usually clean and tidy. Note: Cells are empty if there are less than 25 respondents.
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5. School Violence, Victimization, and Safety Table A5.1 Perceived Safety at School Very safe Safe Neither safe nor unsafe Unsafe Very unsafe
Grade 9 % 21 53 21 4 2
Grade 11 % 24 47 26 2 1
Grade 9 %
Grade 11 %
71 15 6 7
64 15 11 10
75 9 7 8
68 9 7 15
74 10 6 9
75 9 7 9
65 16 8 11
72 6 11 12
Question HS A.91/MS A.81: How safe do you feel when you are at school? Note: Cells are empty if there are less than 25 respondents.
Table A5.2 Verbal Harassment During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you? 0 times 1 time 2 to 3 times 4 or more times had sexual jokes, comments, or gestures made to you? 0 times 1 time 2 to 3 times 4 or more times been made fun of because of your looks or the way you talk? 0 times 1 time 2 to 3 times 4 or more times been made fun of, insulted, or called names? 0 times 1 time 2 to 3 times 4 or more times
Question HS A.95-97, 106/MS A.86-88, 97: During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you... had sexual jokes, comments, or gestures made to you... been made fun of because of your looks or the way you talk... been made fun of, insulted, or called names? Note: Cells are empty if there are less than 25 respondents. Granite Hills High 2015-16
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Table A5.3 Violence and Victimization on School Property, Past 12 Months During the past 12 months, how many times on school property have you... been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around? 0 times 1 time 2 to 3 times 4 or more times been afraid of being beaten up? 0 times 1 time 2 to 3 times 4 or more times been in a physical fight? 0 times 1 time 2 to 3 times 4 or more times been threatened with harm or injury? 0 times 1 time 2 to 3 times 4 or more times been threatened or injured with a weapon (gun, knife, club, etc.)? 0 times 1 time 2 to 3 times 4 or more times been offered, sold, or given an illegal drug? 0 times 1 time 2 to 3 times 4 or more times
Grade 9 %
Grade 11 %
84 7 4 5
88 6 3 3
88 8 2 2
92 5 1 1
90 6 3 1
95 4 0 0
94 4 1 1
95 3 1 1
98 2 0 0
98 1 0 0
91 5 2 2
83 7 4 5
Question HS A.92-94, 99, 103, 105/MS A.83-85, 90, 94, 96: During the past 12 months, how many times on school property have you... been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around... been afraid of being beaten up... been in a physical fight... been offered, sold, or given an illegal drug... been threatened or injured with a weapon (gun, knife, club, etc.) ... been threatened with harm or injury? Note: Cells are empty if there are less than 25 respondents. Granite Hills High 2015-16
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Table A5.4 Reasons for Harassment on School Property, Past 12 Months Grade 9 %
Grade 11 %
0 times
86
89
1 time
8
4
2 or more times
6
6
0 times
93
93
1 time
2
2
2 or more times
5
5
0 times
94
93
1 time
3
3
2 or more times
3
4
0 times
92
94
1 time
2
1
2 or more times
6
5
0 times
96
97
1 time
2
1
2 or more times
2
3
23
22
0 times
86
84
1 time
5
6
2 or more times
9
10
28
29
Race, ethnicity, or national origin
Religion
Gender (being male or female)
Because you are gay or lesbian or someone thought you were
A physical or mental disability
Any of the above five hate-crime reasons Any other reason
Any harassment
Question HS A.107-112/MS A.98-103: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Your race, ethnicity, or national origin... Your religion... Your gender (being male or female)... Because you are gay or lesbian or someone thought you were... A physical or mental disability... Any other reason. Note: Cells are empty if there are less than 25 respondents.
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Table A5.5 Property Damage on School Property, Past 12 Months
Had your property stolen or deliberately damaged 0 times 1 time 2 to 3 times 4 or more times Damaged school property on purpose 0 times 1 time 2 to 3 times 4 or more times
Grade 9 %
Grade 11 %
85 10 3 2
85 8 4 2
98 1 0 1
99 1 0 0
Question HS A.98, 100/MS A.89, 91: During the past 12 months, how many times on school property have you... had your property stolen or deliberately damaged, such as your car, clothing, or books... damaged school property on purpose? Note: Cells are empty if there are less than 25 respondents.
Table A5.6 Weapons Possession on School Property, Past 12 Months Grade 9 % Carried a gun 0 times 1 time 2 to 3 times 4 or more times Carried any other weapon (such as a knife or club) 0 times 1 time 2 to 3 times 4 or more times Seen someone carrying a gun, knife, or other weapon 0 times 1 time 2 to 3 times 4 or more times
Grade 11 %
100 0 0 0
100 0 0 0
99 1 0 0
98 1 1 1
91 7 0 1
92 5 2 0
Question HS A.101, 102, 104/MS A.92, 93, 95: During the past 12 months, how many times on school property have you... carried a gun... carried any other weapon (such as a knife or club)... seen someone carrying a gun, knife, or other weapon? Note: Cells are empty if there are less than 25 respondents. Granite Hills High 2015-16
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6. Alcohol and Other Drug Use Table A6.1 Summary Measures of Level of AOD Use Grade 9 %
Grade 11 %
Table
Lifetime alcohol or drugs (excluding cold/cough medicines and prescription drugs)
22
43
A6.2
Current alcohol or drugs
13
22
A6.4
Current heavy drug users
2
6
A6.4
Current heavy alcohol user (binge drinker)
4
11
A6.4
Current alcohol or drug use on school property
2
3
A6.10
Note: Cells are empty if there are less than 25 respondents.
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Table A6.2 Lifetime AOD Use Alcohol (one full drink) 0 times 1 time 2 to 3 times 4 or more times Marijuana 0 times 1 time 2 to 3 times 4 or more times Inhalants (to get “high”) 0 times 1 time 2 to 3 times 4 or more times Cocaine, Methamphetamine, or any amphetamines 0 times 1 time 2 to 3 times 4 or more times Ecstasy, LSD, or other psychedelics 0 times 1 time 2 to 3 times 4 or more times Any other drug, or pill, or medicine to get “high” or for other than medical reasons 0 times 1 time 2 to 3 times 4 or more times Any of the above AOD use
Grade 9 %
Grade 11 %
81 4 6 9
61 9 9 21
92 2 2 4
76 4 6 15
97 1 1 1
97 2 1 1
99 0 0 0
98 1 1 0
98 1 0 0
96 2 2 1
97 2 1 1 22
96 1 1 1 43
Question HS A.47-50, 52, 57/MS A.48-50, 52: During your life, how many times have you used the following substances? One full drink of alcohol (such as a can of beer, glass of wine, wine cooler, or shot of liquor)... Marijuana (pot, weed, grass, hash, bud)... Inhalants (things you sniff, huff, or breathe to get “high” such as glue, paint, aerosol sprays, gasoline, poppers, gases)... Cocaine, Methamphetamine, or any amphetamines (meth, speed, crystal, crank, ice)... Ecstasy, LSD, or other psychedelics (acid, mescaline, peyote, mushrooms)... Any other drug, or pill, or medicine to get “high” or for other than medical reasons. Notes: Cells are empty if there are less than 25 respondents.
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Table A6.2 Lifetime AOD Use – Continued Prescription pain medication, tranquilizers, or sedatives 0 times 1 time 2 to 3 times 4 or more times Diet Pills 0 times 1 time 2 to 3 times 4 or more times RitalinTM or AdderallTM or other prescription stimulant 0 times 1 time 2 to 3 times 4 or more times Cold/Cough Medicines or other over-the-counter medicines 0 times 1 time 2 to 3 times 4 or more times
Grade 9 %
Grade 11 %
94 3 1 2
93 1 4 2
98 0 1 1
97 0 1 1
99 0 1 0
97 1 1 1
77 4 4 14
77 4 5 15
Question HS A.53-56: During your life, how many times have you used the following substances?... Prescription pain medication (VicodinTM , OxyContinTM , PercodanTM , LortabTM ), tranquilizers, or sedatives (XanaxTM , AtivanTM )... Diet Pills (Didrex, Dexedrine, Zinadrine, Skittles, M&M’s)... RitalinTM or AdderallTM (JIF, R-ball, Skippy) or other prescription stimulant... Cold/Cough Medicines (Triple-C’s, Coricidin Cough, Sudafed, TheraFlu, Tylenol Cough) or other over-the-counter medicines. Notes: Cells are empty if there are less than 25 respondents.
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Table A6.3 Summary of AOD Lifetime Use Alcohol Marijuana Inhalants Cocaine Ecstasy, LSD, or other psychedelics Prescription pain killers, Diet Pills, or other prescription stimulant
Grade 9 % 19 8 3 1 2
Grade 11 % 39 24 3 2 4
8
10
Notes: Cells are empty if there are less than 25 respondents.
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Table A6.4 Current AOD Use, Past 30 Days Grade 9 % 10
Grade 11 % 19
Binge drinking (5 or more drinks in a row)
4
11
Marijuana
4
11
Inhalants
1
1
Prescription medications to get “high” or for reasons other than prescribed
1
1
Other drug, pill, or medicine to get “high” or for other than medical reasons
1
1
Any drug use
5
12
Heavy drug user
2
6
13
22
1
3
Alcohol (at least one drink)
Any AOD Use Two or more drugs at the same time
Question HS A.64-70/MS A.59-62, 63: During the past 30 days, on how many days did you use... at least one drink of alcohol... five or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (pot, weed, grass, hash, bud)... inhalants (things you sniff, huff, or breathe to get “high”)... prescription medications to get “high” or for reasons other than prescribed (such as VicodinTM , OxyContinTM , PercodanTM , RitalinTM , AdderallTM , XanaxTM )... any other drug, pill, or medicine to get “high” or for other than medical reasons... two or more drugs at the same time (for example, alcohol with marijuana, ecstasy with mushrooms)? Notes: Cells are empty if there are less than 25 respondents.
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Table A6.5 Frequency of Current AOD Use, Past 30 Days Grade 9 %
Grade 11 %
90
81
1 or 2 days
8
13
3 to 9 days
1
4
10 to 19 days
0
1
20 or more days
0
1
96
89
1 or 2 days
3
8
3 to 9 days
0
2
10 to 19 days
0
1
20 or more days
0
1
96
89
1 or 2 days
3
6
3 to 9 days
1
3
10 to 19 days
0
1
20 or more days
0
2
Alcohol (at least one drink) 0 days
Binge drinking (5 or more drinks in a row) 0 days
Marijuana 0 days
Question HS A.64-66/MS A.59-61: During the past 30 days, on how many days did you use... at least one drink of alcohol... five or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (pot, weed, grass, hash, bud)? Note: Cells are empty if there are less than 25 respondents.
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Table A6.6 Lifetime Drunk or “High”
Very drunk or sick after drinking alcohol 0 times 1 to 2 times 3 to 6 times 7 or more times “High” (loaded, stoned, or wasted) from using drugs 0 times 1 to 2 times 3 to 6 times 7 or more times Very drunk or “high” 7 or more times
Grade 9 %
Grade 11 %
90 6 2 1
81 10 4 5
93 2 2 3 3
79 7 4 10 11
Question HS A.58, 59/MS A.53, 54: During your life, how many times have you been... very drunk or sick after drinking alcohol... “high” (loaded, stoned, or wasted) from using drugs? Note: Cells are empty if there are less than 25 respondents.
Table A6.7 Cessation Attempts
Alcohol Does not apply, don’t use 0 times 1 time 2 to 3 times 4 or more times Marijuana Does not apply, don’t use 0 times 1 time 2 to 3 times 4 or more times
Grade 9 %
Grade 11 %
89 7 2 1 1
82 14 2 1 1
92 5 2 1 1
84 11 2 2 1
Question HS A.88, 89: How many times have you tried to quit or stop using... alcohol... marijuana? Notes: Cells are empty if there are less than 25 respondents.
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Table A6.8 Drinking While Driving Grade 9 %
Grade 11 %
Never
93
90
1 time
2
3
2 times
3
2
3 to 6 times
1
2
7 or more times
1
2
Driven a car when you had been drinking, or been in a car driven by a friend who had been drinking
Question HS A.90: During your life, how many times have you ever driven a car when you had been drinking alcohol, or been in a car driven by a friend when he or she had been drinking? Notes: Cells are empty if there are less than 25 respondents.
Table A6.9 Lifetime Drunk or “High” on School Property Grade 9 % 97
Grade 11 % 92
1 to 2 times
2
4
3 to 6 times
1
2
7 or more times
0
2
0 times
Question HS A.60/MS A.55: During your life, how many times have you been... drunk on alcohol or “high” on drugs on school property? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 30 Main Report - Module A: Core
Table A6.10 Current AOD Use on School Property, Past 30 Days Grade 9 %
Grade 11 %
99
98
1 to 2 days
1
2
3 or more days
0
1
99
98
1 to 2 days
1
1
3 or more days
0
1
99
100
1 to 2 days
0
0
3 or more days
0
0
2
3
Alcohol 0 days
Marijuana 0 days
Any other drug, pill, or medicine to get “high” or for other than medical reasons? 0 days
Any of the above
Question HS A.74-76/MS A.67-69: During the past 30 days, on how many days on school property did you... have at least one drink of alcohol... smoke marijuana... use any other drug, pill, or medicine to get “high” or for other than medical reasons? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 31 Main Report - Module A: Core
Table A6.11 Perceived Harm and Availability Perceived Harm of Use... Alcohol - drink occasionally Great Moderate Slight None Alcohol - 5 or more drinks once or twice a week Great Moderate Slight None Marijuana - smoke occasionally Great Moderate Slight None Marijuana - smoke once or twice a week Great Moderate Slight None Perceived Difficulty of Obtaining... Alcohol Very difficult Fairly difficult Fairly easy Very easy Don’t know Marijuana Very difficult Fairly difficult Fairly easy Very easy Don’t know
Grade 9 %
Grade 11 %
32 28 25 15
26 29 30 16
52 27 8 13
52 28 9 10
42 26 15 18
28 25 19 28
53 21 8 18
38 25 13 24
12 11 22 21 34
2 6 27 43 21
16 12 18 16 38
4 5 24 44 24
Question HS A.79-82, 84, 85/MS A.72-75, 77, 78: How much do people risk harming themselves physically and in other ways when they do the following?... Drink alcohol occasionally... Have five or more drinks of an alcoholic beverage once or twice a week... Smoke marijuana occasionally... Smoke marijuana once or twice a week... How difficult is it for students in your grade to get any of the following substances if they really want them?... Alcohol... Marijuana. Note: Cells are empty if there are less than 25 respondents. Granite Hills High 2015-16
Page 32 Main Report - Module A: Core
7. Tobacco Use Table A7.1 Summary of Key CHKS Tobacco Indicators Grade 9 %
Grade 11 %
Table
6
13
A7.2
Current cigarette smoking
2
4
A7.3
Current cigarette smoking at school‡
1
0
A7.4
Ever tried smokeless tobacco
3
7
A7.2
Current smokeless tobacco use
0
2
A7.3
Current smokeless tobacco use at school‡
1
0
A7.4
19
34
A7.2
Current use of electronic cigarettes or other vaping device‡
6
13
A7.3
Current use of electronic cigarettes or other vaping device at school‡
2
1
A7.4
2
3
A7.5
Occasional smoking great harm
39
41
A7.7
Smoking 1-2 packs per day great harm
71
74
A7.7
Strongly disapprove of peer smoking 1 or more packs of cigarettes a day
71
67
A7.6
Very easy to obtain cigarettes
16
37
A7.7
Use Prevalence and Patterns Ever smoked a whole cigarette ‡
‡
Ever used electronic cigarettes or other vaping device
Cessation Attempts Tried to quit or stop using cigarettes Attitudes and Correlates
Notes: Cells are empty if there are less than 25 respondents. 30 days.
‡ Past
Granite Hills High 2015-16
Page 33 Main Report - Module A: Core
Table A7.2 Lifetime Tobacco Use Grade 9 %
Grade 11 %
0 times
94
87
1 time
3
3
2 to 3 times
2
5
4 or more times
2
5
0 times
97
93
1 time
1
3
2 to 3 times
1
2
4 or more times
0
3
0 times
81
66
1 time
5
6
2 to 3 times
5
7
4 or more times
9
21
A whole cigarette
Smokeless tobacco
An electronic cigarette or other vaping device
Question HS A.44-46/MS A.45-47: During your life, how many times have you used the following substances? A whole cigarette... Smokeless tobacco (dip, chew, or snuff)... Electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens. Notes: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 34 Main Report - Module A: Core
Table A7.3 Any Current Use and Daily Use
Cigarette Any Daily (20 or more days) Smokeless Tobacco Any Daily (20 or more days) Electronic cigarette Any Daily (20 or more days)
Grade 9 %
Grade 11 %
2 0
4 1
0 0
2 0
6 1
13 2
Question HS A.61-63/MS A.56-58: During the past 30 days, on how many days did you use... cigarettes... smokeless tobacco (dip, chew, or snuff )... electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 35 Main Report - Module A: Core
Table A7.4 Current Smoking on School Property, Past 30 Days Grade 9 %
Grade 11 %
Cigarette 0 days
99
100
1 or 2 days
0
0
3 to 9 days
0
0
10 to 19 days
0
0
20 or more days
0
0
99
100
1 or 2 days
0
0
3 to 9 days
0
0
10 to 19 days
0
0
20 or more days
0
0
98
99
1 or 2 days
1
1
3 to 9 days
0
0
10 to 19 days
0
0
20 or more days
0
1
Smokeless Tobacco 0 days
Electronic cigarette or other vaping device 0 days
Question HS A.71-73/MS A.64-66: During the past 30 days, on how many days on school property did you... smoke cigarettes... use smokeless tobacco (dip, chew, or snuff)... use electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 36 Main Report - Module A: Core
Table A7.5 Cigarette Smoking Cessation Attempts Grade 9 % 95
Grade 11 % 92
0 times
3
5
1 time
1
2
2 to 3 times
1
0
4 or more times
0
0
Does not apply, don’t use
Question HS A.87: How many times have you tried to quit or stop using cigarettes? Notes: Cells are empty if there are less than 25 respondents.
Table A7.6 Personal Disapproval of Peer Cigarette Smoking, One or More Packs A Day Grade 9 % Neither approve nor disapprove 14
Grade 11 % 20
Somewhat disapprove
14
12
Strongly disapprove
71
67
Question HS A.86/MS A.79: How do you feel about someone your age smoking one or more packs of cigarettes a day? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 37 Main Report - Module A: Core
Table A7.7 Perceived Harm of Cigarette Smoking and Difficulty of Obtaining Cigarettes Grade 9 % Perceived Harm of Use... Smoke cigarettes occasionally Great 39 Moderate 32 Slight 15 None 14 Smoke 1-2 packs of cigarettes a day Great 71 Moderate 11 Slight 4 None 14 Perceived Difficulty of Obtaining... Cigarettes Very difficult 11 Fairly difficult 12 Fairly easy 23 Very easy 16 Don’t know 38
Grade 11 %
41 31 15 13 74 11 4 11
3 5 28 37 26
Question HS A.77, 78, 83/MS A.70, 71, 76: How much do people risk harming themselves physically and in other ways when they do the following?... Smoke cigarettes occasionally... Smoke 1-2 packs of cigarettes each day... How difficult is it for students in your grade to get any of the following substances if they really want them?... Cigarettes. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 38 Main Report - Module A: Core
8. Other Physical and Mental Health Risks Table A8.1 Cyber Bullying, Past 12 Months Grade 9 % 85
Grade 11 % 81
1 time
8
9
2 to 3 times
4
4
4 or more times
3
6
0 times (never)
Question HS A.113/MS A.104: During the past 12 months, how many times did other students spread mean rumors or lies about you on the internet (i.e., FacebookTM , InstagramTM , SnapchatTM , email, instant message)? Note: Cells are empty if there are less than 25 respondents.
Table A8.2 Eating of Breakfast
No
Grade 9 % 36
Grade 11 % 38
Yes
64
62
No
Grade 9 % 80
Grade 11 % 73
Yes
20
27
Question HS A.117/MS A.107: Did you eat breakfast today? Note: Cells are empty if there are less than 25 respondents.
Table A8.3 Chronic Sad or Hopeless Feelings, Past 12 Months
Question HS A.115/MS A.106: During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 39 Main Report - Module A: Core
Table A8.4 Seriously Considered Attempting Suicide, Past 12 Months
No
Grade 9 % 88
Grade 11 % 88
Yes
12
12
Question HS A.116: During the past 12 months, did you ever seriously consider attempting suicide? Notes: Cells are empty if there are less than 25 respondents.
Table A8.5 Gang Involvement
No
Grade 9 % 97
Grade 11 % 96
Yes
3
4
Question HS A.114/MS A.105: Do you consider yourself a member of a gang? Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 40 Main Report - Module A: Core
9. Race/Ethnic Breakdowns Table A9.1 School Developmental Supports and Connectedness by Race/Ethnicity - 9th Grade
Mixed
39
24
Caring adults in school
31
42
29
High expectations-adults in school
44
52
43
Meaningful participation at school
11
16
11
School Connectedness
62
67
56
Academic Motivation
34
43
31
AA
27
Asian
Total school supports
H/L
White
NH/PI
Grade 9 AI/AN
Percent of students scoring High (%)
School Environment
Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
Table A9.2 School Developmental Supports and Connectedness by Race/Ethnicity - 11th Grade
Mixed
34
23
Caring adults in school
27
36
24
High expectations-adults in school
38
43
37
Meaningful participation at school
10
19
11
School Connectedness
48
55
46
Academic Motivation
35
37
28
AA
27
Asian
Total school supports
H/L
White
NH/PI
Grade 11 AI/AN
Percent of students scoring High (%)
School Environment
Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
Granite Hills High 2015-16
Page 41 Main Report - Module A: Core
Table A9.3 Current Cigarette Smoking, by Race/Ethnicity Grade 9 %
Grade 11 %
2
4
White
3
4
Mixed (two or more) races
2
4
Smoked cigarettes in the past 30 days Hispanic or Latino American Indian or Alaska Native Asian Black or African American Native Hawaiian or Pacific Islander
Notes: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 42 Main Report - Module A: Core
Granite Hills High 2015-16
10. Gender Breakdowns Table A10.1 School Developmental Supports, Connectedness, and Academic Motivation by Gender Percent of Students Scoring High
Grade 9 Female Male % %
Grade 11 Female Male % %
School Environment Total school supports
33
29
33
31
Caring adults in school
36
33
32
33
High expectations-adults in school
46
49
43
41
Meaningful participation at school
13
13
19
14
School Connectedness
57
68
51
54
Academic Motivation
43
33
41
28
Note: Cells are empty if there are less than 25 respondents.
Page 43 Main Report - Module A: Core
Granite Hills High 2015-16
Table A10.2 Selected Alcohol and Drug Use Measures by Gender Grade 9 Female Male % %
Page 44 Main Report - Module A: Core
Lifetime and Current AOD Use During your life, did you ever... drink alcohol (one full drink)? use inhalants? smoke marijuana? During the past 30 days, did you... drink alcohol (one full drink)? use inhalants? smoke marijuana? Level of Involvement (High Risk Patterns) During your life, have you ever... been very drunk or sick after drinking alcohol? been “high” from using drugs? During the past 30 days, did you drink 5 or more drinks of alcohol in a couple of hours? AOD Use at School During your life, have you ever been drunk or “high” on school property? During the past 30 days, did you use marijuana on school property? Perceived Harm Frequent use of...is harmful.A alcohol (five or more drinks once or twice a week) marijuana (once or twice a week) Notes: Cells are empty if there are less than 25 respondents. Great, Moderate, and Slight.
A Combines
Grade 11 Female Male % %
22 5 9
16 1 7
40 3 22
38 3 25
12 0 4
8 1 4
20 1 10
17 0 11
10 9
9 6
21 20
17 22
6
2
11
10
2
3
9
7
0
2
1
2
89 85
86 80
91 82
89 70
Granite Hills High 2015-16
Table A10.3 Selected Tobacco Use Measures by Gender
During your life, did you ever smoke a cigarette? During the past 30 days, did you smoke a cigarette? During the past 30 days, did you smoke cigarettes daily? During the past 30 days, did you smoke cigarettes on school property? Frequent use of cigarettes is harmful. (1-2 packs a day)A
Grade 9 Female Male % % 8 5 3 1 0 0
Grade 11 Female Male % % 11 15 3 4 0 1
0
1
0
0
88
85
91
89
Notes: Cells are empty if there are less than 25 respondents. Great, Moderate, and Slight.
A Combines
Table A10.4 School Safety–Related Indicators by Gender Grade 9 Female Male % %
Page 45 Main Report - Module A: Core
During the past 12 months at school, have you been harassed or bullied for any of the following reasons? Race, ethnicity, or national origin Religion Gender Gay/lesbian, or someone thought you were Physical/mental disability Any other reason During the past 12 months at school, have you been in a physical fight? Feels safe at school Currently belong to a gang Note: Cells are empty if there are less than 25 respondents.
Grade 11 Female Male % %
18 9 11 11 6 20
12 5 3 6 3 11
11 7 11 7 2 18
11 7 3 7 4 13
9
11
2
8
69 2
77 3
71 2
71 7
Granite Hills High 2015-16
Table A10.5 Physical and Mental Health Measures by Gender
Eating of breakfast Chronic sad or hopeless feelings Note: Cells are empty if there are less than 25 respondents.
Grade 9 Female Male % % 58 68 31
11
Grade 11 Female Male % % 55 69 33
21
Page 46 Main Report - Module A: Core
School Climate Module 1. Module Sample Table M1.1 Student Sample for School Climate Module Student Sample Size Target sample Final number Average Response Rate
Granite Hills High 2015-16
Grade 9
Grade 11
525
621
471
495
90%
80%
Page 47 Main Report - Module M: School Climate
2. Supports for Learning & Student Academic Engagement Table M2.1 Supports for Learning Grade 9 %
Grade 11 %
Strongly disagree
7
9
Disagree
9
19
Neither disagree nor agree
40
42
Agree
35
24
9
7
Strongly disagree
4
5
Disagree
5
9
Neither disagree nor agree
18
24
Agree
45
43
Strongly agree
28
19
Strongly disagree
5
6
Disagree
5
8
Neither disagree nor agree
19
24
Agree
47
43
Strongly agree
23
19
8
14
Disagree
10
17
Neither disagree nor agree
22
29
Agree
42
30
Strongly agree
18
10
Students at this school are motivated to learn.
Strongly agree Adults at this school encourage me to work hard so I can be successful in college or at the job I choose.
My teachers work hard to help me with my schoolwork when I need it.
Teachers show how classroom lessons are helpful to students in real life. Strongly disagree
Question HS/MS M.1-4: How strongly do you agree or disagree with the following statements about your school?... Students at this school are motivated to learn... Adults at this school encourage me to work hard so I can be successful in college or at the job I choose... My teachers work hard to help me with my schoolwork when I need it... Teachers show how classroom lessons are helpful to students in real life. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 48 Main Report - Module M: School Climate
Table M2.1 Supports for Learning – Continued Grade 9 %
Grade 11 %
Strongly disagree
4
5
Disagree
4
5
Neither disagree nor agree
20
23
Agree
46
48
Strongly agree
25
20
Strongly disagree
4
5
Disagree
5
7
Neither disagree nor agree
22
31
Agree
45
40
Strongly agree
24
17
Strongly disagree
5
8
Disagree
9
13
Neither disagree nor agree
26
30
Agree
42
33
Strongly agree
18
16
Strongly disagree
10
12
Disagree
14
18
Neither disagree nor agree
29
29
Agree
31
31
Strongly agree
16
11
Teachers give students a chance to take part in classroom discussions or activities.
This school is a supportive and inviting place for students to learn.
Teachers go out of their way to help students.
Teachers help students catch up when they return from an absence.
Question HS/MS M.5-8: How strongly do you agree or disagree with the following statements about your school?... Teachers give students a chance to take part in classroom discussions or activities... This school is a supportive and inviting place for students to learn... Teachers go out of their way to help students... Teachers help students catch up when they return from an absence. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 49 Main Report - Module M: School Climate
Table M2.1 Supports for Learning – Continued Grade 9 %
Grade 11 %
6
9
Disagree
10
13
Neither disagree nor agree
25
28
Agree
41
36
Strongly agree
18
14
Strongly disagree
18
10
Disagree
30
33
Neither disagree nor agree
33
34
Agree
12
15
6
7
My teachers give me useful feedback on my work. Strongly disagree
My classroom is so crowded it is hard to concentrate and learn.
Strongly agree
Question HS/MS M.9, 42: How strongly do you agree or disagree with the following statements about your school?... My teachers give me useful feedback on my work... My classroom is so crowded it is hard to concentrate and learn. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 50 Main Report - Module M: School Climate
Table M2.2 Student Academic Mindset and Learning Engagement Grade 9 %
Grade 11 %
8
7
Disagree
16
20
Neither disagree nor agree
46
48
Agree
24
21
7
4
6
6
Disagree
12
17
Neither disagree nor agree
49
52
Agree
25
20
8
5
6
5
Disagree
10
16
Neither disagree nor agree
41
45
Agree
36
28
7
5
6
8
Disagree
14
16
Neither disagree nor agree
47
52
Agree
27
21
7
3
Students pay attention in class. Strongly disagree
Strongly agree Students try their best in school. Strongly disagree
Strongly agree Students usually follow the rules at school. Strongly disagree
Strongly agree Students turn in their homework on time. Strongly disagree
Strongly agree
Question HS/MS M.46-49: How strongly do you agree or disagree with the following statements about your school?... Students pay attention in class... Students try their best in school... Students usually follow the rules at school... Students turn in their homework on time. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 51 Main Report - Module M: School Climate
3. Fairness and Respect for Diversity Table M3.1 Fairness and Respect Grade 9 %
Grade 11 %
Strongly disagree
7
10
Disagree
9
16
Neither disagree nor agree
24
28
Agree
39
31
Strongly agree
21
15
9
12
Disagree
14
25
Neither disagree nor agree
35
38
Agree
31
20
Strongly agree
11
6
Strongly disagree
6
9
Disagree
4
12
Neither disagree nor agree
24
33
Agree
46
35
Strongly agree
21
11
Strongly disagree
7
10
Disagree
9
13
Neither disagree nor agree
26
31
Agree
42
35
Strongly agree
16
11
Adults at this school treat all students with respect.
Students treat teachers with respect. Strongly disagree
The school rules are fair.
All students are treated fairly when they break school rules.
Question HS/MS M.10-13: How strongly do you agree or disagree with the following statements about your school?... Adults at this school treat all students with respect... Students treat teachers with respect... The school rules are fair... All students are treated fairly when they break school rules. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 52 Main Report - Module M: School Climate
Table M3.2 Respect for Diversity Grade 9 %
Grade 11 %
Strongly disagree
48
44
Disagree
27
28
Neither disagree nor agree
18
21
Agree
5
5
Strongly agree
1
2
Strongly disagree
32
25
Disagree
28
28
Neither disagree nor agree
28
33
Agree
9
10
Strongly agree
3
4
8
9
Disagree
12
16
Neither disagree nor agree
29
41
Agree
34
24
Strongly agree
16
11
Strongly disagree
6
6
Disagree
6
8
Neither disagree nor agree
28
34
Agree
37
33
Strongly agree
24
19
I have been disrespected by an adult at this school because of my race, ethnicity, or culture.
There is a lot of tension in this school between people of different cultures, races, or ethnicities.
Students in this school respect each other’s differences. Strongly disagree
Adults in this school respect differences in students.
Question HS/MS M.36-39: How strongly do you agree or disagree with the following statements about your school?... I have been disrespected by an adult at this school because of my race, ethnicity, or culture... There is a lot of tension in this school between people of different cultures, races, or ethnicities... Students in this school respect each other’s differences (for example, gender, race, culture, sexual orientation)... Adults in this school respect differences in students (for example, gender, race, culture, sexual orientation). Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 53 Main Report - Module M: School Climate
Table M3.2 Respect for Diversity – Continued Grade 9 %
Grade 11 %
Strongly disagree
5
6
Disagree
6
8
Neither disagree nor agree
33
43
Agree
35
30
Strongly agree
20
14
Teachers show that they think it is important for students of different races and cultures at this school to get along with each other.
Question HS/MS M.40: How strongly do you agree or disagree with the following statements about your school?... Teachers show that they think it is important for students of different races and cultures at this school to get along with each other. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 54 Main Report - Module M: School Climate
4. Disciplinary Environment Table M4.1 Consistency and Clarity of Rules and Expectations This school clearly informs students what would happen if they break school rules. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree Rules in this school are made clear to students. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree This school makes it clear how students are expected to act. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
Grade 9 %
Grade 11 %
5 7 22 42 25
6 9 27 40 19
3 7 32 42 16
3 8 34 43 12
2 5 27 47 19
3 6 29 49 14
Question HS/MS M.14, 19-20: How strongly do you agree or disagree with the following statements about your school?... This school clearly informs students what would happen if they break school rules... Rules in this school are made clear to students... This school makes it clear how students are expected to act. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 55 Main Report - Module M: School Climate
Table M4.2 Disciplinary Harshness Grade 9 %
Grade 11 %
Strongly disagree
14
11
Disagree
28
27
Neither disagree nor agree
36
39
Agree
14
14
8
9
8
8
Disagree
20
20
Neither disagree nor agree
37
38
Agree
24
23
Strongly agree
11
10
8
7
Disagree
12
14
Neither disagree nor agree
37
37
Agree
30
29
Strongly agree
12
13
8
6
Disagree
23
24
Neither disagree nor agree
51
55
Agree
13
11
5
4
The rules in this school are too strict.
Strongly agree It is easy for students to get kicked out of class or get suspended. Strongly disagree
Students get in trouble for breaking small rules. Strongly disagree
Teachers are very strict here. Strongly disagree
Strongly agree
Question HS/MS M.15-18: How strongly do you agree or disagree with the following statements about your school?... The rules in this school are too strict... It is easy for students to get kicked out of class or get suspended... Students get in trouble for breaking small rules... Teachers are very strict here. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 56 Main Report - Module M: School Climate
5. Student Peer Relationships Table M5.1 Peer Caring Relationships Students enjoy doing things with each other during school activities. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree Students care about each other. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree Students treat each other with respect. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree Students get along well with each other. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
Grade 9 %
Grade 11 %
3 5 27 47 18
4 8 35 41 12
5 8 36 37 13
8 13 42 28 8
7 12 36 37 9
10 16 44 23 7
5 7 38 39 11
7 11 46 30 7
Question HS/MS M.21-24: How strongly do you agree or disagree with the following statements about your school?... Students enjoy doing things with each other during school activities... Students care about each other... Students treat each other with respect... Students get along well with each other. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 57 Main Report - Module M: School Climate
6. Social and Emotional Learning Table M6.1 Supports for Social and Emotional Learning Grade 9 %
Grade 11 %
Strongly disagree
3
5
Disagree
5
7
Neither disagree nor agree
31
37
Agree
45
40
Strongly agree
16
11
Strongly disagree
12
12
Disagree
20
27
Neither disagree nor agree
38
39
Agree
24
18
6
4
Strongly disagree
5
8
Disagree
9
15
Neither disagree nor agree
39
40
Agree
36
29
Strongly agree
11
8
Strongly disagree
4
7
Disagree
8
13
Neither disagree nor agree
35
37
Agree
38
36
Strongly agree
16
8
This school encourages students to feel responsible for how they act.
Students are often given rewards for being good.
Strongly agree This school encourages students to understand how others think and feel.
Students are taught that they can control their own behavior.
Question HS/MS M.25-28: How strongly do you agree or disagree with the following statements about your school?... This school encourages students to feel responsible for how they act... Students are often given rewards for being good... This school encourages students to understand how others think and feel... Students are taught that they can control their own behavior. Note: Cells are empty if there are less than 25 respondents. Granite Hills High 2015-16
Page 58 Main Report - Module M: School Climate
Table M6.1 Supports for Social and Emotional Learning – Continued Grade 9 %
Grade 11 %
4
8
Disagree
10
12
Neither disagree nor agree
36
43
Agree
37
29
Strongly agree
12
8
Strongly disagree
5
7
Disagree
6
12
Neither disagree nor agree
38
40
Agree
38
32
Strongly agree
13
9
This school helps students solve conflicts with one another. Strongly disagree
This school encourages students to care about how others feel.
Question HS/MS M.29-30: How strongly do you agree or disagree with the following statements about your school?... This school helps students solve conflicts with one another... This school encourages students to care about how others feel. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 59 Main Report - Module M: School Climate
7. School Anti-Bullying Climate Table M7.1 School Responses to Bullying Grade 9 %
Grade 11 %
Strongly disagree
4
5
Disagree
6
6
Neither disagree nor agree
24
27
Agree
38
38
Strongly agree
28
24
Strongly disagree
8
14
Disagree
9
13
Neither disagree nor agree
31
28
Agree
30
27
Strongly agree
22
18
9
14
Disagree
16
18
Neither disagree nor agree
37
44
Agree
27
17
Strongly agree
11
7
Teachers here make it clear to students that bullying is not tolerated.
If another student was bullying me, I would tell one of the teachers or staff at school.
Students tell teachers when other students are being bullied. Strongly disagree
Question HS/MS M.31-33: How strongly do you agree or disagree with the following statements about your school?... Teachers here make it clear to students that bullying is not tolerated... If another student was bullying me, I would tell one of the teachers or staff at school... Students tell teachers when other students are being bullied. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 60 Main Report - Module M: School Climate
Table M7.1 School Responses to Bullying – Continued Grade 9 %
Grade 11 %
Strongly disagree
4
5
Disagree
5
5
Neither disagree nor agree
31
35
Agree
38
38
Strongly agree
23
17
11
10
8
16
Neither disagree nor agree
40
43
Agree
29
21
Strongly agree
11
11
If I tell a teacher that someone is bullying me, the teacher will do something to help.
Students here try to stop bullying when they see it happening. Strongly disagree Disagree
Question HS/MS M.34-35: How strongly do you agree or disagree with the following statements about your school?... If I tell a teacher that someone is bullying me, the teacher will do something to help... Students here try to stop bullying when they see it happening. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 61 Main Report - Module M: School Climate
8. Facilities Physical Environment Table M8.1 Quality of Physical Environment Grade 9 %
Grade 11 %
Strongly disagree
7
5
Disagree
6
13
Neither disagree nor agree
31
35
Agree
38
35
Strongly agree
17
13
6
8
Disagree
11
17
Neither disagree nor agree
34
36
Agree
35
31
Strongly agree
14
9
The schoolyard and buildings are clean and in good condition.
The school grounds are kept clean. Strongly disagree
Question HS/MS M.41, 45: How strongly do you agree or disagree with the following statements about your school?... The schoolyard and buildings are clean and in good condition... The school grounds are kept clean. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 62 Main Report - Module M: School Climate
9. Scheduled Lunch Table M9.1 Scheduled Lunch at School Grade 9 %
Grade 11 %
7
10
Disagree
11
13
Neither disagree nor agree
29
32
Agree
35
35
Strongly agree
18
10
Strongly disagree
13
15
Disagree
13
18
Neither disagree nor agree
25
27
Agree
31
30
Strongly agree
18
10
I eat my lunch at the right time of day. Strongly disagree
I have plenty of time to eat my lunch.
Question HS/MS M.43, 44: How strongly do you agree or disagree with the following statements about your school?... I eat my lunch at the right time of day... I have plenty of time to eat my lunch. Note: Cells are empty if there are less than 25 respondents.
Granite Hills High 2015-16
Page 63 Main Report - Module M: School Climate
School Climate Report Card (High School)—Spring 2016 District: Grossmont Union High School: Granite Hills High Response Rate: 78% (2014), 85% (2015), 85% (2016)
Date Prepared: 8 Feb 2016
School Climate Index (SCI) 2014 347 86 95
A
SCI Score SCI State Percen leB SCI Similar Schools Percen leB High School
2015 381 94 99
2016 416 99 99
Change +69 +13 +4
School Climate Index Scores (2014 to 2016) SCHOOL CLIMATE INDEX (SCI) 2014 2015 2016
347 381 416
SCHOOL CLIMATE SUBSCALE RESULTS OVERALL SUPPORTS AND ENGAGEMENT
High expectations and caring relationships Opportunities for meaningful participation Perceived school safety School connectedness
OVERALL LOW VIOLENCE & SUBSTANCE USE
Low physical violence perpetration Low physical/emotional violence victimization
Low harassment and bullying Low substance use at school
2014 2015 2016
309 325 341
2014 2015 2016
281
2014 2015 2016
280
288 295
297 314
2014 2015 2016
330 338 347
2014 2015 2016
302 324 345
2014 2015 2016
373 418 462
2014 2015 2016
378
2014 2015 2016
381
423 468
430 479
2014 2015 2016
347 390 434
2014 2015 2016
379 416 454
100
150
200
250
300
350
400
450
500
550
Predicted Score
A
Scores range from approximately 100 to 500, with high scores represen ng more posi ve school climates; higher supports and engagement; and lower levels of violence, vic miza on, and substance use at school. B A school’s State Percen le compares that school to other high schools in the state. A school’s Similar Schools Percen le compares that school to other high schools in the state with similar demographic characteris cs.
Page 1
School Climate Subscale Results Overall Supports and Engagement High expecta ons and caring rela onships Opportuni es for meaningful par cipa on Perceived school safety School connectedness Overall Low Violence and Substance Use Low physical violence perpetra on Low physical/emo onal violence vic miza on Low harassment and bullying Low substance use at school
2014 309 281 280 330 302 373 378 381 347 379
SCI Scores 2015 2016 325 341 288 295 297 314 338 347 324 345 418 462 423 468 430 479 390 434 416 454
Change +32 +14 +34 +17 +43 +89 +90 +98 +87 +75
2014 76% 8% 52% 70% 33% 31%
2015 80% 7% 57% 69% 34% 28%
2016 82% 5% 60% 72% 28% 24%
Change +6 -3 +8 +2 -5 -7
2014 48% 50% 98% 91% 95% 37% 89% 83%
2015 61% 43% 99% 95% 98% 37% 88% 85%
2016 69% 26% 97% 95% 97% 31% 95% 88%
Change +21 -24 -1 +4 +2 -6 +6 +5
Other Indicators Selected Student-Reported Indicators Try hard on school work Truant more than a few mes Feel a part of the school Safety at school Harassed or bullied at school Experienced chronic sadness/hopelessness
Selected Staff-Reported Indicators Nearly all/most students are mo vated to learn Truancy is moderate/severe problem School is a suppor ve and invi ng place for students to learn School is a suppor ve and invi ng place for staff to work School is a safe place for students Harassment/bullying is moderate/severe problem School is welcoming to and facilitates parental involvement School has clean and well-maintained facili es
Notes: ID—Insufficient data. ND—No data.
CDS code: 37681303732336 Page 2
What is the School Climate Index (SCI)? The School Climate Index (SCI) provides a state normed, school-level descrip on of several factors that are known to influence learning success in schools. The SCI is used to measure one of the seven state Safe and Suppor ve Schools outcome measures. Scores on the SCI are based on student CHKS data. SCI scores can range from 100 to 500, with higher scores represen ng more posi ve school climates. During the 2008-10 period, the average SCI score for all high schools in California was 300. The SCI is calculated by compu ng the weighted average of two domains: (1) Supports and Engagement (50%); and (2) Violence and Substance Use at School (50%). The two domains are measured based on a sta s cal model applied to CHKS items. These two domains are themselves each measured by four subdomains, as listed below. (1) Overall Supports and Engagement (50%) o High expecta ons and caring rela onships (6 items) o Opportuni es for meaningful par cipa on (3 items) o Perceived school safety (2 items) o School connectedness (4 items) (2) Overall Low Violence and Substance Use at School (50%) o Low physical violence perpetra on on school property (7 items) o Low physical and emo onal violence vic miza on at school (6 items) o Low harassment and bullying at school (5 items) o Low substance use at school (4 items) When data are available for three or more years a er the 2012-13 school year, predicted values are provided based on pooled data from mul ple years. The predicted values minimize the impact of chance fluctua ons across survey administra ons and provide more reliable es mates of trends across me. Scores from prior reports with less than three years of data will likely be different from the predicted scores in this report. Results are not reported if less than 50% of students par cipated in the survey. Staff results are not reported if less than 50% of staff or less than 5 staff provided data. Further informa on about the methodology used to construct the SCI can be obtained in Construc on of California’s School Climate Index (californias3.wested.org/about) or by contac ng Tom Hanson at 562-799-5170 or
[email protected].
State Percen le The State Percen le shows what percentage of high schools had the same SCI score as, or a lower SCI score than, the school referenced on the report card. Percen les range from 1 to 99. For example, a State Percen le of 25 means that 25 percent of high schools in the state had the same SCI score as, or a lower SCI score than, the score listed. Percen les are based on the distribu on of SCI scores across all comprehensive high schools that administered the CHKS in the 2008-09 or 2009-10 school years. High percen le scores represent schools with more posi ve school climates.
Similar Schools Percen le The Similar Schools Percen le is the school rank rela ve to 100 other schools with similar demographic characteris cs. For example, a Similar Schools Percen le of 70 means that 70 percent of high schools serving students with similar demographic characteris cs had the same SCI score as, or a lower SCI score than, the school referenced on the report card. The SCI procedure for calcula ng similar schools percen les was the same procedure used by CDE to calculate similar schools ranks for Academic Page 3
Performance Index (API) scores—except for the SCI calcula ons, only high schools that administered the CHKS in the 2008-09 or 2009-10 school years were eligible to be in each school’s comparison group.
Explana on of Other Indicators Results are provided on selected key student- and staff-reported school climate items as a complement to the norma ve SCI scores. These measures and their sources are described below.
Selected Student-Reported School Climate Measures (Student CHKS)
•
Try hard on school work – “agree” or “strongly agree” that I try hard to make sure I am good at school work.
• • • •
Truant more than a few mes – skipped or cut classes more than a few mes in the past 12 months.
•
Experienced chronic sadness/hopelessness – felt sad or hopeless almost every day for two weeks or more during the past 12 months.
Feel a part of the school – “agree” or “strongly agree” that I am a part of this school. Safety at school – feel “safe” or “very safe” when I am at school. Harassed or bullied at school – harassed or bullied on school property in past 12 months for any of the following reasons: (a) race, ethnicity, or na onal origin; (b) religion; (c) gender; (d) gay or lesbian or someone thought you were; (e) physical or mental disability; (f) other.
Selected Staff-Reported School Climate Measures (Staff CSCS)
•
Nearly all/most students are mo vated to learn – “nearly all” or “most” students at this school are mo vated to learn.
•
Truancy is moderate/severe problem – cu ng classes or being truant is a “moderate” or “severe” problem at this school.
•
School is a suppor ve and invi ng place for students to learn – “agree” or “strongly agree” that this school is a suppor ve and invi ng place for students to learn.
•
School is a suppor ve and invi ng place for staff to work – “agree” or “strongly agree” that this school is a suppor ve and invi ng place for staff to work.
•
School is a safe place for students – “agree” or “strongly agree” that this school is a safe place for students.
•
Harassment/bullying is moderate/severe problem – “agree” or “strongly agree” that harassment and bullying among students is a “moderate” or “severe” problem at this school.
•
School is welcoming to and facilitates parental involvement – “agree” or “strongly agree” that this school is welcoming to and facilitates parental involvement.
•
School has clean and well-maintained facili es – “agree” or “strongly agree” that this school has clean and well-maintained facili es and property.
Page 4
GRANITE HILLS HIGH SCHOOL 2nd SEMESTER MASTER SCHEDULE ALPHA by Department 2015 - 2016 Name
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
GHHS LEARNING CENTER DEPARTMENT
Prep
Learning Center Learning Center Learning Center Learning Center Learning Center Core Core Core Flex Flex 193 193 193 193 193 Learning Center Learning Center Phoenix Phoenix 163 163
Neighbors, Dan X598 Darwish, Bassemah
ART DEPARTMENT
George, Steven O184
Photo 2 B211
AME Photo 2 T261 210
Photo 2 B211
AME Photo 2 T261
210
210
Hamilton, Caralyn
Prep
AME Photo 2 T261
Art 2
Art 2
210 Prep
210
B011
B011 200
Roby, Molly DD23
3D Design 2 B101
3D Design 2 B101 205
3D Design 2 B101 205
AVID Y485
Rust, Heather
Adv. 3-D B111, 121 205
Prep
201
B011 200
Prep
3D Design 2 B101
Art 4,6 B021, 031
Art 2 B011
205 Digital Art 2 T246
Art 2
200
205
201
201
201
AVID DEPARTMENT
Burton, Debbie R779
Scott, Angela Y634
AVID AVID AVID Jr./Sr. Seminar Jr./Sr. Seminar Y484, 488 Y484, 488 Y485 220 220 ESL Prep
AVID Jr./Sr. Seminar Y484, 488 220 220 AVID
Beginnig/Intermediate
E661, 671
Y485 219
AVID Y485
Rust, Heather
Prep
AVID Jr./Sr. Seminar Y484, 488 220
ELD AVID Beginning/Intermediate
E666, 676 219
Digital Art 2 T246
201
Prep
Y485 219
Art 4,6 B021, 031 201
AVID Y485 219
219
Art 2 B011 201
201
TECH DEPARTMENT
Danielson, Karl AF23
AME Television Disc Comp & Media 2 T358 K695 203
Disc Comp
Web Site 2,4
Web Site 2,4
K695
Y846, 848
Y846, 848
203
203
203
Prep
203
CTE DEPARTMENT
Danielson, Karl AF23
AME Television Disc Comp & Media 2 T358 K695
Enright, Jill DS78
Food Nutr. 2 T432
George, Steven O184
Photo 2 B211
203
204
K695
Y846, 848
Y846, 848
203
204
204 Photo 2 B211
210 Prep
Physiology 2H
Web Site 2,4
Food Nutr. 2 T432
AME Photo 2 T261 210
Monge, Esteban
Web Site 2,4
203 Food Nutr. 2 J020
Hanzal, Jennifer AD91
Disc Comp
Physiology 2H
210 Teaching 4 T646 218 Medical Pathways Coord.
203 Culinary Arts 2 T533 204 AME Photo 2 T261 210 Teaching 2 T146 218 Prep
Prep
203 Culinary Arts 4 T733
Prep 204
Prep
AME Photo 2 T261
CEIS
English 2C E015
SprtMed 4
SprtMed 2
210 CEIS 218
DY19
R386
R386
R191
191 AVID Y485
Rust, Heather
T821
191
T811
191 Prep
191 Digital Art 2 T246
201
Art 4,6 B021, 031
191 Art 2 B011
201
201
201
ENGLISH DEPARTMENT
Journalism 4,6 Print Media 2C E093, 095, 591
Bhowmik, Jill DG94
English 2C E015 63
Brewer, Tracey DR88
English 4H E027
Collet, Serita DU46
English 2C E015
Davis, Matt Y589
Prep
ERWC 2C E049
English 2C
English 4H E027
E015 63
63
Prep
English 6C E035
Prep
English 2C E015
IB Coord
English 4H E027
IB Film 4 L278
ERWC 2C E049
English 2H E017
252
Prep
SR. AP/IB E354, 364
252 English 4C E025
213
252
English 2H E017 60
Hanzal, Jennifer AD91
213
60 Prep
213
60 Teaching 4 T646
60
English 6C (CTE)
C066
E035
C066
E035
McCurry, Rachel Q899
254/255
254/255 English 2H E017 84 84 84 Jr. IB English 2 Jr. IB English 2 Sci Fict 1C E362 E362 E460 211 211 211 Prep English 2C English 2C
Richards, James E015
E015 190
Richards, Teresa English 6C E035 DC60
English 6C E035 216
Schembri, Maria Prep DS07 Scott, Angela Y634
English 4H E027
216 English 8C (CTE) English 4C E043 E025 212 ESL Prep
216
212
DC46
E025
Sprague, Jim F823 Thomas, Jeannette U230
E035
E035 257
Bus Eng 2C (AOJ) C066
Bus Eng 2C (AOJ) C066
Prep 211
English for Academics 2 E079
English 2C
English 2C
E015 190
E015 190
190
Prep 216
212
Sci Fict 1C E460 212
212
ELD AVID Beginning/Intermediate
E666, 676 219
AVID
Y485 219
English 6C E035
Y485 219
English 4C E025 256
219
English 4C E025 256
Prep
E035 257
Prep
84
English 4C E025
AVID
Y485 219 ELD Advanced EL Transitional Prep Eng E686 E641 71 71 71 English 4C English 6C Prep E025 E035 256 256 English 6C English 6C English 6C
235/254 Prep
Jr. IB English 2 E362
216
E661, 671
English 4C
254/255
English 4H E027
English 4C E025
CEIS
218 Technical Theatre Dept Chair 2,4 L331, 333
Sr. IB E364
190 English 6C E035
Beginnig/Intermediate
Sherrill, Teisha
Valenzuela, Rachel DV47
English 2C E015
218
English 2H E017
202
60 CEIS
Bus Eng 2C
Sr. IB E364
213 IB Film 2 L276
Prep
English 6C (CTE) Prep
254/255
213
202
Bus Eng 2C
Mah, Joni W819
252 English 2C E015
IB Coord
Adv Public E533
Teaching 2 T146 218
Lopez, Gerald AC70
252 English 4C E025
202 Gaeir, Carrie DC45
English 6C E035
257 Bus Eng 2C
Bus Eng 2C
Jr. IB English 2
C066
C066
E362
256
215
215
215
215
215
EXERCISE AND NUTRITION DEPARTMENT 6 Sections
Anderson, Randy PE 10-12 P141 Y455
Armstrong, Renate P338
Prep
Weight Training PE 10-12 Prep Basketball P141 P475 Gym Gym Gym Ex. & Nutr. 2 Ex. & Nutr. 2 Ex. & Nutr. 2 P041
P041
Weight Training Prep Football P476 Gym Ex. & Nutr. 2 Gabriel, Carolyn P041 Y695 Gym Prep Gaeir, Rhett X981 Prep
Goodrich, Daniel EB04 Ross, Renee S831
Ex. & Nutr. 2 PE 10-12 P041 P141 Gym
Enright, Jill DS78
Food Nutr. 2 T432
Gym Found Alg 2 M275
Ex. & Nutr. 2 P041
Gym Aerobics
P041
Gym Cobbs, Kellan DY77
Weight Training P475
P350 Gym
Found Alg 2 M275
P350 Gym
Found Alg 2 M275
165
165 Ex. & Nutr. 2 P041 Gym Gym Geometry 1C-2 Algebra 1C-2 M425 M405 61 61 Weight Training Weight Training P475 P475 Gym Gym Prep PE 10-12 P141 Gym Gym Ex. & Nutr. 2 P041
Gym Aerobics
Gym Math 2 M133
165
165 Weight Training P475 Gym Alg 1H-2 Geometry 1C-2 M415 M425 61 61 Ex. & Nutr. 2 PE 10-12 P041 P141 Gym Gym PE 10-12 Ex. & Nutr. 2 P141 P041 Gym Gym Prep
PE 10-12 P141 Gym Aquatics P200 Pool Ex. & Nutr. 2 P041 Gym
FAMILY AND CONSUMER DEPARTMENT
Food Nutr. 2 J020 204
Food Nutr. 2 T432 204
Culinary Arts 2 Culinary Arts 4 Prep T533 T733 204 204 204
MATH DEPARTMENT
Int. Algebra 2C M438
Aldape, Ricardo DU67
Int. Algebra 2C M438
Prep
Algebra 1C-2 M405
Algebra 1C-2 M405
Co-Teach/Erickson
Braun, Ryan DE87 Drake, Lisa X650
Edge Cons Math M155 64 Algebra 1C-2 M405
65 Geometry 1C-2 M425 64 Geometry 1H-2 M435
21 Flannery, Russell Geometry 1C-2 Alg IIC-2 M425 M445 DG59
65 Geometry 1C-2 M425
Geometry 1C-2 M425
Prep
Geometry 1H-2 M435
Dept. Chair
Geometry 1C-2 M425
64 Int. Algebra 2C M438
21
20 Algebra 1C-2 M405
20 Algebra 1C-2 M405
Co-Teach/Dann
Parga, Melinda AI19 Rosson, Susan AI02
Smith, Brian DE32
64 Int. Algebra 2C M438 21 Prep
20 Algebra 1C-2 M405
131 Geometry 1C-2 M425 61 Alg 1H-2 Alg IIH-2 Int. Algebra 2C M415 M455 M438 23 23 23 Geometry 1H-2 Pre Calc 1C/1H-2 Pre Calc 1C/1H-2 IB Math 2 SL M435 M517, 525 M517, 525, 583 22 22 22 Geometry 1C-2 Geometry 1C-2 Prep M425 M425 Prep
Prep
Geometry 1C-2 M425
Geometry 1C-2 M425
Co-Teach/Dann
131
Gaeir, Rhett X981
65
Co-Teach/Dann
20 French, Michael DX83
65
21
Co-Teach/Dann
CoTeach/Erickson
Alg IIC-2 M445 64
21 Alg IIC-2 M445
CoTeach/Erickson
65 Prep
Algebra 1C-2 M405
131 Algebra 1C-2 M405
Alg 1H-2 M415 61
Alg 1H-2 M415
Prep 23
Alg IIC-2
Prep
M445 22 Geometry 1C-2 Algebra 1C-2 M425 M405 Co-Teach/Dann
131 Geometry 1C-2 Aquatics M425 P200 61 61 Alg IIH-2 M455 23 Pre Calc 1C/1H-2 IB Math 2 SL M517, 525, 583 22 Algebra 1C-2 M405
131
Pool
62 AP Calc Sweat, Sandra (T, W, TH) T940 M561 Goodrich, Nicole (M & F)
62 Calc 1C/AP Calc Calc 1C/AP Calc M528, 551 M528, 551
11 AP Stats 2 Tribble, Wayne DT11
62 Alg IIC-2 M445
62 Prep
11 Alg IIIC - 2
M571
Alg IIC-2 M445
62
M505 10
Yang, Xeng DB48
11 11 11 Alg III-2/IB Math Algebra 1C-2 WASC Coord. Studies M505, 581 M405 10 10 10 Consumer Math 2 M155 162
Algebra 1C-2
Prep
M405 10 Consumer Math 2 M155 162
PERFORMING ARTS DEPARTMENT
Choir 1
Honors Music 2
L190
L212
Nadeau, Janessa GC56
Prep
IB Coord
McMeeken, Sean Sym Band
Colorguard Guitar 1 L141, 240
Piano 2,4
DV67
L040 236
Theatre 2 Theatre 4 L291, L293
Prep
Theatre 2
Honors Music 4 L212, 214 233 233 235/233 English 4H IB Film 4 IB Coord E027 L278 202 202 Prep Guitar 1,4 Guitar 1
233 Davis, Matt Y589
Honors Music 2
L256, 258
L240, 244
236
236
L291 235/233 IB Film 2 L276 202
L240 236
236
RESOURCE DEPARTMENT
Cobbs, Kellan DY77
Connolly, Lindsay
Weight Training Prep Football P476 Gym GlbStGeo 2C
Found Alg 2 M275
Found Alg 2 M275 165
S871
Found Alg 2 M275 165
Math 2 M133 165
Prep
165 Guided Study 9th Guided Study 9th
GlbStGeo 2C
English 8C
S871
E043
Y882
214 Geometry 1C-2 Geometry 1C-2 M425 M425
Prep
Y882
Co-Teach/McDade Co-Teach/McDade
73 Dann, Erik X673
Geometry 1C-2 M425 CoTeach/Flannery
20 Erickson, Michael DZ06
Algebra 1C-2 M405
73 Algebra 1C-2 M405
Co-Teach/French Co-Teach/French
131 Consumer Math 2 Prep
Co-Teach/Smith
131
M155
20 Algebra 1C-2
Algebra 1C-2
Algebra 1C-2
M405
M405
M405
Co-Teach/Aldape
13 Bio 2C R192
Hillenbrand, Julee P325
13 Bio 2C R192
Co-Teach/Morris
Earth Sci 2C R111
181 Jette, Beverley Credit Recovery English 6C Guided Studies Q033 E035 11th Y455 260 260 260 11th Study Skills 12th Study Skills Launder, Ashley Y455 Y455 EE85 217 217 English 2C 12th Study Skills Weis, Janet (GS) E015 Y455 P837
Bio 2C Whitley, Kim
250/251 Bio 2C
250/251 Prep
65 Earth Sci 2C R111
Co-Teach/Stewart
192 Prep
Co-Teach/Aldape Co-Teach/Aldape
65 Earth Sci 2C R111
Co-Teach/Morris Co-Teach/Stewart
181
214
Co-Teach/Flannery
62 Alg Support (CAHSEE Math/supp) M757
214
192 English 6C E035
65 Prep
Co-Teach/Stewart
192 Credit Recovery
260 260 9th Study Skills 11th Study Skills 11th Study Skills Prep Y455 Y455 Y455 217 217 217 English 2C Prep English 4C English 4C E015
E025
E025
250/251 10th Study Skills Guided Study 10th
250/251 Guided Study 10th
250/251
EE69
R192
R192
Y455
Y884
Y884
Co-Teach/Buchwald Co-Teach/Buchwald
180 Yaddow, Jeff Y126
Econ 1C S220
180 World History 2C World History 2C US History S244 S244 S074
161
161
161
12
12 Econ 1C S220
161
12 Prep
161
SCIENCE DEPARTMENT
Buchwald, Anne Bio 2C R192 V414
Bio 2C R192
Bio 2C R192
Prep
Bio 2H R202
Bio 2H R202
Co-Teach/Dorroh Co-Teach/Dorroh
180
180 Prep
180
180
Engle, Lindsey FX73
Medical Bio 2H R279 187 187 Chemistry 2C Chemistry 2C Chemistry 2C R282 R282 R282 183 183 183 IB Bio HL2 IB Bio HL2 Bio 2C R236 R236 R192
McKenzie, Curtis Dept. Chair R915
AP Physics R396
Casey, Brendan
Downs, Tom DS30
Bio 2C R192
186
Physiology 2H
DY19
R386
180 Bio 2C R192
187 Chemistry 2C R282
Bio 2C R192 187
Chemistry 2C R282 183
Bio 2C R192
187 Chemistry 2C R282
183 Prep
183 Bio 2C R192
186 Physics 2C R342
182 182 Physiology 2H Medical Pathways Prep Coord. R386 191 191 Bio 2C Bio 2C Bio 2C R192 R192 R192
Monge, Esteban
Morris, Terry Q825
186 Physics 2C R342
Medical Bio 2H R279
186 IB Environmental Prep R334 182 182 SprtMed 4 SprtMed 2 T821
186
T811 191
191
Prep
Bio 2C R192
Earth Sci 2C R111
Earth Sci 2C R111
Earth Sci 2C R111
Co-Teach/Hillenbrand Co-Teach/Hillenbrand
181 Stewart, Boyd DT25
Earth Sci 2C R111
Earth Sci 2C R111
181 Prep
181 Earth Sci 2C R111 Co-Teach/Hillenbrand
192 Oceanog 2H R431
Tuttle, Robby DU19
Williams, Tim AA65
192
192 Oceanog 2H R431
185 Med Chem 2H Med Chem 2H Prep R292 R292 184 184
Oceanog 2H R431 185
181
Co-Teach/Hillenbrand
Co-Teach/Hillenbrand
192 192 Oceanog 2H Prep IB Environmental R334 R431
185 Chem 2H R292
181
185 Chem 2H R292
184
185 Chem 2H R292
184
184
SOCIAL SCIENCE DEPARTMENT
GlbStGeo 2C S871
Christman, Ral DV71
World History 2C GlbStGeo 2C S244 S871 259
Davis, James DA04
Am Gov 1C S180
Am Gov 1C S180 40
259 Am Gov 1C S180
40 Prep
AP Wld His 2 S263
Forster, Kevin DT15
Prep
AP/IB Geog 2C S871
US History S074
US History S074 53
McDade, Jeff DU42
US History S074 53
GlbStGeo 2C S871
259 Am Gov 1C S180
GlbStGeo 2C S871
40 World History 2C S244 52 52 AP/IB Geog 2C S871 43 43 EL Soc Studies (low) S871 53 53 AP US His S087
Prep
World History 2C S244
259 AD Release
259 Prep
40
DeWitt, Randy DE78
Madrigal, Cathy U922
World History 2C S244
AP Wld His 2 S263 GlbStGeo 2C
World History 2C AP Wld His 2 S244 S263 52 52 52 GlbStGeo 2C GlbStGeo 2C
S871
S871 43
S871 43
EL Coord.
Prep
Prep
AP US His S087
43
AP/IB Geog 2C
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Messina, James P559
Am Gov 1H Nishikawa, Jake DC54
S185
51 Prep AP Human Geo 2 Root, Danny S048 DB51 75 Crim Just 2 Crim Just 2 Sexton, Brenden (AOJ) (AOJ) S204 S204 DR87 42 42 Am Gov 1C Smith, Thomas S180 DA08 41 Tribble, Michelle Sociology 1C Dept. Chair S160 DA43 74 Prep Whitney, Ronald DU43 US History S074
Zumwalt, Fran D402
73 World History 2C S244 253 Am Govt 1C (CTE) S180 51 IB Hist HL1 (Jr.) S097 75 US History (CTE) S074 42 World History 2C S244 41 AP Psych 2 S861 74 GlbStGeo 2 S871 50 GEA Pres
S871 73 US History S074
73 US History S074
253 Am Gov 1H
US History S074 253
Am Gov 1H
S185 51 IB Hist HL1 (Jr.) ASB S097 S315 75 US History US History (CTE) S074 S074 42 World History 2C Am Gov 1C S244 S180 41 AP Psych 2 Prep S861 74 Econ 1H GlbStGeo 2 S221 S871 50 GEA Pres GEA Pres
253 Am Gov 1H
S185
73 US History S074 253 Prep
S185 51
51 ASB Prep
113 Prep
42 World History 2C Prep S244 41 41 IB Hist HL2 (Sr.) S193 74 AP World History IB TOK 2 S263 S099 50 50 GEA Pres
50
253 SPECIAL EDUCATION DEPARTMENT MH/SH
Civerolo, Jacqueline GC58
English 2C
English 2C
E015 132 Consumer Math 2 Prep M155
Prep
Comm. Ed
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Holmes, Chris
English 6C
Y285 132
Study Skills
E035 132
Consumer Math 2 Bio 2C Support R192 M155
Y455 132 132 Consumer Math 2 Consumer Math 2 M155 M155
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Pinson, David GJ41 Ross, Kyndel P429
Ward, Theresa DF37
67 Science 2C R022
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186 Comm. Ed 1 Y285
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Reading 2
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WORLD LANGUAGE DEPARTMENT
George, Stephen Span 6H G285 DT43
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Grant, Alex AB27
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Span 6H/IB G285, 306 140
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Span 4C G274
Span 4C G274
Span 4C G274
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Span 2C G272 68
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142 Preston, Alicia
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142 Span 2C G272
160
142 Prep
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French 4C G014 143
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142 Span 2C G272
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160 French 2C G012
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Printed on: 02-26-2016 08:48 AM
UC/CSU - Approved Course List Granite Hills High School
College Board Code: 050806
Grossmont Union High School District
School Governance: Public School Type: Comprehensive High School School Subtype(s): Site-Based/Traditional
Location: El Cajon, CA
School accredited through 2016
Website: granite.guhsd.net/ (http://granite.guhsd.net/) Course List Manager: Jose Garcia Course List Manager Phone: (619) 593-5546
Course list for 2015-16 History / Social Science ("a")
Updated as of Sep 23rd, 2015
2 years required
Two units (equivalent to two years) of history/social science required, including: one year of world history, cultures and historical geography and one year of U.S. history; or one-half year of U.S. history and one-half year of civics or American government.
Title
Transcript Abbreviation(s)
American Government 1 (H)
Am Govt 1H
Civics / American Government
American Government 1C
Am Govt 1C
Civics / American Government
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Discipline
Honors Type
Course Notes
Honors
AP Government and Politics United States
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AP US Government and Politics
Civics / American Government
AP
AP US Govt/Pol
Civics / American Government
AP
AP Human Geo 1 AP Human Geo 2
World History / Cultures / Historical Geography
AP
AP US Hist 1 AP US Hist 2
U.S. History
AP
AP World Hist 1 AP World Hist 2
World History / Cultures / Historical Geography
AP
Global Studies/Geography 1C, 2C
GlbStud/Geo1C GlbStud/Geo2C
World History / Cultures / Historical Geography
History IB HL1
History1 IB HL 1 History2 IB HL 1
World History / Cultures / Historical Geography
HSTofAMER1IBHL2 HSTofAMER2IBHL2
U.S. History
Civics / American Government
Adopted from: APEX Learning
Am Govt 1C American Government 1C
U.S. History & Geography 1C, 2C
US HIS/GEO 1C US HIS/GEO 2C
U.S. History
U.S. History since the Civil War
US His/Geo 1C US His/Geo 2C US Hist APEX Sem 1 US Hist APEX Sem 2
U.S. History
W His/Geo 1C W His/Geo 2C
World History / Cultures / Historical Geography
Adopted from: APEX Learning
AP Government and Politics United States Adopted from: The College Board Advanced Placement Program
AP Human Geography Adopted from: The College Board Advanced Placement Program
AP United States History Adopted from: The College Board Advanced Placement Program
AP World History Adopted from: The College Board Advanced Placement Program
Adopted from: International Baccalaureate Organization
History of the Americas IB HL2 Adopted from: International Baccalaureate Organization
U.S. Government and Politics Core
Adopted from: APEX Learning
World Hist Cult & Geog 1C, 2C
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Online
Online
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World History since the Renaissance
W His/Geo 1C W His/Geo 2C
World History / Cultures / Historical Geography
World Hist since Ren Sem 1 World Hist since Ren Sem 2
World History / Cultures / Historical Geography
Adopted from: APEX Learning
World History since the Renaissance Adopted from: APEX Learning
English ("b")
Online
4 years required
Four units (equivalent to four years) of college preparatory English composition and literature required, integrating extensive reading, frequent writing, and practice listening and speaking with different audiences. Students may only use 1 year of ESL/ELD English.
Title
Transcript Abbreviation(s)
Discipline
Honors Type
AP English Language and Composition
Eng Lang 1 AP Eng Lang 2 AP
English
AP
AP English Language and Comp
English
AP
AP English Literature and Comp
English
AP
Eng Lit 1 AP Eng Lit 2 AP
English
AP
CSU Expository Reading and Writing
ERWC 1C ERWC 2C
English
ELD Advanced 1/2
ELD Advan 1 ELD Advan 2
English as a Second Language (ESL) / English Language Development (ELD)
Course Notes
Adopted from: The College Board Advanced Placement Program
AP English Language and Composition Adopted from: APEX Learning
AP English Literature and Composition Adopted from: APEX Learning
AP English Literature and Composition Adopted from: The College Board Advanced Placement Program
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ESL/ELD courses English 1, 2 (H)
English 1H English 2H
English
English 10 Common Core
English 3 English 3C English 4 English 4C
English
English 1C, 2C
English 1C English 2C
English
English 3, 4 (H)
English 3H English 4H
English
English 3C, 4C
ENGLISH 3C ENGLISH 4C
English
English 5C, 6C
English 5C English 6C
English
English 7C, 8C
English 7C English 8C
English
English for Business 1, 2 C
Eng For Bus1C Eng For Bus2C
English
English I
English 1C English 2C
English
English1 IB HL1 English2 IB HL1
English
IB
English3 IB HL2 English4 IB HL2
English
IB
English 5 C English 6 C
English
English
Adopted from: APEX Learning
English 7 C English 8 C
Literature of Fantasy 1C
Lit-Fantasy 1C
English
Adopted from: APEX Learning
Adopted from: APEX Learning
English IB HL1 Adopted from: International Baccalaureate Organization
English IB HL2 Adopted from: International Baccalaureate Organization
English III Adopted from: APEX Learning
English IV
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Multicultural Literature 1C, 2C
Mu-Cul Lit 1C Mu-Cul Lit 2C
English
Science Fiction 1C
Sci Fict 1C
English
Mathematics ("c")
3 years required, 4 years recommended
Three units (equivalent to three years) of college-preparatory mathematics (four units are strongly recommended), including or integrating topics covered in elementary algebra, advanced algebra, and twoand three-dimensional geometry.
Title
Transcript Abbreviation(s)
Discipline
Algebra I 1, 2 (H)
Algebra IH-1 Algebra IH-2
Algebra I
Algebra I Common Core
Algebra IC- 2 Algebra IC-1
Algebra I
Algebra IC 1, 2
Algebra IC-1 Algebra IC-1 She Algebra IC-2 Algebra IC-2 She
Algebra I
Algebra II 1, 2 (H)
Algebra IIH-1 Algebra IIH-2
Algebra II
Algebra II Common Core
Algebra II C-1 Algebra II C-2
Algebra II
Algebra IIC 1, 2
Alg IIC-1 Bil Alg IIC-1 She Alg IIC-2 Bil Alg IIC-2 She Algebra IIC-1 Algebra IIC-2
Algebra II
Algebra IIIC-1, 2
Alg IIIC-1 Alg IIIC-2
Advanced Mathematics
AP Calculus AB
AP Cal AB1H-1 AP Cal AB1H-2
Calculus
Adopted from: APEX Learning
Adopted from: APEX Learning
Adopted from: The College Board Advanced Placement Program
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Honors Type
Course Notes
AP
AP Calculus BC
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AP Cal BC1H-1 AP Cal BC1H-2
Calculus
AP
AP Stats 1 AP Stats 2
Statistics
AP
Calculus 1C-1,2
Calculus 1C-1 Calculus 1C-2
Calculus
Geometry
Geometry Sem 1 Geometry Sem 2 Pl&S Geo IC-1 Pl&S Geo IC-2
Geometry
Intermediate Algebra 1C, 2C
Intermed Alg 1C Intermed Alg 2C
Algebra II
Mathematical Studies IB SL
IB MathStd 1SL IB MathStd 2SL
Advanced Mathematics
IB Math 1 SL IB Math 2 SL
Advanced Mathematics
Plane & Solid Geometry I 1, 2 (H)
Pl&S Geo IH-1 Pl&S Geo IH-2
Geometry
Plane & Solid Geometry IC 1, 2
PL&S Geo 1C-1 She PL&S Geo 1C-2 She Pl&S Geo IC-1 Pl&S Geo IC-2
Geometry
Pre-Calculus 1, 2 (H)
Pre-Calc IH-1 Pre-Calc IH-2
Advanced Mathematics
Pre-Calculus Math 1C 1, 2
PreCalMathIC1 PreCalMathIC2
Advanced Mathematics
Adopted from: The College Board Advanced Placement Program
AP Statistics Adopted from: The College Board Advanced Placement Program
Adopted from: APEX Learning
Adopted from: International Baccalaureate Organization
Mathematics IB SL Adopted from: International Baccalaureate Organization
Laboratory Science ("d")
Online
2 years required, 3 years recommended
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Two units (equivalent to two years) of laboratory science are required (three units are strongly recommended), providing fundamental knowledge in two of the following: biology, chemistry, or physics. Interdisciplinary science courses can also fulfill all or part of this requirement.
Discipline
Honors Type
AP Biology 1 AP Biology 2
Biology / Life Sciences
AP
AP Physics 1: Algebra Based
Physics
AP
Biology 1, 2 (H)
BIOLOGY 1H BIOLOGY 2H
Biology / Life Sciences
Biology 1C, 2C
Biology 1 Bil Biology 1 Shel Biology 1C Biology 2 Bil Biology 2 Shel Biology 2C
Biology / Life Sciences
Biology IB SL
Biology 1 IB SL Biology 2 IB SL
Biology / Life Sciences
IB
Chemistry 1, 2 (H)
Chemistry 1H Chemistry 2H
Chemistry
Honors
Chemistry 1C, 2C
Chemistry 1C Chemistry 2C
Chemistry
Environmental Systems IB SL
EnvSysSocIBSL1 EnvSysSocIBSL2
Interdisciplinary Sciences
Oceanography 1, 2 (H)
Oceanog 1H Oceanog 2H
Interdisciplinary Sciences
Physics 1C, 2C
Physics 1C Physics 2C
Physics
Physiology 1, 2 (H)
Physiology 1H Physiology 2H
Biology / Life Sciences
Title AP Biology Adopted from: The College Board Advanced Placement Program
AP Physics 1 Adopted from: The College Board Advanced Placement Program
Adopted from: International Baccalaureate Organization
Adopted from: International Baccalaureate Organization
Transcript Abbreviation(s)
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Course Notes
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Language Other than English ("e")
2 years required, 3 years recommended
Two units (equivalent to two years, or through the second level of high school instruction) of the same language other than English (three units recommended).
Title
Transcript Abbreviation(s)
Discipline
Honors Type
AP French Language and Culture
AP FrenLan 1 AP FrenLan 2
LOTE Level 4+
AP
AP SpanLang 1 AP SpanLang 2
LOTE Level 4+
AP
French 1C, 2C
French 1C French 2C
LOTE Level 1
French 3C, 4C
French 3C French 4C
LOTE Level 2
French 5, 6 H
French 5H French 6H
LOTE Level 3
French 5C, 6C
French 5C French 6C
LOTE Level 3
French I
French 1C French 2C French I
LOTE Level 1
French 1 IB HL1 French 2 IB HL1
LOTE Level 4+
IB
French 3 IB HL2 French 4 IB HL2
LOTE Level 4+
IB
IB French 1SL IB French 2SL
LOTE Level 4+
IB
Course Notes
Adopted from: The College Board Advanced Placement Program
AP Spanish Language and Culture Adopted from: The College Board Advanced Placement Program
Adopted from: APEX Learning
French IB HL1 Adopted from: International Baccalaureate Organization
French IB HL2 Adopted from: International Baccalaureate Organization
French IB SL Adopted from: International
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Baccalaureate Organization
French II
French 3C French 4C
LOTE Level 2
Spanish 1C, 2C
Spanish 1C Spanish 2C
LOTE Level 1
Spanish 3C, 4C
Spanish 3C Spanish 4C
LOTE Level 2
Spanish 5, 6 (H)
Spanish 5H Spanish 6H
LOTE Level 3
Spanish for Span Spkrs 3C, 4C
Span Sp Spk3C Span Sp Spk4C
LOTE Level 2
Spanish I
Spanish 1C Spanish 2C Spanish I
LOTE Level 1
Spanish 1 IB HL1 Spanish 2 IB HL1
LOTE Level 4+
IB
Spanish 3 IB HL2 Spanish 4 IB HL2
LOTE Level 3
IB
Spanish 1 IB SL Spanish 2 IB SL
LOTE Level 4+
IB
Spanish 3C Spanish 4C Spanish II
LOTE Level 2
Adopted from: APEX Learning
Adopted from: APEX Learning
Spanish IB HL1 Adopted from: International Baccalaureate Organization
Spanish IB HL2 Adopted from: International Baccalaureate Organization
Spanish IB SL Adopted from: International Baccalaureate Organization
Spanish II Adopted from: APEX Learning
Visual & Performing Arts ("f")
Online
Online
Online
1 year required
One unit (equivalent to one year) required, chosen from one of the following categories: dance, music, theater, or visual arts (e.g., painting, web/graphic design, film/video, inter/multimedia arts). Transcript KWWSV KVDUWLFXODWLRQXFRSHGXDJFRXUVHOLVWOLVWGHWDLOV
Honors
Course
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Title
Abbreviation(s)
Discipline
3D Design 1, 2
Design 3-D 1 Design 3-D 2
Visual Arts
3D Design 3, 4
Design 3-D 3 Design 3-D 4
Visual Arts
3D Design 5, 6
Design 3-D 5 Design 3-D 6
Visual Arts
AP Studio Art: 2-D Design
AP 2-D Design1 AP 2-D Design2
Visual Arts
AP
AP Stu/Draw 1 AP Stu/Draw 2
Visual Arts
AP
Art 1, 2
Art 1 Art 2
Visual Arts
Art 3, 4
Art 3 Art 4
Visual Arts
Art 5, 6
Art 5 Art 6
Visual Arts
Beginning Guitar
Beg Gutr CL 1
Music
Beginning Piano 1, 2
Beg Piano 1 Beg Piano 2
Music
Choir
Choir 1
Music
Concert Band
Concrt Band 1
Music
Digital Arts 1, 2
Digital Arts 1 Digital Arts 2
Visual Arts
Ensemble
Ensmbl 1
Music
Film IB HL1
Film 1 IB HL1 Film 2 IB HL1
Theater
Film 3 IB HL2 Film 4 IB HL2
Visual Arts
Adopted from: The College Board Advanced Placement Program
AP Studio Art: Drawing Adopted from: The College Board Advanced Placement Program
Adopted from: International Baccalaureate Organization
Film IB HL2 Adopted from: International Baccalaureate Organization
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Type
Notes
IB
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Guitar Ensemble 1-2
Guitar Ensmb 1 Guitar Ensmb 2
Music
Honors Music 1, 2
HONORSMUSIC 1 HONORSMUSIC 2
Music
Honors Music 3, 4
HONORSMUSIC 3 HONORSMUSIC 4
Music
Madrigals 1
Madrgl 1
Music
Photography 1, 2
Photo 1 Photo 2
Visual Arts
Symphony Band
Sym Band 1
Music
Technical Theater 1, 2
TechTheatre 1 TechTheatre 2
Theater
Technical Theatre 3, 4
TechTheatre 3, 4
Theater
Television, Film and Digital Media
ROP TV Flm Dig TeleFlmDigMd 1,2
Visual Arts
Theatre 1, 2
Theatre 1 Theatre 2
Theater
Theatre 3, 4
Theatre 3 Theatre 4
Theater
Adopted from: San Diego County ROP
College-Preparatory Elective ("g")
1 year required
One unit (equivalent to one year) chosen from the "a-f" courses beyond those used to satisfy the requirements of the "a-f" subjects, or courses that have been approved solely in the elective area.
Title Advanced Publications: Journalism, Design and Management 1C,2C
Transcript Abbreviation(s) AdvPub&Journ 1C AdvPub&Journ 2C
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Discipline
Honors Type
Course Notes
English
AP Macroeconomics
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AP Macro Econ
History / Social Science
AP
AP Macroeconomics
History / Social Science
AP
AP Microeconomics
History / Social Science
AP
AP PSYCH 1 AP PSYCH 2
History / Social Science
AP
AP Psychology
History / Social Science
AP
AVID Senior Seminar
AVID SrSem 1C AVID SrSem 2C
Interdisciplinary
AVID Senior Seminar 1, 2 C
AVID SrSem 1C AVID SrSem 2C
English
Developmental Psychology of Children
DevelpPsyChild1 DevelpPsyChild2
History / Social Science
Earth Science 1C, 2C
Earth Sci 1C, 2C
Laboratory Science – Physical Sciences
Economics 1C
Economics 1C
History / Social Science
Economics 1H
Economics 1H
History / Social Science
Foods and Nutrition
Foods/ Nutri 1/2 Foods/Nutri 1/2
Interdisciplinary
Geography and World Cultures
In/Geo Con 1C
History / Social Science
Multimedia Prod
Interdisciplinary
Psychology 1C, 2C
Psych 1C Psych 2C
History / Social Science
Sociology 1C, 2C
Sociology 1C
History / Social Science
Adopted from: The College Board Advanced Placement Program
AP Macroeconomics Adopted from: APEX Learning
AP Microeconomics Adopted from: APEX Learning
AP Psychology Adopted from: The College Board Advanced Placement Program
AP Psychology Adopted from: APEX Learning
Adopted from: San Diego County ROP
Online
Adopted from: APEX Learning
Multimedia Production Adopted from: San Diego County ROP
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Sociology 2C Sports Medicine 3, 4
Sports Med 3, 4
Laboratory Science – Integrated Science
Teaching and Learning 1, 2
Teaching and Learning 1 Teaching and Learning 2
Interdisciplinary
Teaching and Learning 3, 4
Teaching and Learning 3, 4
Interdisciplinary
Theory of Knowledge IB
TOK 1 IB TOK 2 IB
History / Social Science
Economics 1C
History / Social Science
Adopted from: International Baccalaureate Organization
U.S. and Global Economics Core
IB
Adopted from: APEX Learning
© 2016 Regents of the University of California
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AVID Debbie Burton Student enrollment in AVID has more than doubled in the last 11 years. One hundred percent of AVID seniors are accepted into a 4year university. There are currently three AVID teachers at Granite Hills, including one AVID director. The Guidance Department has one counselor dedicated to all the AVID students. The AVID program provides welltrained tutors from local colleges to support students in the class. The number of students enrolled in AVID increases every year. In 201415, Granite Hills has increased the number of AVID sections to nine.
AVID Year
2004
2015
Enrolled in AVID
135
293
Eagle LINK Serita Collet, Angela Scott Eagle Link is Granite Hills version of Link Crew. Link Crew is a high school transition program that welcomes freshmen and makes them feel comfortable throughout the first year of their high school experience. It is built largely on the belief that students can help fellow students succeed. During the summer, Granite Hills trains approximately 100 mentors from junior and senior classes to be Eagle Link Leaders. These positive role models help facilitate freshman success. Activities include a half day freshman orientation before school starts, a freshman tailgate party before a selected football game, and regular tutoring during Late Library.
Extra & CoCurricular Programs Danny Root In an effort in increase student connectedness, Granite Hills Associated Student Body (ASB) chartered 57 clubs in 201415. GHHS also offers 26 CIF sanctioned sports. Finally, Granite Hills Performing Arts Department offers theatre arts, choir, and instrumental music.
CoTeaching Jeff Yaddow Many students with disabilities find success in cotaught general education classes. CoTaught classrooms provide students with two teachers one a highly qualified content area teacher, as well as a teacher who is highly qualified in differentiation and intervention strategies (Special Education). Today, there are 17 cotaught sections on campus. This is an increase from 12 in 2012 when coteaching was first introduced to Granite Hills. As a result, the number of students with disabilities enrolled in general
education classes has increased appreciably. Greater attention to a tiered support system by our Special Education Department has resulted in greater student achievement.
Career Technical Education (CTE) Jennifer Hanzal Students at Granite Hills can choose courses in six different industry sectors.
Health & Medical Science
Education & Child Development
Culinary Arts
Criminal Justice
Arts, Media & Entertainment
Sports Medicine
Granite students compete in culinary competitions. They intern at local hospitals and clinics. Granite students build the sets for theatre productions. They make films and produce the Granite Hills News Network a daily video newscast. Granite students design lessons and teach children at local elementary schools. They diagnose and treat injured studentathletes. They visit courtrooms and correctional facilities. Each CTE programs offers opportunities for handson, real world education. In 2015, Granite launched a Linked Learning program in Culinary Arts. In addition to taking a 2hour Culinary Arts course, this cohort of seniors take a culinary themed English class and a culinary themed Economics/Government class. Three teachers make up the Linked Learning teacher team. They worked together at a 2015 summer institute planning integrated projects and aligning curriculum.
Coordinated Early Intervening Services (CEIS) Jennifer Hanzal Coordinated Early Intervening Services (CEIS) are additional services for general education students who have not been identified as needing special education services. The goal is that with additional academic and behavioral support from an adult or team, a student will overcome his/her learning barrier and will not need to be identified as needing special education services. In 2013 2014 school year, GUHSD provided the resources to provide CEIS. Every year since, Granite Hills releases a teacher three periods per day to act as a CEIS coordinator. A threeperson team consisting of the coordinator, a guidance counselor and an assistant principal is established. This team identifies 100 underclassmen that are struggling academically and emotionally. The team develops individual intervention plans for each CEIS student.
Credit Recovery/ Learning Center Jake Gaeir Granite students who are deficient in credits and are at risk of not graduating may be assigned to the Granite Hills Learning Center. The Learning Center offers several options to recover credits including completing traditional contract work, completing Edgenuity Online Courses, and/or completing APEX Online Courses. Granite has dedicated counselor and an assistant principal to support all Learning Center students. Students can be enrolled in a single Learning Center period. Other students may be assigned to multiple periods. Some students may come to the Learning Center as infrequent as one hour per week.
EL Cathy Madrigal The three major goals of the Granite Hills EL program are: (1) English Language Learners will become proficient in English (2) English Language Learners will meet the same academic content and achievement standards expected of all children and (3) English Learners will be provided meaningful access to the curriculum and an equal educational opportunity.
Late Library Dale Sheehan In 201415, Granite Hills redesigned its tutorial program. Previous to 2014, teachers were compensated to hold tutorial sessions in their classrooms after school. Students had to sort through a confusing tutorial schedule and seek out multiple teachers in various classrooms for help. Meanwhile, the school library was closed at 3:00pm. Tutorials are now centralized in the library. Teachers are still compensated but now the tutoring takes place in a consistent, central location the library. This also allows the library to be open late for all students. Eagle Link leaders are also available to tutor freshmen in Late Library. Late Library is open Monday through Thursday until 4:30pm.
2013-14 School Quality Snapshot
Grades Offered: 9 - 12 Enrollment: 2,569
Granite Hills High
2013 Distinguished School
Charter: No
Grossmont Union High
Title I Funded: No CDS Code: 37-68130-3732336
1719 East Madison Ave., El Cajon, CA 92019 California Assessment of Student Performance and Progress (CAASPP)
California's Academic Performance Index (API) 2013 Growth API
What is the CAASPP system? The CAASPP system is the new student assessment system for California's schools. It will initially include the following assessments:
• • •
English-language Arts (ELA) Mathematics Science
How will the CAASPP system benefit California? It will use a variety of assessment approaches and item types that will allow students to more fully demonstrate what they know and can do. In this way, the CAASPP system will assist teachers, administrators, and students and their parents by promoting highquality teaching and learning.
What are the Smarter Balanced Tests? The Smarter Balanced tests are the ELA and Mathematics portions of the CAASPP system. They were developed by the Smarter Balanced Consortium and are aligned to the Common Core State Standards (CCSS).
791
Growth from Prior to Current Year
4
Met Schoolwide Growth Target
No
All Student Groups Met Target
No
2013 Growth API State Rank
7
2013 Growth API Similar Schools Rank
5
API Subgroup Performance - 2013 API Growth Met Target
African American or Black
--
American Indian or Alaska Native
--
Asian
--
Filipino
--
Hispanic or Latino
Yes
Native Hawaiian or Pacific Islander White
Why are the results of the 2013-14 Smarter Balanced Tests not reported? The Smarter Balanced tests were field tested in the spring of 2014. The purpose of the field tests were to assess the actual test questions to ensure that they are fair for all students; therefore, no test results were reported.
Growth
13 2013-14 Subgroup Enrollment
-Yes
Two or More Races
2
English Learners
--
Socioeconomically Disadvantaged
48%
Students with Disabilities
12%
English Learners
No
-37
Socioeconomically Disadvantaged
No
-6
Students with Disabilities
Yes
25
7%
Green = Student group met target Why is the 2014 Growth API not reported on the 2013-14 SQS? The State Board of Education (SBE) approved not to calculate the 2014 Growth and Base APIs during the transition to CAASPP. The 2013 Growth API using the 2012-13 assessment results are carried over to the 2013-14 School Quality Snapshot.
Red = Student group did not meet target
+
-- = Student group is not numerically significant
CHART LEGEND:
n SCHOOL l DISTRICT u STATE Where can I find more information on the CAASPP system? Please visit the following CDE web page for more information about the CAASPP system: http://www.cde.ca.gov/ta/tg/ca/
CDS: County-district-school School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
California Department of Education Report (v2.a) Generated: February 26, 2016
Tom Torlakson State Superintendent of Public Instruction
Please visit the following Web page for more information: http://www.cde.ca.gov/snapshot/
Page 1
2013-14 School Quality Snapshot 2013 Distinguished School
Grades Offered: 9 - 12 Enrollment: 2,569
Granite Hills High
Charter: No
Grossmont Union High
Title I Funded: No CDS Code: 37-68130-3732336
1719 East Madison Ave., El Cajon, CA 92019
+ CHART LEGEND:
n SCHOOL l DISTRICT u STATE * Only four years of data are available CAHSEE: CA High School Exit Examination CST: CA Standards Test School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
California Department of Education Report (v2.a) Generated: February 26, 2016
Tom Torlakson State Superintendent of Public Instruction
Please visit the following Web page for more information: http://www.cde.ca.gov/snapshot/
Page 2
Granite Hills High California Department of Education
School Accountability Report Card Reported Using Data from the 2014-15 School Year Published During 2015-16
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent w ith data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians, and community members should contact the school principal or the district office.
DataQuest DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
Mike Fowler, Principal Principal, Granite Hills High
About Our School I am honored to introduce you to Granite Hills High School. Granite Hills has proudly educated students in San Diego’s East County for 54 years. Former Eagles have shaped this community and continue to give back as builders, business leaders, doctors, fire fighters, police officers, teachers and elected officials. Notable alumni include U.S. Congressman Duncan Hunter and NASCAR Champion Jimmie Johnson. Granite Hills’ strong history of excellence w as formally recognized last year by the California Department of Education. In 2013, Granite Hills w as named A CALIFORNIA DISTINGUISHED SCHOOL. W e w ere one of only 19 schools in the county to receive this prestigious honor. Our exceptional academic program prepares students for college and for the w orkplace. W e offer Advanced Placement, Honors and College Preparatory classes. Additionally, Granite Hills is the only school in the Grossmont Union High School District that offers the rigorous International Baccalaureate program. Both the Advanced Placement (AP) and International Baccalaureate (IB) programs give our students an opportunity to pursue college-level studies w hile still in high school. W e offer unique, exemplary career-technical education classes. Students at Granite Hills choose courses in the follow ing industry sectors: Health & Medical Science, Criminal Justice, Education & Child Development, Culinary Arts, Sports Medicine, and Arts, Media & Entertainment. Granite students compete in culinary competitions. They intern at local hospitals and clinics. Our students build the sets for our theatre productions. They make films and produce the Granite Hills New s Netw ork - a daily video new scast. They design lessons and teach children at local elementary schools. Our students diagnose and treat injured student-athletes. They visit courtrooms and correctional facilities. Each of our CTE programs offers opportunities for hands-on, real w orld education. Granite Hills is proud to offer 26 CIF-sanctioned sports, including both Boys’ and Girls’ Lacrosse. Our teams have w on 16 League titles in the last three years. Granite has a storied history of athletes competing at the collegiate and professional levels. Indeed, our Athletic Hall of Fame reads like a w ho’s w ho in high school, collegiate and professional sports. Thanks to the passage of Propositions H & U, our students learn in state-of-the-art classrooms. W e have opened a cutting-edge science facility and a new Art, Media & Entertainment building housing a culinary center and television studio. A new Health and Medical Pathw ay building w as also a part of this project. The new GHHS Aquatics Center
2014-15 SARC - Granite Hills High opened in 2012 featuring a 50-meter pool next to new tennis and multi-purpose courts. Our stadium has a synthetic turf field and all-w eather track. The campus boasts a park-like quad area and plenty of green grass and mature trees. Our school community w orks together to cultivate a positive climate w here every student feels valued. Granite teachers and staff are committed to building positive relationships w ith our students and our GHHS families. W e are committed to providing a safe and secure environment w here students are encouraged to participate in a w ide variety of leadership and extracurricular opportunities. All of these programs have helped to create our strong Eagle family. W e greatly appreciate the support from our community. I invite you to come to our school, see our programs, and experience the great things that are happening at Granite. Sincerely, Mike Fow ler
Contact Granite Hills High 1719 East Madison Ave. El Cajon, CA 92019-1052 Phone: 619-593-5511 E-mail:
[email protected]
Page 2 of 24
2014-15 SARC - Granite Hills High
About This School Contact Information - Most Recent Year District Contact Information - Most Recent Year
School Contact Information - Most Recent Year
District Name
Grossmont Union High
School Name
Granite Hills High
Phone Number
(619) 644-8000
Street
1719 East Madison Ave.
Superintendent
Ralf Sw enson
City, State, Zip
El Cajon, Ca, 92019-1052
E-mail Address
rsw
[email protected]
Phone Number
619-593-5511
Web Site
w w w .guhsd.net/
Principal
Mike Fow ler, Principal
E-mail Address
mfow
[email protected]
Web Site
http://granite.guhsd.net/
County-District37681303732336 School (CDS) Code
Last updated: 1/25/2016
School Description and Mission Statement - Most Recent Year Granite Hills is committed to a student-centered progressive education w here ALL can learn and become productive members of society.
Granite Hills High School's vision is reflected in the expected school-w ide learning results (ESLRs), w hich state that Granite Hills w ill prepare students to be soaring
E - effective communicators A - academic achievers G - globally engaged citizens L - lifelong (literacy) learners, w ho... E - exhibit digital literacy, and are... S - self directed.
Last updated: 1/25/2016
Page 3 of 24
2014-15 SARC - Granite Hills High
Student Enrollment by Grade Level (School Year 2014-15) Grade Level
Number of Students 800
Grade 8
1
Grade 9
567
Grade 10
646
Grade 11
574
Grade 12
690
Total Enrollment
2478
700
600
500
400
300
200
100
0 Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Last updated: 1/25/2016
Student Enrollment by Student Group (School Year 2014-15) Student Group
Percent of Total Enrollment
Black or African American
2.4 %
American Indian or Alaska Native
0.8 %
Asian
0.6 %
Filipino
1.0 %
Hispanic or Latino
29.5 %
Native Haw aiian or Pacific Islander
0.2 %
W hite
56.9 %
Tw o or More Races
6.3 %
Socioeconomically Disadvantaged
47.8 %
English Learners
7.0 %
Students w ith Disabilities
12.2 %
Foster Youth
0.4 %
1% 12% 2% 7%
29%
47%
56% 6%
Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth
Last updated: 1/25/2016
Page 4 of 24
2014-15 SARC - Granite Hills High
A. Conditions of Learning
State Priority: Basic The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1): Degree to w hich teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair
Teacher Credentials Teachers
School
District
201314
201415
201516
201516
100
97
93
758
W ithout Full Credential
0
0
0
4
Teachers Teaching Outside Subject Area of Competence (w ith full credential)
2
1
1
27
W ith Full Credential
120
100
Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence
80
60
40
20
0 2013-14
2014-15
2015-16
Last updated: 1/26/2016
Teacher Misassignments and Vacant Teacher Positions 201314
201415
201516
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments*
0
0
0
Vacant Teacher Positions
0
0
0
Indicator
1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 0.5
0.0
-0.5
-1.0 2013-14
2014-15
2015-16
Note: “Misassignments” refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Last updated: 1/26/2016
Page 5 of 24
2014-15 SARC - Granite Hills High
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15) Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School
100.0%
0.0%
All Schools in District
100.0%
0.0%
High-Poverty Schools in District
100.0%
0.0%
Low -Poverty Schools in District
100.0%
0.0%
Location of Classes
Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in w hich data w ere collected: January 2016
Subject
Textbooks and Instructional Materials/year of Adoption
Reading/Language Arts
From Most Recent Adoption?
Percent Students Lacking Own Assigned Copy
Yes
0.0 %
Macbeth Frankenstein Tuesday's w ith Morrie Courtroom Survival, 2000 The New Police Report, 2000 Glencoe Literature California Treasured, 2002 California Blue The Only Alien on the Planet Glencoe Literature 9th Grade, 2002 Of Mice and Men Oedipus Rex Haroun and the Sea of Stories Great Expectation The Odyssey The Bean Trees House on Mango Street The Lord of the Flies Romeo and Juliet Connections to Today, Prentice Hall, 2010 Traditions in Literature: Classic ed., 1991 Les Miserables Maus To Kill a Mockingbird The Count of Monte Cristo Paradise of the Blind Julius Caesar Night Farenheit 451 The Once and Future King Tw elfth Night Escapre from Slavery Pow er of One The Kite Runner As You Like It True Grit W arriors don't Cry Fallen Angels Ender's Game Brave New W orld Slaughterhouse Five Grapes of W rath The Crucible The Things they Carried Much Ado About Nothing Adventures of Huck Finn The Great Gatsby Chronicle of a Death Foretold Candide Crime and Punishment
Page 6 of 24
2014-15 SARC - Granite Hills High The Mayor of Casterbridge The Aw akening Their Eyes w ere W atching God Purple Hibiscus Edge, 2007 Edge Fundamentals, 2007
Mathematics
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Geometry CA ed., 2008 Merrill Algebra Essentials, 1998 Algebra I CA ed., 2008 Geometry CA ed., 2008 Algebra 2 CA ed., 2008 Algebra 2 Intergration Applications, 1998 Advanced Mathematical Concepts, 2001 Precalculus w ith Limits, 2008 The Practice of Statistics, 1999
Science Earth Science, 2007 Biology CA ed., 2008 Biology 5th ed., 1999 Human Biology, 2008 Chemistry CA ed., 2008 Fundamentals of Anatomy, 2004 Physics, 1998 Oceanography 6th ed., 2006 Higher Level Biology, 2008 Environmental Systems and Societies, 2009
History-Social Science W orld Geography, 2006 America: Pathw ays to the Present, 2000 The American Pageant 13th ed., 2006 Magruder's American Government, 2000 American Government 9th ed., 2004 Criminal Justice: A Brief Intro 6th ed., 2006 Economics 15th ed., 2002 Economics: Principles and Practices, 2005 W orld History Connections to Today: The Modern Era, 1999 The W estern Heritage, 2007 The W orld of Psychology 6th ed., 2008
Foreign Language D'accord level 1, 2005 Bon Voyage Levels 1-2, 2005 Bon Voyage Levels 2-3, 2005 Tresors du Temps, 2004 Descubre, 2003 Buen Viaje Levels 1-2, 2003 El Espanol Para Nosotros, 2004
Health
0.0 %
Visual and Performing Arts
Yes
0.0 %
Standards of Excellence, Book 1, 2005 Alfred Adult Piano Course, Book 1, 1997 The Stage and the School, 1998 Musical Theatre: An Appreciation, 2004 Scene Design and Stage Lighting, 2003 Art Talk, 1994 Photography 6th ed., 1997 Black and W hite Photography, 2004
Science Lab Eqpmt (Grades 9-12)
0.0 %
Last updated: 1/29/2016
Page 7 of 24
2014-15 SARC - Granite Hills High
School Facility Conditions and Planned Improvements - Most Recent Year Granite Hills opened in 1960 making the school 55 years old. But thanks to the passage of Propositions H & U, Granite students learn in state-of-the-art classrooms, cutting-edge science facilities and an Arts, Media & Entertainment building housing a Culinary Center and a Film/Television Studio. Granite Hills is comprised of 86 classrooms, 1 gym, 1 cafeteria, 1 library, 1 staff lounge, and 3 computer labs. The new GHHS Aquatics Center opened in 2012 featuring a 50meter pool next to new tennis and multi-purpose courts. Our stadium has a synthetic turf field and all-w eather track. Prop H allow ed the campus to modernize the 10, 20, 40, 50, 70, and 140 buildings. A new Science building and restroom facility opened in September 2010. All of the restrooms on the campus have been upgraded and meet ADA requirements. New shade structures, as w ell as landscaping, w ere completed in the student quad area. The campus boasts a parklike quad area and plenty of green grass and mature trees. New bleachers w ere installed in the gym. Surveillance cameras have been installed throughout the campus for increased security.
Cleaning Process: The Manager of School Facilities w orks daily w ith the custodial staff to ensure that the cleaning of the school is maintained to provide for a clean and safe school. Maintenance and Repair: District maintenance staff ensures that the repairs necessary to keep the school in good repair and w ork orders are completed in a timely manner. A w ork order process is used to ensure efficient service and highest priority are given to emergency repairs.
An outside consulting firm, Alexis Torrey Inspection, completes an annual inspection of the campus using the FIT (Facility Inspection Tool). The entire facility is inspected including:
Systems: Gas Leaks, Mech/HVAC & Sew er Interior: Interior surfaces Cleanliness: Overall cleanliness and Pest/Vermin infestation Electrical Restrooms/Fountains: Restrooms function - Sinks and Drinking fountains Safety: Fire Safety and Hazardous Materials Structural: Structural damage and roofs External: Playground/School grounds and W indow s/doors gates and fences.
Granite’s most recent rating w as - GOOD. The school is maintained in good repair with a number of non-critical deficiencies noted: These deficiencies are isolated, and /or resulting from minor wear and tear, and/or in the process of being mitigated.
2009-10: 89.14% (Fair) 2010-11: 91.83% (Good) 2011-12: 92.16% (Good) 2012-13: 91.46% (Good) 2013-14: 95.15% (Good) 2014-15: 96.48% (Good)
Last updated: 1/25/2016
School Facility Good Repair Status - Most Recent Year Inspection completed on: 6/30/14 Year and month in w hich data w ere collected: June 2015
System Inspected
Rating
Systems: Gas Leaks, Mechanical/HVAC, Sew er
Good
Interior: Interior Surfaces
Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation
Good
Electrical: Electrical
Good
Restrooms/Fountains: Restrooms, Sinks/Fountains
Good
Safety: Fire Safety, Hazardous Materials
Good
Structural: Structural Damage, Roofs
Good
Repair Needed and Action Taken or Planned
Page 8 of 24
2014-15 SARC - Granite Hills High External: Playground/School Grounds, W indow s/Doors/Gates/Fences
Good
Overall Facility Rate - Most Recent Year Year and month in w hich data w ere collected: June 2015 Overall Rating
Good
Last updated: 1/25/2016
Page 9 of 24
2014-15 SARC - Granite Hills High
B. Pupil Outcomes
State Priority: Pupil Achievement The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4): Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils w ho have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study
California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15) Percent of Students Meeting or Exceeding the State Standards Subject
School
District
State
English Language Arts / Literacy (grades 3-8 and 11)
61.0%
54.0%
44.0%
Mathematics (grades 3-8 and 11)
43.0%
32.0%
33.0%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
Last updated: 1/25/2016
Page 10 of 24
2014-15 SARC - Granite Hills High
ELA - Grade 11 Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
561
487
86.8%
18.0%
19.0%
38.0%
23.0%
Male
561
261
46.5%
21.0%
22.0%
38.0%
17.0%
Female
561
226
40.3%
14.0%
15.0%
38.0%
30.0%
Black or African American
561
13
2.3%
23.0%
15.0%
38.0%
23.0%
American Indian or Alaska Native
561
7
1.2%
--
--
--
--
Asian
561
3
0.5%
--
--
--
--
Filipino
561
7
1.2%
--
--
--
--
Hispanic or Latino
561
151
26.9%
22.0%
26.0%
37.0%
13.0%
Native Haw aiian or Pacific Islander
561
4
0.7%
--
--
--
--
W hite
561
269
48.0%
16.0%
14.0%
37.0%
29.0%
Tw o or More Races
561
30
5.3%
13.0%
33.0%
43.0%
10.0%
Socioeconomically Disadvantaged
561
231
41.2%
24.0%
22.0%
35.0%
16.0%
English Learners
561
34
6.1%
62.0%
29.0%
6.0%
0.0%
Students w ith Disabilities
561
39
7.0%
69.0%
15.0%
10.0%
3.0%
Students Receiving Migrant Education Services
0
0
0.0%
0.0%
0.0%
0.0%
0.0%
Foster Youth
--
--
--
--
--
--
--
Student Group
Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; how ever the number of students tested is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded
Last updated: 12/22/2015
Page 11 of 24
2014-15 SARC - Granite Hills High
Mathematics - Grade 11 Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
561
501
89.3%
30.0%
23.0%
25.0%
18.0%
Male
561
265
47.2%
34.0%
23.0%
22.0%
17.0%
Female
561
236
42.1%
26.0%
23.0%
30.0%
19.0%
Black or African American
561
13
2.3%
46.0%
23.0%
23.0%
8.0%
American Indian or Alaska Native
561
7
1.2%
--
--
--
--
Asian
561
3
0.5%
--
--
--
--
Filipino
561
7
1.2%
--
--
--
--
Hispanic or Latino
561
152
27.1%
38.0%
24.0%
23.0%
13.0%
Native Haw aiian or Pacific Islander
561
3
0.5%
--
--
--
--
W hite
561
283
50.4%
25.0%
22.0%
27.0%
23.0%
Tw o or More Races
561
30
5.3%
33.0%
37.0%
13.0%
13.0%
Socioeconomically Disadvantaged
561
237
42.2%
41.0%
25.0%
21.0%
12.0%
English Learners
561
33
5.9%
76.0%
21.0%
3.0%
0.0%
Students w ith Disabilities
561
40
7.1%
75.0%
15.0%
5.0%
3.0%
Students Receiving Migrant Education Services
0
0
0.0%
0.0%
0.0%
0.0%
0.0%
Foster Youth
--
--
--
--
--
--
--
Student Group
Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; how ever the number of students tested is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded
Last updated: 12/22/2015
Page 12 of 24
2014-15 SARC - Granite Hills High
California Standards Tests for All Students in Science – Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School Subject Science (grades 5, 8, and 10)
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
65.0%
68.0%
61.0%
55.0%
56.0%
51.0%
59.0%
60.0%
56.0%
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
Last updated: 12/22/2015
California Standards Tests Results by Student Group in Science (School Year 2014-15) Student Group
Percent of Students Scoring at Proficient or Advanced
All Students in the LEA
51.0%
All Students at the School
61.0%
Male
60.0%
Female
62.0%
Black or African American
46.0%
American Indian or Alaska Native
--
Asian
--
Filipino
--
Hispanic or Latino Native Haw aiian or Pacific Islander
56.0% --
W hite
63.0%
Tw o or More Races
73.0%
Socioeconomically Disadvantaged
42.0%
English Learners
9.0%
Students w ith Disabilities
57.0%
Students Receiving Migrant Education Services
--
Foster Youth
--
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
Last updated: 12/22/2015
Page 13 of 24
2014-15 SARC - Granite Hills High
Career Technical Education Programs (School Year 2014-15) Granite Hills offers unique, exemplary career-technical education classes. Students at Granite Hills choose courses in the follow ing industry sectors: Health & Medical Science, Criminal Justice, Education & Child Development, Culinary Arts, Sports Medicine, Arts, Media & Entertainment, Fashion & Design, and Environmental Design.
Granite students compete in culinary competitions. They intern at local hospitals and clinics. Our students build the sets for our theatre productions. They make films and produce the Granite Hills New s Netw ork - a daily video new scast. They design lessons and teach children at local elementary schools. They conceive, design, and create clothing. Our students diagnose and treat injured student-athletes. They visit courtrooms and correctional facilities. Each of our CTE programs offers opportunities for hands-on, real w orld education.
The mission of the Grossmont Union High School District Career–Technical Education Department is to provide quality programs that support academic achievement resulting in post-secondary options for all students as they acquire the tools for lifelong success.
Granite Hills career planning program prepares students for both college & career. Advisors/Guidance Counselors offer support through various programs, including: PSAT w ith a teach-back, Four-Year Academic Plans, including an Individual Graduation Plan (IGP) and Post-Secondary Plan (PSP).
Last updated: 1/26/2016
Career Technical Education Participation (School Year 2014-15) Measure Number of Pupils Participating in CTE
CTE Program Participation 218
Percent of Pupils Completing a CTE Program and Earning a High School Diploma
82.0%
Percent of CTE Courses Sequenced or Articulated Betw een the School and Institutions of Postsecondary Education
29.0%
Last updated: 1/26/2016
Courses for University of California and/or California State University Admission UC/CSU Course Measure
Percent
2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission
93.9%
2013-14 Graduates W ho Completed All Courses Required for UC/CSU Admission
45.1%
Page 14 of 24
2014-15 SARC - Granite Hills High Last updated: 12/22/2015
State Priority: Other Pupil Outcomes The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education
California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School Subject
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
English Language Arts
57.0%
60.0%
60.0%
57.0%
50.0%
53.0%
57.0%
56.0%
58.0%
Mathematics
67.0%
72.0%
67.0%
64.0%
60.0%
59.0%
60.0%
62.0%
59.0%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table w hen the number of students tested is ten or less. English Language Arts Percent of Students Scoring at Proficient or Advanced
Mathematics Percent of Students Scoring at Proficient or Advanced 80
70 70 60 60 50 50 40
40
30
30
20
20
10
10
0 2012-13
0 2012-13 2013-14
2013-14
2014-15
2014-15
Last updated: 12/22/2015
Page 15 of 24
2014-15 SARC - Granite Hills High
California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if applicable) English Language Arts
Mathematics
Percent Not Proficient
Percent Proficient
Percent Advanced
Percent Not Proficient
Percent Proficient
Percent Advanced
All Students in the LEA
41.0%
27.0%
31.0%
35.0%
41.0%
23.0%
All Students at the School
40.0%
30.0%
29.0%
33.0%
44.0%
23.0%
Male
50.0%
30.0%
20.0%
34.0%
45.0%
21.0%
Female
30.0%
30.0%
40.0%
30.0%
44.0%
26.0%
Black or African American
81.0%
13.0%
6.0%
73.0%
20.0%
7.0%
American Indian or Alaska Native
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Asian
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Filipino
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Hispanic or Latino
45.0%
30.0%
25.0%
33.0%
52.0%
15.0%
Native Haw aiian or Pacific Islander
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
W hite
36.0%
34.0%
30.0%
30.0%
41.0%
29.0%
Tw o or More Races
39.0%
25.0%
35.0%
35.0%
43.0%
22.0%
Socioeconomically Disadvantaged
58.0%
24.0%
18.0%
46.0%
43.0%
11.0%
English Learners
86.0%
14.0%
0.0%
79.0%
18.0%
4.0%
Students w ith Disabilities
85.0%
11.0%
4.0%
83.0%
17.0%
0.0%
Students Receiving Migrant Education Services
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Foster Youth
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Student Group
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
Last updated: 12/22/2015
California Physical Fitness Test Results (School Year 2014-15) Percent of Students Meeting Fitness Standards Grade Level 9
Four of Six Standards
Five of Six Standards
Six of Six Standards
14.7%
24.8%
41.4%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Last updated: 12/21/2015
Page 16 of 24
2014-15 SARC - Granite Hills High
C. Engagement
State Priority: Parental Involvement The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite
Opportunities for Parental Involvement - Most Recent Year Granite Hills greatly benefits from its supportive community w hich is actively involved in their student’s education. The school has a strong base of parent volunteers w ho assist in building our strong programs even stronger through fundraising and supervision. Parents are also w elcome to join a number of committees and groups on campus, including the PTSA, Vision in Planning (VIP) Commission, School Site Council and Athletic Booster Committee (ABC). The school also benefits from several community partnerships, including CTE Advisory Boards and articulation w ith community colleges regarding our career courses. The school sponsors several clubs w hich articulate w ith community and business organizations, including Destination Imagination, Key Club, Leo Club, and Rotary Interact. Our online student information systeml allow s parents to access student attendance, discipline, and academic records online. Parents or community members w ho w ish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Granite Hills at (619) 593-5500. The Attendance Office can be reached at (619) 593-5532. The Registrar can be reached at (619) 593-5530. Guidance can be reached at (619) 593-5540.
Last updated: 1/25/2016
State Priority: Pupil Engagement The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates
Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School Indicator
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
Dropout Rate
9.6%
5.9%
7.0%
12.5%
11.5%
14.3%
13.1%
11.4%
11.5%
Graduation Rate
85.30
86.00
85.70
77.30
78.30
75.20
78.87
80.44
80.95
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 90 Dropout Rate Graduation Rate
80 70 60 50 40 30 20 10 0 2011-12
2012-13
2013-14
Last updated: 1/25/2016
Page 17 of 24
2014-15 SARC - Granite Hills High
Page 18 of 24
2014-15 SARC - Granite Hills High
Completion of High School Graduation Requirements Graduating Class of 2014 Student Group
School
District
State
All Students
81
72
84
Black or African American
55
63
76
American Indian or Alaska Native
85
55
78
Asian
73
70
92
Filipino
73
89
96
Hispanic or Latino
49
67
81
Native Haw aiian or Pacific Islander
47
61
83
W hite
72
75
89
Tw o or More Races
63
74
82
Socioeconomically Disadvantaged
55
64
81
English Learners
70
43
50
Students w ith Disabilities
89
36
61
Foster Youth
--
--
--
Page 19 of 24
2014-15 SARC - Granite Hills High Last updated: 1/25/2016
State Priority: School Climate The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety
Suspensions and Expulsions School Rate
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
Suspensions
4.5
1.7
4.0
7.1
4.1
4.1
5.1
4.4
3.8
Expulsions
0.3
0.3
0.4
0.7
0.5
0.3
0.1
0.1
0.1
Suspensions
Expulsions
8
0.8 School Suspensions District Suspensions
7
State Suspensions
School Expulsions District Expulsions 0.7
6
0.6
5
0.5
4
0.4
3
0.3
2
0.2
1
0.1
0
State Expulsions
0.0 2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
Last updated: 1/25/2016
School Safety Plan - Most Recent Year Safety of students and staff is a primary concern of Granite Hills. The school is in compliance w ith all law s, rules, and regulations pertaining to hazardous materials and state earthquake standards.
The School Site Safety plan is review ed and updated throughout the school year by the School Site Council and the School Safety Committee. All revisions are communicated to both the classified and certificated staff. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Lockdow n and Secure-Campus drills are held tw ice a year, including a lockdow n drill conducted betw een classes. Students are supervised before and after school and during lunch by campus security, the School Resource Officer, and Administration. Certificated staff are available to assist w ith supervision during lunch and break periods. There is a designated area for student drop off and pick up. This curb area is located to the north of the campus on Madison Avenue. Visitors have dedicated parking in front of the Studew nt Support Center. Visitors must check in the Student Suppport Center during school hours.
Last updated: 1/25/2016
Page 20 of 24
2014-15 SARC - Granite Hills High
D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2014-15) AYP Criteria
School
District
Made AYP Overall
No
No
Met Participation Rate - English Language Arts
Yes
Yes
Met Participation Rate - Mathematics
Yes
Yes
Met Percent Proficient - English Language Arts
N/A
N/A
Met Percent Proficient - Mathematics
N/A
N/A
Yes
Yes
State
Met Attendance Rate Met Graduation Rate
Last updated: 1/25/2016
Federal Intervention Program (School Year 2015-16) Indicator Program Improvement Status
School
District
Not in PI
In PI
First Year of Program Improvement
2004-2005
Year in Program Improvement
Year 3
Number of Schools Currently in Program Improvement
N/A
5
Percent of Schools Currently in Program Improvement
N/A
100.0%
Note: Cells w ith NA values do not require data.
Last updated: 1/29/2016
Page 21 of 24
2014-15 SARC - Granite Hills High
Average Class Size and Class Size Distribution (Secondary) 2012-13
2013-14
Number of Classes * Subject
2014-15
Number of Classes *
Number of Classes *
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
English
25.0
47
7
47
28.0
32
9
49
26.0
37
11
42
Mathematics
23.0
49
11
48
23.0
52
9
47
21.0
56
15
45
Science
28.0
19
3
44
26.0
23
5
40
24.0
28
8
37
Social Science
27.0
34
14
57
27.0
31
15
55
28.0
24
11
58
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Last updated: 1/25/2016
Academic Counselors and Other Support Staff (School Year 2014-15) Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
4.8
460.0
Counselor (Social/Behavioral or Career Development)
0.0
N/A
Library Media Teacher (librarian)
1.0
N/A
Library Media Services Staff (paraprofessional)
1.0
N/A
Psychologist
1.0
N/A
Social W orker
0.6
N/A
Nurse
1.0
N/A
Speech/Language/Hearing Specialist
1.6
N/A
Resource Specialist (non-teaching)
0.0
N/A
Other
0.0
N/A
Note: Cells w ith N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Last updated: 1/25/2016
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14) Total Expenditures Per Pupil
Expenditures Per Pupil (Supplemental/Restricted)
Expenditures Per Pupil (Basic/Unrestricted)
Average Teacher Salary
$6075.0
$1265.0
$4810.0
--
District
N/A
N/A
$5132.0
$73414.0
Percent Difference – School Site and District
N/A
N/A
--
--
State
N/A
N/A
$5348.0
$74908.0
Percent Difference – School Site and State
N/A
N/A
--
--
Level School Site
Note: Cells w ith N/A values do not require data.
Last updated: 1/29/2016
Page 22 of 24
2014-15 SARC - Granite Hills High
Types of Services Funded (Fiscal Year 2014-15) Granite Hills is not a Title 1 school and therefore does not recieve federal Title 1 funding.
Last updated: 1/25/2016
Teacher and Administrative Salaries (Fiscal Year 2013-14) Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$42,330
$44,363
Mid-Range Teacher Salary
$70,555
$71,768
Highest Teacher Salary
$88,595
$92,368
Average Principal Salary (Elementary)
--
--
Average Principal Salary (Middle)
--
$121,276
Average Principal Salary (High)
$130,996
$133,673
Superintendent Salary
$224,220
$210,998
Percent of Budget for Teacher Salaries
35.0%
36.0%
Percent of Budget for Administrative Salaries
5.0%
5.0%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ . Teacher Salary Chart
Principal Salary Chart
100000
150000
125000 80000
100000 60000 75000
40000 50000
25000
20000
0 Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
0 Average Principal Salary (Elementary)
Average Principal Salary (Middle)
Average Principal Salary (High)
Last updated: 1/25/2016
Page 23 of 24
2014-15 SARC - Granite Hills High
Advanced Placement Courses (School Year 2014-15) Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
Computer Science
0
N/A
English
3
N/A
Fine and Performing Arts
0
N/A
Foreign Language
2
N/A
Mathematics
4
N/A
Science
1
N/A
Social Science
15
N/A
All Courses
25
0.4%
Note: Cells w ith N/A values do not require data. *W here there are student course enrollments. Note : AP means Advanced Placement.
Last updated: 1/25/2016
Professional Development – Most Recent Three Years There are three professional development days prior to the start of school each year. Topics addressed are w ritten into our Single Plan for Student Achievement (SPSA) and address meeting the school’s SPSA Goals and Action Plan. An interdepartmental committee examines the SPSA each year and then develops the professional development needed. These topics include, but are not limited to, increasing Common Core implemetation, Higher Order Thinking Skills in the classrooms, reading strategies, course-level teams creating common formative and summative assessments, using a variety of assessments to inform instruction, improving technology in the classroom, understanding cultures, creating CTE pathw ays, etc. There are also 19 minimum days scheduled throughout the school year, w hich allow for tw o schoolw ide collaboration days, four departmental collaboration days, and thirteen course-level team collaboration days. Addressing schoolw ide, departmental and course-level team goals are the focus for these collaboration meetings.
Last updated: 1/25/2016
Page 24 of 24
GRANITE HILLS HIGH SCHOOL GROSSMONT UNION HIGH SCHOOL DISTRICT Graduation Requirements
“A-G” Requirements
That must be met to earn a high school diploma in the Grossmont Union High School District
For admission to a California State University (CSU) University of California (UC)
Social Science 40 credits = 4 years
HISTORY (A) 1 YR. US History/Government 1 YR. Wolrd History/ (Non-US Hist.)
English 40 credits = 4 years
ENGLISH (B) 4 years College Prep
Mathematics 30 credits = 3 years
MATHEMATICS (C)
Science 20 credits = 2 years
SCIENCE (D) 2 years with Laboratory 3 years Recommended
R
Visual/Performing Arts or Foreign Language 10 credits = 1 year
FOREIGN LANGUAGE (E) 2 years in the same language 3 years Recommended
R
Electives 60 credits
VISUAL/PERFORMING ARTS (F)
Physical Education 20 credits = 2 years
ELECTIVE (G)
COMPLETION OF 220 CREDITS TECHNOLOGY REQUIREMENT Met in a full year of Geography
POST SECONDARY PLAN
Met through Guidance/Counseling
R
Algebra I, Geometry, Algebra II 4 Years Recommended
1 year long course in the same subject
1 year of an academic elective
KEY = REQUIRED = RECOMMENDED 1 box = 1 year ( 2 Semesters)
GROSSMONT UNION
HIGH SCHOOL DISTRICT
Support programs and activities that
Provide Safe and Supportive Schools that Welcome All Students
connect students to school and promote a positive school culture Ensure emotional and physical safety for students and staff Provide supports and interventions to ensure student well-being and success
Ensure high expectations and an
Create an Exceptional Learning Environment that Prepares All Students to be College and Career Ready
engaging curriculum for all students Increase access to educational technology and develop additional online learning opportunities Implement district-wide curriculum and assessments aligned to the Common Core Standards Ensure college readiness and career preparation for all students
Employ the highest quality staff and
Support Collaboration and Innovation in our Grossmont Learning Community
• s a n ta n a • va l h a l l a • w e s t h i l l s
provide them with the structures and resources for focused collaboration and professional development Provide effective communication between teachers, staff, parents, students, and the community Implement common student information and classroom management systems Ensure student performance data is used to guide instruction and inform decision-making
west hills • chaparral • idea center • grossmont middle college high schools • grossmont • el cajon valley • mount miguel • el capitan • granite hills • monte vista •
grossmont • • el cajon • mount miguel • el capitan • granite hills • monte vista • santana • valhalla • west hills • chaparral • idea center • grossmont middle college high school •
grossmont • el cajon valley • mount miguel • el capitan • granite hills • monte vista • santana • valhalla •
• c h a pa r r a l • i d e a c e n t e r • g r o s s m o n t m i d d l e c o l l e g e h i g h s c h o o l
Summary of Expenditures in this Plan Total Allocations and Expenditures by Funding Source Total Allocations by Funding Source Funding Source
Allocation
Balance (Allocations-Expenditures)
Total Expenditures by Funding Source Funding Source
Total Expenditures
District Funded
156,100.00
Donations
2,000.00
EIA Funds
9,182.00
Site Formula Funds
485,497.00
Tobacco-Use Prevention Education
15,500.00
The Single Plan for Student Achievement
43 of 49
12/7/15
Summary of Expenditures in this Plan Total Expenditures by Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
268,070.00
2000-2999: Classified Personnel Salaries
69,047.00
4000-4999: Books And Supplies
244,005.00
5000-5999: Services And Other Operating Expenditures
77,157.00
5700-5799: Transfers Of Direct Costs
8,000.00
5800: Professional/Consulting Services And Operating
2,000.00
The Single Plan for Student Achievement
44 of 49
12/7/15
Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type
Funding Source
Total Expenditures
1000-1999: Certificated Personnel Salaries District Funded
120,000.00
4000-4999: Books And Supplies
District Funded
34,000.00
5000-5999: Services And Other Operating
District Funded
2,100.00
4000-4999: Books And Supplies
Donations
2,000.00
2000-2999: Classified Personnel Salaries
EIA Funds
5,230.00
4000-4999: Books And Supplies
EIA Funds
3,952.00
1000-1999: Certificated Personnel Salaries Site Formula Funds
134,070.00
2000-2999: Classified Personnel Salaries
Site Formula Funds
63,817.00
4000-4999: Books And Supplies
Site Formula Funds
204,053.00
5000-5999: Services And Other Operating
Site Formula Funds
73,557.00
5700-5799: Transfers Of Direct Costs
Site Formula Funds
8,000.00
5800: Professional/Consulting Services And Site Formula Funds
2,000.00
1000-1999: Certificated Personnel Salaries Tobacco-Use Prevention Education
14,000.00
5000-5999: Services And Other Operating
1,500.00
The Single Plan for Student Achievement
Tobacco-Use Prevention Education
45 of 49
12/7/15
Summary of Expenditures in this Plan Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
166,136.00
Goal 2
459,443.00
Goal 3
42,700.00
The Single Plan for Student Achievement
46 of 49
12/7/15
GLOSSARY OF TERMS UNIQUE TO THE SCHOOL Acronyms
Definitions
ABC
Athletic Booster Council/ Address, Back It Up, Conclude
ACT
US College Admissions Test
ADA
Average Daily Attendance
ADMIN
Administration Team
AMAO
Annual Measurable Achievement Objectives
AME
Arts, Media, Entertainment (CTE Pathway)
AOJ
Administration of Justice (CTE Pathway)
AP
Advanced Placement or Assistant Principal
APEX
Online Learning Course
API
Academic Performance Index
APT
Accountability Planning Team
ASB
Associated Student Body
ATS
Alternates to Suspension
AVID
Advancement Via Individual Determination
BTSA
Beginning Teachers’ Support and Assessment
CAASPP
California Assessment of Student Performance and Progress
CAHSEE
California High School Exit Exam
CASBO
California Association of School Business Officials
CBEDS
California Basic Educational Data System
CBEST
California Basic Educational Skills Test
CCSS
Common Core State Standards
CDE
California Department of Education
CEIS
Coordinated Early Intervention Services
CELDT
California English Language Developmental Test
CHKS
California Healthy Kids Survey
CIF
California Interscholastic Federation
CLAD
Crosscultural, Language, and Academic Development certificate
CMPSC
Curriculum Master Plan Steering Committee
CST
California Standards Test
CSTP
California Standards for the Teaching Profession
CTE
Career Technical Education
CUPS
Capitalization, Usage, Punctuation, Spelling
DOK
Depth of Knowledge
DWA
District Writing Assessment
EAP
Early Assessment Program
ECAP
Expository Curriculum Alignment Project Nonliterate writing project
ECPD
El Cajon Police Department
ED2020
Edgenuity 2020
EIA
Economic Impact Aid
ELAC
English Language Advisory Committee
ELD
English Language Development
EL
English Learners
ELA
English Language Arts
ENS
Exercise and Nutrition Sciences
ERWC
Expository Reading and Writing Course
ESS
Environmental Systems and Societies
ETS
Educational Technology Services
FAFSA
Free Application for Federal Student Aid
FEP
Fluent English Proficient
FIT
Facility Inspection Tool
FTE
FullTime Equivalent (used in determining staffing units)
GATE
Gifted and Talented Education
GEA
Grossmont Education Association
GHHS
Granite Hills High School
GHNN
Granite Hills News Network
GUHSD
Grossmont Union High School District
HASPI
Health and Science Pipeline Initiative
IB
International Baccalaureate
IC
Infinite Campus
IEP
Individualized Educational Program
IGP
Individual Graduation Plan
ILT
Instructional Leadership Team
LCAP
Local Control Accountability Plan
LCFF
Local Control Funding Formula
LCR
Library Conference Room
LRE
Least Restrictive Environment
MSF
Manager of School Facilities
MUN
Model United Nations
MYAP
MultiYear Planner
NCLB
No Child Left Behind
NGSS
Next Generation Science Standards
OLR
Online Registration
PA
Performance Assessment
PAR
Peer Assistance Review
PASS
Positive Action Student Sobriety (2nd drug/ alcohol offense)
PATH
Pointing Adolescents Toward Heath (1st drug/ alcohol offense)
PBIS
Positive Behavioral Interventions and Support
PD
Professional Development
PIQE
Parent Involvement in Quality Education (parent training)
PLAN
Pre ACT Test
PLC
Professional Learning Community
PSAT
Practice SAT
PSP
Post Secondary Plan
PTSA
ParentTeacherStudent Association
RFEP
Redesignated Fluent English Proficient
SAI
Specialized Academic Instruction (2009formerly RSP/ SDC)
SARB
School Attendance Review Board
SARC
School Accountability Report Card
SART
School Attendance Review Team
SAS
StudentAdmin Summit
SAT
US College Admissions Test
SBAC
Smarter Balanced Assessment Consortium
SDAIE
Specially Designed Academic Instruction in English
SDCOE
San Diego County Office of Education
SDYS
San Diego Youth Services
SED
Socioeconomically Disadvantaged
SELPA
Special Education Local Plan Area
SERV
Federal Grant Established After Shooting Incident
SLO
Schoolwide Learner Outcomes
SOAR
Students Organized to Achieve Results
SPSA
Single Plan for Student Achievement (School Site Plan)
SRO
School Resource Officer
SSC
School Site Council
SSP
Safe School Plan
SST
Student Support Team
STAR
Standardized Testing and Reporting (California State Testing)
STEP
Students To Encourage Peace (fighting offense)
STING
Student Teachers Igniting the Next Generation
TRC
Technology Research Center (in the Library)
TUPE
Tobacco Use Prevention & Education
UC/CSU
University of California/ California State University
WASC
Western Association of Schools and Colleges
VAPA
Visual and Performing Arts
VIP
Vision in Planning (Shareholder Leadership Team)
VLLC
Virtual Library Learning Commons
VP
Vice Principal aka Assistant Principal
504 Plan
Students needing modifications to their educational environment
