Opening of school 2009 2010
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OPENING OF SCHOOL 2009-2010. Welcome. Dr. Manuel L. Isquierdo Proud Superintendent Sunnyside USD. Welcome. SUSD Governing Board. Employee associations. Sunnyside Education Association Chris Walden-Jones President Sunnyside Classified Employees Association Manny “Rebel” Portillo President

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Dr. Manuel L. IsquierdoProud SuperintendentSunnyside USD

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SUSD Governing Board

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Employee associations

Sunnyside Education AssociationChris Walden-JonesPresident

Sunnyside Classified Employees AssociationManny “Rebel” PortilloPresident

Sunnyside Administrators AssociationLorena EscárcegaPresident

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Superintendent’s Cabinet

Dr. Jeannie FavelaAssistant SuperintendentStudent Services

Raúl OchoaAssistant SuperintendentOperations and Facilities Planning

Hector EncinasChief Financial Officer

Anna MaidenExecutive DirectorHuman Resources

Bernie CohnAdministrative DirectorElementary Schools

Steve HolmesDirectorLanguage Acquisition and Development/Special Asst. to the Superintendent for Project Graduation

Monique SoriaDirectorPublic Relations and Organizational Development

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New Administrators

Art BasurtoDirectorTransportation

Bernie CohnAdministrativeDirectorElementary Schools

Hector EncinasChief Financial Officer

Steve HolmesDirector, LADSpecial Asst. to Supt.

Eneida OrcíInterim PrincipalLiberty Elementary School

Linda SwangoInterim PrincipalLos Ranchitos Elementary

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SUSD Governing Board

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  • Certified 1,128

  • School site administrators 37

  • Central administrators 29

  • Support staff 1,044

District Student Enrollment 17,306

  • Hispanic 87.7%

  • Anglo 5.6%

  • Native American 4.1%

  • African American 2.1%

  • Asian/Pacific Islander 0.5%

    English Language Learners

  • Grades K-5 42.1%

  • Grades 6-8 23.4%

  • Grades 9-12 16.2%

  • K-12 31.6%

    Eligible for free and reduced meals

  • 14,434 students 83.6%

    Homeless 5.8%

    Graduation Rate 63%

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Sunnyside and the State’s Image

Parent literacy challenges

49th in funding in nation

Dropout factory

Cultural intolerance


High mobility

Corrective action

Reading below grade level

ELD Model

Low funding

Low graduation rate

Crime and violence

Underperforming schools

Low expectations

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Sunnyside and the State’s Image

What is real?

What is a stereotype?

What is an excuse?

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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 2007. Based upon data for the graduating classes of 2004-06, 35 high schools in Arizona—one in five—made this list of schools that qualified by having weak promoting power (<60%).

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Sunnyside and the State’s Image

Parent literacy challenges

49th in funding in nation

Dropout factory

Cultural intolerance


High mobility

Corrective action

Reading below grade level

ELL Model

Low funding

Low graduation rate

Crime and violence

Underperforming schools

Low expectations

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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.

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The New Generation

NxT LeVeLDance Group

Desert View High School

Glenna Hood and James Merino

Sponsors, Jobs for Arizona’s Graduates (JAG)

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Digital JournalU.S. School District Electrifies With Free Laptops

Cox CommunicationsCox Brings Stars into Reach for Many

AZ School Boards Assoc.

Laptops motivate Sunnyside District students, bridge digital divide

Letter from General Colin Powell, (Retired)

The world is watching

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Goal One: Graduate

A record number for SUSD - 715 graduates in the Class of 2009, up from 598 in 2008

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Goal One: Graduate

Graduation begins in elementary school

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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 64 SUSD graduates in 2009.

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Project Graduation:The Digital Advantage

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Goal One: Graduate

Sunnyside Unified School Districthad an outstanding2008-2009 year!

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Graduation 2009

715 Diplomas!!!




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Project Graduation: The Digital Advantage



TIER 2- 83 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 3- 142 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

Cohort 2012

Pyramid of Interventions (TIERS 2-5)

Cohort 2012

Pyramid of Interventions (TIERS 2-5)

TIER 4- 163 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 5-267 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.

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Site-Based Intervention Plan / Summer School / Credit Recovery

Site-Based Intervention Plan /Summer School/ Credit Recovery/ GED

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Site-Based Intervention Plan / Summer School / Credit Recovery

Counselor Intervention / Summer School / Credit Recovery / GED

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Sunnyside HS Attendance Data-

1st Semester 2008-2009 Year

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Desert View HS Attendance Data-

1st Semester 2008-2009 Year

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Desert View HS Attendance Data-

2nd Semester 2008-2009 Year

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Sunnyside HS Attendance Data-

2nd Semester 2008-2009 Year

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Digital Advantage Metrics

  • SUSD is proud to announce the awarding of 844 laptops to our students in 2008-09!

    • 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

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Digital AdvantageCoverage/ Awards/ Recognitions/ Presentations

Media Coverage

  • Newspapers • ASBA Journal • E-journals

  • Television • Radio interviews


  • 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

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Goals for today’s presentation

  • Celebrations

  • Challenges

  • District responses and opportunities

  • Star Teachers and Pride of Sunnyside

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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

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District Challenges

  • Corrective action / Performance labels

  • Budget crisis

    • Organizational efficiency

    • ADM - attendance accounting

    • Auditor General

  • English Language Development

  • Change – staying focused and maintaining momentum

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    • National economic crisis

    • State of Arizona is facing a $2 billion deficit that will have an impact on education

    • FY 2010 - SUSD is facing a $2.9 - $4.8 million deficit

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    Challenges – Financial History

    July 2008 – SUSD adopts a $98.7 million FY09 M&O budget

    May 2009 - 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 expenditures @ $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)

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    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

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    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

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    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.

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    ChallengesEnglish 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

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    Governing BoardCourageous leadership

    District’s courageous previous position

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    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.

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    ELD rationalefor 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

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    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.

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    Challenges AYP andArizona LEARNS

    • District in Corrective Action

    • Schools not meeting AYP

    • Schools not meeting Arizona LEARNS standards

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    2009 School Level Results

    AYP and Arizona LEARNS Performance Labels

    High Schools

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    2009 School Level Results

    AYP and Arizona LEARNS Performance Labels

    Middle Schools

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    2009 School Level Results

    AYP and AZ LEARNS Performance Labels

    Elementary Schools

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    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

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    Implications and Consequencesof 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

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    District Response

    • New leadership/new roles

    • Curriculum Audit recommendations implemented in 2009

    • Implement Beyond Textbooks K-8

    • ELD model

    • Launch Curriculum Advantage districtwide

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    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

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    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

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    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

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    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

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    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

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    Curriculum AdvantageBeyond 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


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    Curriculum AdvantageWhy calendars?

    For studentsConsistent scope and sequence in all K-8 classrooms reduces the impact of mobility

    For teachersThe 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 districtProviding all students a guaranteed and viable curriculum

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    Web-based calendars


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    Vocabulary, Skills,

    Level of Rigor

    The Big Ideas

    Essential Questions

    Performance Task / Model Product

    Explicit Descriptions of the Essential Standards

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    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

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    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.

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    Rigor/Relevance Framework









    A P P L I C A T I O N

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    The Three RsRigor, Relevance, Relationships


    • Addressing the digital divide

    • Transformation through technology


    • Advocacy

    • AVID

    • Community partnerships

    • Student engagement

    • Recognition - Star Teachers,Pride of Sunnyside honorees


    • Curriculum

    • Beyond Textbooks

    • Literacy Initiative

    • Quality first instruction

    • Collaboration

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    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


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    Digital Stories

    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 created by

    students can be viewed at

    Participating schools:Apollo Lauffer Sierra Desert View

    STAR Academic Sunnyside High

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    AVID:28 Years of Success

    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.


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    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 collegedegree

    Source: AVID Center Senior Data Collection System, 2006-2007 (N=10,949)

    Percentages have been rounded to the nearest whole percent

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    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

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    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

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    The Development of AVID in a District

    Core AVID Program





    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 4-12?

    • Have we expanded district opportunities for AVID training?

    • Is college readiness a stated district priority?

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    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 oncollege prep

    • Persistence in college

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    AVID EnrollmentEighth-Grade Algebra

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    AVID EnrollmentDesert View AP

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    AVID EnrollmentSunnyside AP

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    Pride of SunnysideElementary

    Belle Rosetepersonal care attendantEarly Childhood Education

    Enriquetta Yanezinstructional assistantLos Amigos

    Ardith Vargaschool nurseGallego

    Norma Castrolibrary clerkDrexel

    Karla BrockmanELL interventionistSummit View

    Erlinda Silvasintervention assistantEsperanza

    Ronald Harriscampus monitorRivera

    Lori Carbajalattendance clerkElvira

    Angelica Norzagarayschool secretaryMission Manor

    Betty CamachoSEI supportLiberty

    Christine Garciaoffice assistantLos Niños

    Renee Singletonreading interventionistSanta Clara

    Lisa Rabagoreading interventionistCraycroft

    Beatriz Lopezinstructional assistantLos Ranchitos

    Gloria Gomezinstructional assistantOcotillo

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    Star TeachersElementary

    Karen Johnsonspeech language pathologistEarly Childhood Education

    Marilyn Higginbotham4th gradeGallego

    Norma MahoneykindergartenSanta Clara

    Stephanie Ponce5th gradeCraycroft

    Stephanie Shay1st gradeLos Amigos

    Erica Patrick-VejarkindergartenSummit View

    Margaret Hackett4th gradeElvira

    Carmen LamaskindergartenLiberty

    Jean Olsonmath specialistLos Niños

    Cindy Gay3rd gradeOcotillo

    Kristi Hamblin4th gradeMission Manor

    Ann ArnoldP.E.Rivera

    Cristina Guevara3rd gradeLos Ranchitos

    John Underhill2nd gradeDrexel

    Bernadette QuirozkindergartenEsperanza

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    Pride of SunnysideMiddle School

    Mary Morrisprevention specialistChaparral

    Chris Higginscampus monitorLauffer

    Michael Festerprevention specialist & JAG coordinatorSierra

    Jody Disneyschool nurseChallenger

    Gonzalo FerreiraadvisorApollo

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    Star TeachersMiddle School

    Karen RogersscienceChaparral

    Martin WigginsscienceChallenger

    Jennifer Trujillo-Johnsonreading-language artsApollo

    Nicholas Duddlestonmedia artsSierra

    Jackie Nicholssocial studiesLauffer

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    Pride of SunnysideHigh School

    Brent Stahnkehead custodianSTAR Academic

    Mary Martinezinstructional assistant, special educationSunnyside

    Bernadette MartinCentral Administration

    Olga Lozanoattendance clerkDesert View

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    Star TeachersHigh School

    Anne HamiltonELD, all gradesDesert View

    Kurt FischerEnglishSunnyside

    Lupe CantauSAFESTAR Academic

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    Have a successful2009-2010 school year!

    OPENING OF SCHOOL 2009-2010