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Presentation on theme: "OPENING OF SCHOOL 2009-2010."— Presentation transcript:


2 Welcome Dr. Manuel L. Isquierdo Proud Superintendent Sunnyside USD

3 Welcome SUSD Governing Board

4 Employee associations
Sunnyside Education Association Chris Walden-Jones President Sunnyside Classified Employees Association Manny “Rebel” Portillo President Sunnyside Administrators Association Lorena Escárcega President

5 Superintendent’s Cabinet
Dr. Jeannie Favela Assistant Superintendent Student Services Raúl Ochoa Assistant Superintendent Operations and Facilities Planning Hector Encinas Chief Financial Officer Anna Maiden Executive Director Human Resources Bernie Cohn Administrative Director Elementary Schools Steve Holmes Director Language Acquisition and Development/Special Asst. to the Superintendent for Project Graduation Monique Soria Director Public Relations and Organizational Development

6 New Administrators Art Basurto Director Transportation
Bernie Cohn Administrative Director Elementary Schools Hector Encinas Chief Financial Officer Steve Holmes Director, LAD Special Asst. to Supt. Eneida Orcí Interim Principal Liberty Elementary School Linda Swango Interim Principal Los Ranchitos Elementary

7 Welcome SUSD Governing Board

8 Demographics District Student Enrollment 17,306 Hispanic 87.7%
Anglo % Native American % African American 2.1% Asian/Pacific Islander 0.5% English Language Learners Grades K % Grades % Grades % K % Eligible for free and reduced meals 14,434 students 83.6% Homeless 5.8% Graduation Rate 63% Staff Certified 1,128 School site administrators Central administrators Support staff 1,044

9 Sunnyside and the State’s Image
Parent literacy challenges Dropout factory 49th in funding in nation Cultural intolerance Poverty High mobility Corrective action Reading below grade level ELD Model Low funding Low graduation rate Crime and violence Underperforming schools Low expectations

10 Sunnyside and the State’s Image
What is real? What is a stereotype? What is an excuse?

11 The Dropout Crisis Nationally, nearly one in five high schools has weak promoting power (<60%). Arizona is one of 15 states that collectively house almost 80% of the country’s high schools producing the highest number of dropouts. Sunnyside High School and Desert View High School made the nation’s “dropout factory” list in a follow-up brief given to the Associated Press from Johns Hopkins University in Based upon data for the graduating classes of , 35 high schools in Arizona—one in five—made this list of schools that qualified by having weak promoting power (<60%).

12 Sunnyside and the State’s Image
Parent literacy challenges Dropout factory 49th in funding in nation Cultural intolerance Poverty High mobility Corrective action Reading below grade level ELL Model Low funding Low graduation rate Crime and violence Underperforming schools Low expectations

13 Sunnyside’s Challenge
We will continue our commitment to improve the public’s perception of our community and confidence in our ability to educate, graduate and prepare our students for the world of work and college.

14 The New Generation NxT LeVeL Dance Group Desert View High School
Glenna Hood and James Merino Sponsors, Jobs for Arizona’s Graduates (JAG)

15 The world is watching AZ School Boards Assoc. Laptops motivate Sunnyside District students, bridge digital divide Digital Journal U.S. School District Electrifies With Free Laptops Cox Communications Cox Brings Stars into Reach for Many Letter from General Colin Powell, (Retired)

16 Goal One: Graduate A record number for SUSD graduates in the Class of 2009, up from 598 in 2008

17 Goal One: Graduate Graduation begins in elementary school

18 Goal One: Graduate Desert View graduate Stephanie Celaya-Serventi was named a 2009 Gates Millennium Scholar; her studies will be paid in full through postgraduate work. She is one of 1,000 Scholars selected from 20,000 applicants. Sunnyside High graduate Nicole Esquivel received the Arizona Legislators Latino Caucus Cesar Chavez Award. Dollars for Scholars awarded $73,500 in scholarships to SUSD graduates in 2009.

19 Project Graduation: The Digital Advantage

20 Goal One: Graduate Sunnyside Unified School District had an outstanding year!

21 Graduation 2009 715 Diplomas!!! SHS DVHS STAR

22 Project Graduation: The Digital Advantage
PYRAMID OF INTERVENTIONS - FRESHMEN INTERVENTION NEEDS TIER DIGITAL ADVANTAGE COHORT TIER Students: PROFILE: Students with a 2.5 or higher but less than 95% attendance INTERVENTION: Referral to advisory Teachers and Ignite mentors to foster connections to the school TIER Students: PROFILE: Student with 95% attendance, but lower than a 2.5 GPA INTERVENTION: Individual student plan of action working with GEAR-Up; family contact; referral to Reading Plus Pyramid of Interventions (TIERS 2-5) Cohort 2012 Pyramid of Interventions (TIERS 2-5) Cohort 2012 TIER Students: PROFILE: Less than a 2.5 GPA, less than 95% attendance, failing 0 – 1 class INTERVENTION: Intervention by counselors; potential to earn partial summer school scholarships for credit recovery TIER Students PROFILE: 2 F’s or more, less than 95% attendance INTERVENTION: Intervention by counselors; potential to earn partial summer school scholarships for credit recovery Even with a laptop initiative, challenges remain.

FAILURE IS NOT AN OPTION Site-Based Intervention Plan / Summer School / Credit Recovery Site-Based Intervention Plan /Summer School/ Credit Recovery/ GED

Graduation Update Location (2008,2007,2006)January 2008 September 2008 January 2009 16 credits or more Total number of students 598 Diplomas May 2008 2009 COHORT 2009,2008,2007 Academically on track to graduate District 571 586 638 661 679 DVHS 211 219 242 258 SSHS 360 367 396 419 421 15 – credits Could graduate with credit recovery 57 58 68 31 34 35 40 19 21 26 23 28 12 13 6 – credits Could graduate with credit recovery next year 81 149 174 98 111 50 84 100 54 67 65 74 44 Fewer than 6 credits Enrolled with little academic progress 4 15 14 18 2 8 7 AS OF 3RD QTR- ON TRACK 713 Site-Based Intervention Plan / Summer School / Credit Recovery Counselor Intervention / Summer School / Credit Recovery / GED

25 Sunnyside HS Attendance Data-
1st Semester Year

26 Desert View HS Attendance Data-
1st Semester Year

27 Desert View HS Attendance Data-
2nd Semester Year

28 Sunnyside HS Attendance Data-
2nd Semester Year



1st Quarter (2 or more Fs) TOTAL 2 3 4 5 6 2011-DVHS (596): Last Year’s Freshmen 226 91 66 30 25 14 2012-DVHS (626): This Year’s Freshmen 165 72 45 18 TOTAL 24.8 % DROP SUNNYSIDE HIGH SCHOOL: 2 or more F’s 1st Quarter (2 or more Fs) TOTAL 2 3 4 5 6 2011-SSHS (659): Last Year’s Freshmen 227 90 68 45 17 7 2012-SSHS (585): This Year’s Freshmen 121 55 41 19 1 TOTAL 40.1 % DROP

2nd Semester Desert View School Yr GradYear Total 2 3 4 5 6 7 8 2012 187 73 41 35 20 9 2011 176 71 44 37 12 11 1 2010 229 87 45 31 24 SUNNYSIDE HIGH SCHOOL: 2 or more F’s 2nd Semester Sunnyside School Yr GradYear Total 2 3 4 5 6 7 8 2012 174 62 43 31 25 9 2011 149 79 34 18 10 2010 202 83 45 33 22 1

33 Digital Advantage Metrics
SUSD is proud to announce the awarding of 844 laptops to our students in ! 505 awarded to freshmen 339 awarded to sophomores, juniors and seniors Freshmen who received laptops participated in after-school programs On-line: 60 students enrolled for .5 credit courses CS&C ELL computer-based program: 80 students enrolled Parent meetings/training: Sponsored by school sites, GEAR UP, and Pima Community College Parent Engagement meetings throughout the year to provide updates on the progress of Project Graduation and other district information COX Communications partnership: Audio/visual for graduation ceremonies Internet for students receiving laptops Financial contribution to The Digital Advantage

34 Digital Advantage Coverage/ Awards/ Recognitions/ Presentations
Media Coverage Newspapers • ASBA Journal • E-journals Television • Radio interviews Recognitions 2009 ASPRA*tions Award to SUSD Public Relations from Arizona School Public Relations Association for marketing of The Digital Advantage City of Tucson Proclamation declares April 9, 2009 as Digital Scholars Day Finalist for 2008 Common Ground Award Hosting national summits Goal One: Graduate Summit – America’s Promise Alliance Youth Symposium, Nov. 13, 2008 at Sunnyside High School National LULAC – Campaign for High School Equity Dropout Prevention Discussion and Parent Advocacy Workshop, March 5, 2009 at Sunnyside High School

35 Goals for today’s presentation
Celebrations Challenges District responses and opportunities Star Teachers and Pride of Sunnyside

36 Historical Context Blueprint for Student Achievement, SMART goals
Project Graduation – The Digital Advantage Failure is NOT an Option HOPE, Courageous Leadership Academies Shaping Corporate Culture – organizational efficiency

37 District Challenges Corrective action / Performance labels
Budget crisis Organizational efficiency ADM - attendance accounting Auditor General English Language Development Change – staying focused and maintaining momentum

38 Challenges Financial National economic crisis
State of Arizona is facing a $2 billion deficit that will have an impact on education FY SUSD is facing a $2.9 - $4.8 million deficit

39 Challenges – Financial History
July 2008 – SUSD adopts a $98.7 million FY09 M&O budget May SUSD directed to reduce its FY09 M&O budget to $96.7 million. Expenditures are reduced to $96.7 million level. July 2009 – SUSD adopts a $93.8 million FY10 M&O budget. Prior Year $96.7 million – SUSD facing a $2.9 million deficit. September 2009 – SUSD directed to reduce it FY10 M&O budget to ???? (a budget of $91.9 = $4.8 million deficit)

40 SUSD’s Response Students and quality first instruction need to be the first priority Reduce programs first, personnel second Maintain staffing & sectioning allocations Academics have priority over activities Achieve savings through maximizing alignment & efficiency

41 Responses - Financial $2.9 million savings formula
$1.1 million repurposing aides $1.8 million staffing & sectioning $4.8 million savings formula $2.9 above plus: ESI contract savings $0.4 million Prevention Specialist funding change $0.3 million Organizational efficiency (hiring freeze in non-instructional areas, attrition savings, Homebound Program refinement) $0.2 million Implement furloughs as a last resort - $1.0 million Attendance Student: ADM is the lifeblood of all school districts. Keeping absences below 5.7% through first 100 days ensures maximum funding. Staff: No one can do your job better than you. Reducing staff absences also will result in reduced substitute costs. Organizational efficiency

42 Thank you Sunnyside Education Association Sunnyside Classified Employees Association Sunnyside Administrators Association for your leadership in our community and for organizing the Rally for Public Education.

43 Challenges English Language Development
Two-hour model disallowed and now we must change our position Four-hour mandate Corrective Action Withholding of funds Segregation of students Additional financial burden – no new funds

44 District’s courageous previous position
Governing Board Courageous leadership

45 Between a rock and a hard place

46 SUSD’s Response The Sunnyside Unified School District will comply with the mandated time requirements. To offset the effects of segregation, we are committed to ensuring that ELLs in the Language Development Blocks receive a high quality curriculum provided by a high quality teacher.

47 ELD rationale for four-hour block
Castañeda v. Pickard decision Supreme Court Flores decision Equal Educational Opportunities Act Opportunities for focused, targeted and systematic development of language and literacy K-12

48 ELD Guiding Principles
Resource neutral- Implement within current budget constraints Minimization of adverse impact - Implementation shall not have a negative impact on mainstream classrooms. Access to the Literacy CORE - It is strongly recommended that schools use their current reading/Literacy adoption for a portion of the four-hour block and accommodate for the needs of English language learners. Explicit development of language - Schools are encouraged to use the current Language Development materials and best practices to develop the four Domains of Language. Deliberate interactions with language models - Opportunities must be made available for ELLs to integrate with mainstream students.

49 Challenges AYP and Arizona LEARNS
District in Corrective Action Schools not meeting AYP Schools not meeting Arizona LEARNS standards

50 District Improvement History

51 Desert View Math

52 Desert View Reading

53 Sunnyside Math

54 Sunnyside Reading

55 AYP and Arizona LEARNS Performance Labels
2009 School Level Results AYP and Arizona LEARNS Performance Labels High Schools

56 AYP and Arizona LEARNS Performance Labels
2009 School Level Results AYP and Arizona LEARNS Performance Labels Middle Schools

57 2009 School Level Results AYP and AZ LEARNS Performance Labels
Elementary Schools

58 District Performance Challenges
Inconsistent system to increase English Language Learner academic proficiency Inconsistent system to increase Special Education learner academic proficiency Ineffective vertical alignment of mathematics and reading curriculums across the district Cohort graduation rate challenge

59 Implications and Consequences of Corrective Action
Increasing loss of autonomy in decision-making Must implement a NEW viable aligned curriculum K-12 Budget scrutiny from federal and state auditors Staffing scrutinized by state based on Highly Qualified concerns State-directed District SMART goal areas

60 District Response New leadership/ new roles
Curriculum Audit recommendations implemented in 2009 Implement Beyond Textbooks K-8 ELD model Launch Curriculum Advantage districtwide

61 District School Improvement Goals
Goal 1: Reading Proficiency Goal 2: Mathematics Proficiency Goal 3: Proficiency in English for English Language Learners Goal 4: HQ Teachers & Para-professionals Goal 5: Safe and Drug-Free Schools Conducive to Learning Goal 6: Graduation Rate Goal 7: Parent and Family Engagement Goal 8: Special Education

62 District responses to challenges – Opportunities -
Curriculum Advantage Curriculum mapping/ Beyond Textbooks, K-8 Atlas, grades 9-12 Quality first instruction Language of Instruction Essential Elements of Instruction (EEI) Three Rs: Rigor, Relevance and Relationships Collaboration (rubric) Walk-through’s and coaching Learning walks, visibility and support Districtwide Literacy Initiative

63 District responses to challenges – Opportunities -
Districtwide Literacy Initiative Scholastic Reading Inventory (SRI) grades 4-8 Standardized assessment for first time Read 180 and System 44 for all middle schools Reading Plus for ninth grade

64 Scholastic Reading Inventory (SRI)
4th – 8th grade computer-based assessments allow educators to: Measure students’ levels of reading comprehension Identify independent and instructional levels of reading using the Lexile Framework Differentiate instruction Identify areas of instructional focus Forecast student growth toward state performance

65 Middle School Interventions
System 44 90-minute intervention that focuses on (below 400 lexile): Phonemic awareness and phonics foundation for the older struggling reader Word analysis (syllabication and morphology) Spelling, vocabulary (usage and meaning) Sight words Read 180 90-minute intervention that focuses on (above 400 lexile): Text comprehension Fluency Spelling, vocabulary Writing and grammar Spelling Phonics and phonemic awareness for the older struggling reader

66 Curriculum Advantage Beyond Textbooks
Sharing teacher success and creativity Essential standards: Represent a “safety net” of standards each teacher ensures that every student learns prior to leaving the current grade Unwrapped standards: Summarize the rigor, big ideas, essential questions and evidence of mastery for a given learning objective Curriculum calendar: Instrument to keep teachers and students on track for academic success

67 Curriculum Advantage Why calendars?
For students Consistent scope and sequence in all K-8 classrooms reduces the impact of mobility For teachers The WHAT and WHEN are done - teachers are able to focus on HOW lessons will be planned and delivered at high levels of rigor and relevance For the district Providing all students a guaranteed and viable curriculum


69 Performance Task / Model Product
Explicit Descriptions of the Essential Standards Vocabulary, Skills, Level of Rigor The Big Ideas Essential Questions Performance Task / Model Product

70 District K-8 Focus Year 1 Three Main Components
Full implementation of the web-based pacing calendars Utilization of the Unwrapped Standards for planning, collaboration and instructional delivery Administration of the mini-formatives in reading and math and consistent use of the data for re-teaching and enrichment opportunities

71 Rigor/Relevance Framework
International Center for Leadership in Education The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine curriculum, instruction and assessment. It is based on two dimensions of higher standards and student achievement. Knowledge Taxonomy, a continuum based on the six levels of Bloom's Taxonomy, describes the increasingly complex ways in which we think. Application Model is one of action. Its five levels describe putting knowledge to use.

72 Rigor/Relevance Framework
KNOWLEDGE C Problems D Projects Activities B A A P P L I C A T I O N

73 The Three Rs Rigor, Relevance, Relationships
Curriculum Beyond Textbooks Literacy Initiative Quality first instruction Collaboration Relevance Addressing the digital divide Transformation through technology Relationships Advocacy AVID Community partnerships Student engagement Recognition - Star Teachers, Pride of Sunnyside honorees

74 District responses to challenges - Opportunities -
Transformation through technology Technology training for students and parents Technology training for teachers Teachers’ expanded role and opportunities Attendance-taking Access to AIMS, student data 24/7 Grades, lesson plans posted on web (Parent Connect) (new slide) Digital Stories Classrooms of the Future Internet access Relevancy

75 The Sunnyside Community Stories Project engages middle and high school students as cultural reporters to document and present the history, culture, and identity of the Sunnyside community. A component of the Sunnyside Learning Community Initiative, it is funded by USA Funds with support from UApresents and the Sunnyside Foundation. Digital Stories Digital stories created by students can be viewed at Participating schools: Apollo Lauffer Sierra Desert View STAR Academic Sunnyside High

76 AVID: 28 Years of Success Relationships
Over 28 years, AVID has become one of the most successful college-preparatory programs ever for low-income, underserved students, and today reaches more than 250,000 students in more than 3,500 U.S. schools in 49 states, Canada, and 15 other countries. Relationships 76

77 Percentages have been rounded to the nearest whole percent
AVID Update AVID graduates College students 98% plan to enroll in a college or university 69% plan to enroll in a four-year university 29% plan to enroll in a two-year college 83% of parents have less than a four-year college degree _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Source: AVID Center Senior Data Collection System, (N=10,949) Percentages have been rounded to the nearest whole percent 77

78 Advancement via Individual Determination
AVID promotes rigor for all students AVID study skills are taught schoolwide through advisory Advisory provides an opportunity for all students to receive some of the same support that students receive from AVID instructors AVID strategies, implemented schoolwide, provide the foundation for secondary school reform

79 AVID and SUSD How are we growing AVID in SUSD?
What progress are our students making? Where are we on the continuum toward districtwide AVID? Challenger AVID

80 The Development of AVID in a District
Core AVID Program Schoolwide AVID Districtwide AVID Essential Questions Are we meeting the 11 AVID Essentials? How experienced and effective are our AVID elective teachers? Do we have an adequate number of trained tutors? How accessible are our most rigorous courses? How well does our site team use the AVID strategies such as WICR? Are our site team leaders? Are we involving AVID parents? Essential Questions Are the Essentials in routine use? Have we increased our AVID sections with diverse staff? Have we created a system for access to rigor? Have we increased our site team’s size and influence? Is WICR used across campus, and are AP teachers involved? Do we see an increased college-going culture? Essential Questions Are all of our AVID sites certified? Do executive leaders work with AVID teams? Is there a district plan for college readiness, grades ? Have we expanded district opportunities for AVID training? Is college readiness a stated district priority?

81 AVID Enrollment

82 Indicators of Districtwide AVID
Increased college-prep course completion in high school and enrollment in college Improved attendance Improved performance on state accountability tests Schools focus on academics A more cohesive faculty Increased AP participation School and district focus on college prep Persistence in college

83 AVID Enrollment Eighth-Grade Algebra

84 AVID Enrollment Desert View AP

85 AVID Enrollment Sunnyside AP

86 Pride of Sunnyside Elementary
Enriquetta Yanez instructional assistant Los Amigos Ardith Varga school nurse Gallego Belle Rosete personal care attendant Early Childhood Education Norma Castro library clerk Drexel Karla Brockman ELL interventionist Summit View Ronald Harris campus monitor Rivera Erlinda Silvas intervention assistant Esperanza Lori Carbajal attendance clerk Elvira Angelica Norzagaray school secretary Mission Manor Betty Camacho SEI support Liberty Lisa Rabago reading interventionist Craycroft Renee Singleton reading interventionist Santa Clara Christine Garcia office assistant Los Niños Beatriz Lopez instructional assistant Los Ranchitos Gloria Gomez instructional assistant Ocotillo

87 Star Teachers Elementary
Karen Johnson speech language pathologist Early Childhood Education Norma Mahoney kindergarten Santa Clara Marilyn Higginbotham 4th grade Gallego Erica Patrick-Vejar kindergarten Summit View Stephanie Shay 1st grade Los Amigos Stephanie Ponce 5th grade Craycroft Carmen Lamas kindergarten Liberty Margaret Hackett 4th grade Elvira Cindy Gay 3rd grade Ocotillo Jean Olson math specialist Los Niños Ann Arnold P.E. Rivera Kristi Hamblin 4th grade Mission Manor Cristina Guevara 3rd grade Los Ranchitos Bernadette Quiroz kindergarten Esperanza John Underhill 2nd grade Drexel

88 Pride of Sunnyside Middle School
Mary Morris prevention specialist Chaparral Michael Fester prevention specialist & JAG coordinator Sierra Chris Higgins campus monitor Lauffer Jody Disney school nurse Challenger Gonzalo Ferreira advisor Apollo

89 Star Teachers Middle School
Karen Rogers science Chaparral Martin Wiggins science Challenger Jennifer Trujillo-Johnson reading-language arts Apollo Nicholas Duddleston media arts Sierra Jackie Nichols social studies Lauffer

90 Pride of Sunnyside High School
Brent Stahnke head custodian STAR Academic Mary Martinez instructional assistant, special education Sunnyside Bernadette Martin Central Administration Olga Lozano attendance clerk Desert View

91 Star Teachers High School
Anne Hamilton ELD, all grades Desert View Kurt Fischer English Sunnyside Lupe Cantau SAFE STAR Academic

92 Have a successful 2009-2010 school year!

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