Sanger High School (2017)

School Information

School District: Sanger Unified School District
School Address: 1045 Bethel Ave , Sanger, CA 93657, US
School Phone: 559-524-7121
Principal: Kirstin Coronado
Contact E-Mail: kirstin_coronado@sangerusd.net
Web Address: http://sangerhigh.sanger.k12.ca.us

Demographics

Number of Students: 2,459
Percent Eligible for Free and Reduced Lunch: 76%
Percent of Limited English Proficient: 8%
Percent of Special Education: 4%

Racial/Ethnic Percentages:

White: 12%
Black: 2%
Hispanic: 72%
Asian: 13%
Native Hawaiian or Other Pacific Islander: 0%
American Indian or Alaska Native: 0%
Multiracial: 1%
Other: 0%

2015 PLC Journey Background:Sanger High School Professional Learning Communities:The institution of PLCs has created an additional emphasis on analyzing data and provided teachers with the essential time needed to collaborate, assess student learning, and share successful teaching strategies. Teachers now work towards establishing essential standards and developing common assessments. After assessments are giventeachers compare and analyze student data, determine what standards have been learned and which standards have not. Teachers then decide what instructional strategies are most effective for specific standards and collaborate within the PLC to ensure student success.

The transition to Common Core at Sanger High School has been supported by the strength of the PLC component. PLCs have the opportunity to explore CC, and the accompanying curriculum changes in a supportive peer environment. In PLCs, we focused on the essential standards while still preserving other standards in our curriculum, and we scrutinized the relationship between the assessments and the standards. Examination of multiple measures of student data, derived from both state assessments and course common “progress monitoring” assessments, was responsible for changes in the curriculum maps, curriculum development, and instructional practices. All this work was generated by individual PLCs and completed in collaborative environments. The assessment piece has been evolving to support CC transitions. First, we implemented District Progress Assessments (DPAs) and now District Interim Assessments (DIA), created from our Illuminate assessment sysytem. Common assessments are created by each PLC. Currently, the district receives its data from the three DIAs administered over the academic year while each PLC acts with more autonomy and determines the content and scheduling of its common assessments. Each PLC administers common assessments based on its curriculum map. These assessments are a variety of forms from projects to essays. The common assessment and benchmarks are developed by teachers in PLCs, who then discuss the results of student data.

Generating ideas to assist students who are not learning has resulted in numerous creative ideas within each department and PLC. Tutorial is a schoolwide opportunity for students to receive intervention. LEAP has provided the opportunity for numerous after school intervention opportunities. PLCs has embraced the LEAP model of intervention and each core area offers a weekly intervention opportunity for students. This is taught by a PLC member who has knowledge of assignments and PLC expectations. Students know that if they need support they may attend both tutorial and LEAP intervention. PLCs determine the interventions offered, and when the need arises it is addressed to assure that students are receiving the support that they need to reach their fullest potential. One example would be the addition of AP LEAP intervention support the need arose to provide additional support for students who do well in classes, but would benefit from additional support, so an intervention was developed to meet this need. The salient point is that the work of the PLCs revolves around these essential questions that drive curriculum and instruction and lead to student academic success.

Since 2009 PLC have continue to be the driving force behind student achievement. Teachers are able to incorporate instructional shifts in a collaborative environment to facilitate the transition to Common Core. Sanger High School has instructional norms. These “Norms” operate campus wide and support the premise of student achievement. Faculty in-services instructed the teachers on the necessity of establishing “Norms,” rules that each PLC established and adhered to in their PLC meetings, and writing “SMART” goals. “SMART” goals establish objectives that are Specific, Measurable, Attainable, Results-oriented, and Time-bound. PLCs improved with the addition of the “Norms” and “SMART” goals, which became a priority in staff development. PLCs assume the responsibility of establishing their agendas and “SMART” goals. The district offeres a vast amount of training for PLC team leaders in all subject areas. All PLC team leaders have attended the PLC conferences, and share the understanding that PLCs drive instruction at SHS. Our PLC teams are autonomous, but district and site initives drive curricular adjustments. They determine the agenda, and, most importantly, they know what tasks they must accomplish to ensure increased student success. PLCs are not dependent on administration and CSPs to convey what they need to do. They have internalized the purpose and functions of PLCs.

2023-2024 Sanger High School:

COLLABORATION/INSTRUCTION/ASSESSMENT

Sanger High School is guided by our mission of increasing student achievement. We have three district goals that guide all of our initiatives:

1. Assuring all students will achieve one year of growth or more.

2. Close the achievement gap.

3. Ensure a safe environment.

The Guaranteed Viable Instruction (GVI) expectations help guide teachers in high leverage components of instruction that include: Learning Target, Learning Environment, Lesson Opening, Creating Connections, Concept Instruction, Formative Assessment, and Closure. Each of these components are defined with a clear set of expectations, examples, and questions. A district developed coaching guide was created in an effort to provide administrators, instructional coaches, and teachers a shared set of vocabulary and background knowledge to engage in conversations about instruction.

GVI Standards

GVI Implementation

Assuring all students achieve at least one year of growth is the main focus of the new superintendent who has started his first school year during 2023-2024. Sanger High School has also focused on getting all students college and career ready offering career exploration opportunities prior to high school. Sanger High School's current mission is outlined in the Principal's summit, which has a visual and written component to assure data is being utilized to move instruction:

Principal Summit

Summit Success Plan 2023 - 2024

Assessment Information

Sanger High School is committed to providing an equitable learning experience across all sites, all grade levels, and all classrooms. Sanger High School's mission includes a commitment to providing excellence, rigor, and equity for all students. In this effort, SHS utilizes Guaranteed and Viable Curriculum (GVC) and Guaranteed and Viable Instruction (GVI) to help calibrate learning and teaching and established a set of instructional expectations that are the same across the district. Walkthrough

Admin Walkthrough Schedule

Our admin meeting reflect the idea of a guiding coalition with different stakeholders in attendance at different times to support instructional conversations:

Admin Agenda

PLCs continue to be an essential part of SHS and have designated time each week to meet during our late start schedule. In PLCs, teachers focus on expected student outcomes and collaborate to reach instructional goals, and discuss needed interventions based on data. PLCs analyze data from multiple sources including: state, district, and course specific assessments to guide instruction and make curricular adjustments.

PLC Meetings

PLC Members 2023/2024

PLC Agendas/Minutes

Science Department Assessment and PLC Guided Discussion Example

PLC leaders meet monthly to share instructionional practices and participate in site decisions.Our sites CSPs have taken the lead in planning and facilitating these meeting to assure they are supporting our dive into Tier 1 instruction while utilizing the componets of GVI and GVC.

https://docs.google.com/presentation/d/1NdFDGhb7XnfaRle9in9TZ7XTfysngmpS_XTawu_N8hE/edit?usp=sharing

Tier 1 Expectations

Tier 1 Instructional Strategies

CSP Meeting Agenda

In addition to core and grade level PLCs, Specialty PLCs were established in the fall of the 2016-2017 school year to support instruction and work based learning collaboration among the Career Technical Education (CTE) Pathway teachers. Sanger High School offers nine optional CTE pathways that help students with their transition to college in their chosen field. Pathways are not required, but are great opportunities to give students a head start in their postsecondary education and future career of interest.

SHS CTE Pathways
SHS Career Technical Education 2022-2023 - End of Year Review
Specialty PLCs meet 1-2 times a month and allow pathway, EL and AP teachers to collaborate and plan. This is also the added oportunity for singleton subject area teachers to collaborate with other teachers. The start of the 2023-2024 school year has allowed for multiple levels of teacher PD to support all speciality PLCs as they explore CTE Standards application and formative assessment.
Fall Pathway PD Meetings Folder
In the Spring of 2020, we also implemented a New Teacher PLC, New Apaches Institute. This program was developed to allow new teachers to meet several times during the semester and participate in classroom walkthroughs and collaborative discussions to build their capacity as first year educators. We have continued the peer to peer walkthroughs with the guidance of site CSPs, which allow for in-depth conversations and goals for instruction.

Beginning with the 2015-2016 school year, SHS implemented a new bell schedule that includes two block days. The current schedule includes a late start each Wednesday to allow for extended and consistent PLC time as well as specialty PLCs. Additionally, each Thursday, teachers have office hours, which is time in the schedule to support student intervention needs. Another benefit to the inclusion of block days is the extended instructional time for greater opportunities for classroom projects, labs,collaborative activities, and strategic intervention for target groups in a classroom setting.

Special Education provides a variety of supports for Sanger High School students to assure they have an inclusive supported educational experience.

PLC Minutes 2023-2024

Special Education PLC Agendas

SDC PLC Agendas

RSP PLC Notes

Professional development opportunities have been made avaible to teachers to support the development of CFAs, and the exposure to innovative instructional strategies to support all students.

Teachers Leading Teachers

Learning Progressions District

Grading for Equity: Dr. Emily Freeland

The philosophy at Sanger High School is that student success and test scores belong to the entire school, and departments are working together to make sure that students succeed.This includes providing intervention opportunities for all students:

Gear Up

AVID

ONE Program

Over the past 6 years the number of EL students was on a steady decline until the Fall of 2020, when our numbers increased from 152 ( Fall 2019) to just over 200. Part of the reason for this one year increase was the inability to reclassify many students due to shut down and distance learning. Our vision continues to be that all EL students will have access to a rigorous curriculum, be held to high standards and expectations, and flourish in an academic culture. We are continually making adjustments to better serve our EL population. Over the last three years, we have increased the number of designated ELD courses. In the past, lower proficiency level EL students were in designated ELD classes while higher proficiency students were placed in SDAIE courses for their core classes. After looking at student data, research, and teacher feedback, it was decided to drop all SDAIE courses and enroll all EL students in general population college prep core classes. Newcomer ELD courses have been expanded from 2 years to 3 and LTELs are enrolled in a designated course to help them develop academic language and other skills with the ultimate goal of successful reclassification.

The teachers of these courses participate in an ELD PLC which allows them to meet and discuss best practices and how they can support student success. The ELD PLC is currently focused on creating lessons and making instructional decisions to help students be more prepared for the ELPAC. These lessons will support all EL students preparing for the ELPAC and will be shared with other content area teachers to allow for further support.

ELD/ALD PLC Agenda/Minutes

ELD/ALD CFA #1

1. Monitoring student learning on a timely basis.

Our PLCs have established protocols that require teachers to bring various forms of data to each PLC meeting. These forms of data go beyond test scores, but include writing samples, projects, and other academic artifacts. PLCs agree to deadlines for the administration of assessments as well as class assignments, projects and essays. This provides a level of accountability for teachers to each other. When teachers hold each other accountable, it provides for real time evaluation of student learning. For example, English PLCs collaborate to determine writing prompts, rubrics and expectations for students. They then come together in their meetings to calibrate essay grading to evaluate and monitor student learning.

As our PLCs have matured, we have been able to look at data beyond spreadsheets. As a high school site, there are multiple forms of data that must be monitored to ensure overall student success. SHS staff utilizes CFA Data in multiple subject areas, and has a set plan for student achievement:

Assessment Data

Sanger High School provides multiple layers of support for all students including looking at the total student from SEL concerns and monitoring to academic support on multiple levels.

https://docs.google.com/spreadsheets/d/1rFT-fLFAN2p99zyf1_sgvZCjCdIl92zawJ3z0MwywQU/edit?usp=sharing

Another measure is the A-G completion rate. Working in conjunction with the counseling staff, teachers in PLCs understand their roles in students' achievement of A-G requirements. When our teachers are able to see their role in this kind of data, they are able to take ownership of the data and thus, allows for more focus and dialogue in this area. This is evident in the increased number of students satsifying the A-G requirements, growing form 35% in 2010, to 59% in 2022. This continues to be a focus with the implementation of such programs as AVID, which are geared to support student A-G knowledge and growth.

2. Creating systems of intervention to provide students with additional time and support for learning.

Our PLCs have matured to the point where they not only are able to develop common curricula and assessments and evaluate data, but they are also able to develop a plan for intervention. PLCs have the autonomy to develop their own interventions together. Sanger High School's ONE program provides the opportunity for students to receive focused support both during lunch and after school in a variety of subjects. Office hours have been implemented on Thursday morning, and this is the opportunity for students to receive academic support from their teachers. All teachers are in their class during this time and students can choose where to go for extra support. Some PLCs agree to use the after school intervention for reteaching or restesting, while others utilize it for make up work or to address grade deficiencies. The power of these interventions are that the teachers drive the direction of the interventions and thus are more prone to take ownership of the process.

https://docs.google.com/document/d/1RalGpfCxNClMCYUyM2jRI1gE3zUsE-acNOSp7fiI2iI/edit?usp=sharing

With power provided to the PLCs, teachers are able to focus their intervention to the students who have the most need. As we look towards next year we will be following a deployment model to support studeents academic needs. We are especially excited about adding a teacher on special assignment to support our Integrated Math 1 classes, so students can experience a greater degree of success in this subject area.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Over the years, the school site has built trust with our PLCs to shape the collaborative culture that is required for PLCs to thrive. The data that is used, the agenda items that are discussed, and the PLCs are respected by site administration. This does not mean that administrators are hands off in the PLC process. The collaborative group of teachers do not only consist of the teachers of the same content area and grade level. Some of these groups now include school counselors, to help manage support for students of that assigned PLC. Some groups also have a special education RSP teacher assigned to the PLC to help provide a differentiated perspective to the ongoing conversations that occur during our meetings. Administrators regularly visit PLC meetings, but is merely a participant, in a collaborative group run by teacher leaders. This approach has proved to be successful as teachers feel more ownership over their curricula, teaching, and response to student learning.

We continue to focus on the data aspects of the PLC process to drive student instruction, and have provided extensive training for teacher in the creation of CFAs and the data system Illuminate, so PLC can utilize data effectively. This is an example of a PLCs ability to effectively use CFAs and data to move instruction: https://docs.google.com/document/d/1E7fIIU452MkiNWD7lAXd6lallVtCyiiDa4pGe1vvsYg/edit?usp=sharing

Achievement Data Files

Additional Achievement Data

STUDENTS ENROLLED IN COLLEGE FIRST YEAR AFTER HIGH SCHOOL

	2011	2012	2013	2014	2015
Total in the Class	575	576	586	626	565
Enrolled Anywhere 1st Year	416 (72%)	417 (72%)	463 (79%)	483 (77%)	417 (74%)
Enrolled in 2-Year 1st Year	273	252	307	266	250
Enrolled in 4-Year 1st Year	143	165	156	217	167
Hispanic Enrolled	261 (68%)	269 (68%)	333 (77%)	343 (74%)	320 (75%)
White Enrolled	68 (77%)	64 (75%)	60 (77%)	55 (81%)	40 (62%)
EL Enrolled	30 (56%)	22 (52%)	20 (74%)	14 (64%)	20 (74%)