Preparing our students for their future GUHSD Admiiniisttrattor PLC AUGUST 20, 2015
The Grossmont Union High School District is dedicated to providing a safe and collaborative learning environment which supports academic achievement and social development for all students. The Grossmont District operates on the premise that success for every student is dependent upon all groups in the organization including teachers, administrators, parents, staff, students, and the community working together to support all students in their development as life-long learners, thinkers, and successful contributors to the community.
Grossmont Union U High h School Di District istrict G Governing Board B Members M
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Jim KKelly JJi elllly
PPriscilla Pr iscill illa Schreiber Schhreiiber
Jim St JJi Sti Stieringer ieringer i
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firstname.lastname@example.org pschreiber@g guhsd uhsd.net n
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VIC VICEE PRESIDENT
alpine | dul dulzura lzura | el cajon cajjon | jamul jamul | la mesa | lakeside l e | lemon grove gr rove | santee | spring valley
From the Superintendent Moving Forward. This is the best way to describe how our District is working to advance student learning and better prepare students for post-secondary success in college and the workplace. The pace of our efforts to implement the Board’s Goals and Objectives has never been faster or more aggressive. July provides an opportunity to look back at prior accomplishments and to look forward to next year’s initiatives. We’ve planned exciting new initiatives in 2015-16, including: 1) a new high school opportunity: the IDEA Center; 2) an innovative technology program for every student at El Cajon Valley, Grossmont, West Hills, and IDEA Center to infuse technological literacy and online applications into the core curriculum (as well as plan to implementation at all schools over the next two years); 3) expansion of CTE and Linked Learning programs; and 4) expanded partnerships with community colleges.
The pace of our efforts to implement the Board’s Goals and Objectives has never been faster or more aggressive to students and teachers, and preparing students for the future is paying off. Success on a variety of metrics is evident across the District, and we continue to move forward. Document Format The following document is divided into three sections that reflect each of the three major Board-adopted Goals and Objectives: 1) creating an exceptional learning environment for college and career readiness; 2) providing safe and supportive schools; and 3) support for collaborative and innovative programs.
The following document provides a brief overview of our most significant achievements in pursuing the Board’s vision. In conjunction with our Goals, we are also responding to the Goals & Metrics of the Local Control & Accountability Plan (LCAP) required by the CDE as part of the Local Control and Funding Formula (LCFF). Our concerted focus on expanding programs, enhancing support provided
A Look Back: 2014/15 Accomplishments
Technology Training and Digital Infrastructure 7000+ Chromebooks deployed 718 teachers attended webinar 443 teacher attended tech workshop 50 teachers trained as Google Ninjas
Implemented New Student Information System Comprehensive, modern student system deployed Fall 2013 Extensive teacher and staff training Improved accuracy and access to student data
Implementation of Positive Behavior Supports (PBIS)
Teacher Support for Literacy and Focus on Writing
District-wide training to establish the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success
Continued teacher training in literacy and instructional strategies in math and ELA Expanded writing plans at all high schools with increased classroom focus on writing
Parent Portal Significant enhancement to parent access to student information Enhanced connectedness of parents and teachers Online, real-time access to grades, test scores, behavior, and attendance Online registration
Success with New State Testing Process Successful implementation of online testing using Smarter Balanced computer adaptive assessments
Looking Forward: 2015/16 Initiatives
Expansion of CTE and Linked Learning Expansion to 39 Pathways, in 13 of the 15 Industry Sectors with expected high wages and career growth
Expansion of the Linked Learning model Linked Learning Summer Institute for 75+ CTE and Core Academic teachers
Expanded Focus on School Connectedness and Safety Increase school-to-parent connectedness Refining tiered interventions and disciplinary options Camp Lead and Unity Days
New high school focusing on Innovation, Design, Exploration, and Achievement Small class sizes Integrated technology Personalized, studentdriven learning plan
Extensive teacher training in Google application suite and incorporating technology in instruction Technology and digital literacy for students Expanded teacher and administrator training
Expanded Partnerships with Community Colleges
Expanding Support for Teachers
Expand work with East County Education Alliance Develop student promise to support graduates enrolling in community college Develop metrics to measure success
Additional training on literacy, writing, math, State standards, and teacher effectiveness Support for implementation of Next Generation Science Standards (NGSS) Using technology in the classroom
Exceptional Learning Environment
Administrators Focus on Being Instructional Leaders Academic success and well being of our students is directly related to excellent educators, including both teachers and administrators In addition to professional development provided to teachers on an on-going basis, principals and assistant principals started a process this year to begin shifting their focus from managing schools to becoming instructional leaders. In spring 2015, principals received training on aligning classroom observations to the speciﬁc criteria included in the California Standards for the Teaching Profession. Administrators practiced the process of classroom observations by identifying evidence instead of overall impressions. This technique improves the ability of site administrators to calibrate observations and creates a more equitable approach when providing teacher feedback.
The job of the instructional leader is to promote a culture where students and teachers have a “growth” mindset During the end-of-year June administrator meeting, participants reviewed Carol Dweck’s article: Mind-Sets and Equitable Education. Principals and assistant principals focused on how student mindsets — the belief that learning is possible — affects achievement. Students with a “growth” mindset believe that knowledge and skills can be improved through effort. These students signiﬁcantly outperform peers who believe their intelligence is ﬁxed and unchangeable. More importantly, these mindsets exist among teachers as well. The job of the instructional leader is to promote a culture where students and teachers have a “growth” mindset.
Future Forward Initiative brings One-to-One Technology to Three Schools in 2015/16 We are committed to providing a well-rounded and relevant educational experience designed to prepare our students for postsecondary success in college and in the workplace.
Developing life-long learners in a digital age requires a robust digital toolset DAN McDOWELL DIRECTOR, INSTRUCTIONALTECHNOLOGY
Beyond high school, our students face a world that requires a high degree of technology and digital literacy. Successful graduates need to interact with a variety of digital devices, to quickly learn and use online resources and applications, and to ultimately become adept at critical thinking and problem-solving. To assist students, we need to provide consistent, regular, and authentic digital learning opportunities. This requires a comprehensive plan that includes access to a device by all students at school and at home. The Future Forward Initiative provides a Chromebook laptop to each student as a means to expand on the potential of a conventional classroom. Students are able to use these devices at school and at home in conjunction with the comprehensive suite of Google applications. Our prior investments in digital devices show that integrating technology into the classroom improves student enthusiasm, facilitates active engagement in classes, and allows students to better
own and control their learning experience. The Future Forward program begins by equipping students to be 21st Century Learners through the use of four C’s: creativity, communication, collaboration, and critical thinking. Students will take advantage of the technology in order to engage in real-world work done by professionals such as scientists, engineers, musicians, artists, ﬁlmmakers, authors, and more. Production of student-generated content will increase dramatically. Teachers will receive ongoing professional development and instructional support to help “re-think” how classes are structured and how to best use digital strategies. The program is being rolled out in three phases. Phase one will be implemented in Fall 2015 at El Cajon Valley, Grossmont, West Hills, and the IDEA Center. In subsequent years, phases two and three will include the District’s remaining schools.
2014-15 California Healthy Kids Results PARENT SURVEY
This school promotes academic success for all students
IDEA Center, District’s Newest High School Program to Open in Fall 2015 Using a small and nurturing environment, the school provides college preparatory curriculum linked to career and technical education pathways. DAVID NAPOLEON PRINCIPAL
Beginning in the Fall, a new school will open for students in grades 9-12: The IDEA Center, a school of Innovation, Design, Exploration, and Achievement. IDEA combines the appeal of an intimate, self-directed, and challenging environment, along with the rigor and breadth of program only a large high school district can typically provide. The school allows students great freedom in designing a customized high school experience that also prepares them to demonstrate skills and knowledge obtained in high school prior to graduation. IDEA focuses on college and career readiness through a college preparatory curriculum linked to career and technical education pathways. Technology and digital literacy are integral components of the curriculum. Students will use an embedded technological toolset — including online learning, use of digital devices, and extensive use of the Google suite
www.guhsd.net/idea (619) 956-IDEA Email firstname.lastname@example.org Twitter @IDEACenterHS Facebook Search IDEA Center
of applications — that mirrors workplace standards. IDEA Center teachers use a competency-based grading system that allows students to progress at their own pace. With a small teacher to student ratio, teachers have the ability to closely monitor each student’s academic progress. Teachers function as highly skilled content experts in linked learning collaboration and technology use in the classroom. The faculty serve as mentors/advisors working to support the academic needs and personal growth of each student. The school operates on a 4 x 4 quarter system. Teachers teach three courses and hold an advisory period each day. Students will have the opportunity to explore various post-secondary and career options and participate in community-based internships as part of their academic program.
Agriculture and Natural Resources
Arts, Media, and Entertainment Building and Construction Trades
Education, Child Development, and Family Service Engineering and Architecture Environmental Design Fashion and Interior Design Health Science and Medical Technology Hospitality, Tourism, and Recreation Information and Communication Technologies
Manufacturing and Product Development Marketing, Sales, and Services Transportation
Expanding Career-Technical Education and Linked Learning Career Technical Education (CTE) is expanding in our District as well as the nation. Preparing students for postsecondary success, either in college or in the highly skilled workplaces of modern industry, requires the integration of academic and technical applied skills. Our focus is in preparing students with a personalized post-secondary transition plan. We offer 39 pathways in 13 of the 15 industry sectors. Our pathways include industry sectors most likely to have higher wages and strong career growth potential. The success of these pathways comes from the Board’s support and from the strong partnerships we’ve created with area businesses and community organizations. These relationships help ensure that our students are being trained on industry standards using state of the art equipment. Coupled with our strong commitment to CTE programs, we’re also incorporating a Linked Learning approach to integrate rigorous academics with
Students in Valhalla High School’s Health Pathway
career-based learning and real-world experiences. The goal is to make the high school experience personally relevant and engaging for all students. Research shows that Linked Learning students have higher rates of engagement and higher graduation rates than their peers at traditional high schools. This approach to education is helping to create an engaged, disciplined, and productive future workforce for California, ready to succeed in college, career, and life. Below are highlights of the expansion in GUHSD Career Technical Education. 2,500 students in CTE Pathways
and over 2,000 students in Health Careers Pathways Expansion of the Linked Learning
model scheduling students in CTE and academic classes in a careerthemed pathway with integrated project based learning Local and regional collaboration to
build infrastructure for CTE Pathway Implementation: East County Education Alliance and San Diego Regional College and Career Readiness Consortia (Awarded the $13.5 Million California Career Pathways Trust STEM Grant). New Game Design and
Programming Pathway at Monte Vista, and new Advanced Manufacturing Pathways at Santana and West Hills Linked Learning Summer Institute,
professional development for Linked Learning implementation. Over 75 CTE and Core Academic teachers will attend this summer.
Supporting Teachers and Enhancing Instructional Effectiveness Assessment Cycle
We continue to focus on supporting our teachers through training and professional development. Speciﬁc areas of emphasis include math, literacy, and the use of technology to enrich instruction. Support in 2014-15 included: LITERACY
Teachers were trained on creating assessments to evaluate learning at regular intervals throughout a lesson series. In response to teacher requests, training included the design and use of formative assessments to measure student understanding and adjust teaching accordingly. Teachers were provided time to work as teams in order to plan and develop effective assessments. In addition, school administrators were trained to support and promote literacy across all content areas.
MATH PROFESSIONAL DEVELOPMENT
In a collaborative effort with UCSD, GUHSD teachers participated in a ﬁve-day algebra institute facilitated by Dr. Guershon Harel, UCSD professor of mathematics and a leading expert in effective math implementation. As part of the work, teachers created unique, student-engaged lessons that they have identiﬁed as highly effective, particularly with struggling students. The response from teachers was extremely positive and the work will continue in 2015-16. Dan Meyer, a teacher and renowned math expert, provided the workshop “Intellectual Need in the Math Classroom.” Dan shared amazing strategies — including the use of technology resources — for helping students access and understand difﬁcult math curriculum. Teachers received a variety of tools designed to make math problems relevant to the real world, fun, and challenging. PERFORMANCE ASSESSMENT TRAINING
In collaboration with WestEd, Point Loma University, and the California Department of Education, a two-day professional development event was offered to teachers and administrators throughout the County titled, “Building Educator Assessment Literacy.” Participants learned about Smarter Balanced performance tasks, evaluated student responses from the 2014 ﬁeld test, and used the embedded scoring tools to processes and analyze student work.
Supporting Teachers (Continued) STUDENT ENGAGEMENT
Jacob Clifford provided an interactive skill building training for teachers to increase motivation and student engagement in all content areas. BRAIN-BASED LEARNING AND STUDENT FOCUSED ACTIVITIES
Ernie Mendes provided a unique blend of adolescent, brain-friendly strategies that provided teachers with an array of immediately useable tools to engage even the most diverse groups of
learners. The tools included researched-based, classroom-tested strategies that help students achieve a deeper level of knowledge in the curriculum. Future professional development training will include support for Next Generation Science Standards, using technology in the classroom, and a continuing focus on literacy and mathematics.
In 2013, the State Board of Education adopted the Next Generation Science Standards to reset science education to more effectively prepare all our students with the knowledge and skills they need to understand and shape our increasingly technologydriven world.
Reorganization of Adult Education In July 2013, AB86 was passed into law creating a series of grants and planning opportunities to expand and improve adult education through the creation of local consortiums.
Programs eligible for funding include:
In order to implement the law, GUHSD’s Adult Education program — the eighth largest program in the State — will work to align programs and services with the Grossmont Cuyamaca Community College District (GCCCD). Through our partnership with GCCCD under the East County Education Alliance, Adult Education will continue to actively participate in local and regional collaboration building infrastructure for successful Consortium implementation. Funding provided through the Adult Education Block Grant package provides $500 million in revenue for the Adult Education Block Grant program.
Basic skills, high school equivalency/diploma
Workforce entry or reentry, including explicit ability for older adults to access these programs
Adult programs, including older adult access, that are “primarily designed to develop knowledge and skills to assist elementary and secondary school children to succeed academically in school” (a la child development for elementary and secondary school children)
Adults with disabilities programs
Short term career technical education
2015 Adult Education Graduation Ceremony The Grossmont District’s Adult Education program is the 8th largest in the State serving nearly 25,000 members of our community
Safe and Supportive Schools
Program of Interventions Decreases Number of Suspensions and Expulsions In 2015, the number of signiﬁcant disciplinary events dropped for the fourth consecutive year. In addition to the work of changing school cultures — and increasing school connectedness — behavioral incidents have decreased substantially. In addition, based on a series of interventions implemented to focus on positive behavioral supports, our schools have multiple levels of available options prior to suspension.
Number of Expulsions
1 11 19 2014/15 1,
2 5 2013/14 11,,23
2 2227 2012/13 2,
2 43 4 3 2011/12 2,
Number of Suspensions
System of tiered interventions and supports
Districtwide Schoolwide (Primary)
Expanding Student Interventions and Enhancing School Climate Our schools have been developing a series of tiered student interventions to support academic achievement and to address school culture and climate. The focus is on building a repertoire of options, with increasing levels of support, to provide students with an intervention corresponding to their unique level of need. The Coordinated Early Intervening Services (CEIS) program provides release time for a dedicated teacher at each school to monitor struggling students. These teachers promote success by reaching out to parents, partnering with colleagues to help students succeed, serving as a student advocate, and ensuring that students take advantage of school-based support opportunities. Administrative, certiﬁcated, and classiﬁed staff at all schools partici-
Camp LEAD and Unity Days are some of the most successful programs to address school climate and culture. These programs will be expanded in 2015-16.
2014-15 California Healthy Kids Results STUDENT SURVEY
I feel safe at my school
pated in training on Positive Behavioral Intervention and Supports (PBIS) in 2014/15. PBIS is a proactive approach to creating supports and interventions as a mean to supporting the social, emotional, and academic success of all students. In the past, discipline mainly reacted to student misbehavior through punishment (eg, ofﬁce referrals, suspensions, expulsions, etc). Research shows that punishment, in many cases, is not as effective as positive strategies. Having adults on campus reinforce positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive proactive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm. In 2015/16, schools will implement schoolwide action plans designed to enhance school culture and climate. The goal is to create and sustain primary (school-wide), secondary (classroom), and tertiary (individual) systems of support.
Impact of Alpine Lawsuit on GUHSD
Multiple Schools Negatively Affected by Unwarranted Suit
The actions of the ATBA and AUSD have forced the GUHSD to set aside $42 million that would otherwise benefit the District’s 21,576 current and all future students.
As ofconstruction May 31, 2015,costs the total costone to total by over defend the District and ﬁle an appeal million dollars. was total approximately million the with The legal costs$1.1 to defend additional costs for continuing litigaDistrict and ﬁle an appeal is over $1.1 tion. million.
23 245 23,245
In October 2014, the ATBA and the Alpine Union School District (AUSD) initiated a lawsuit against the GUHSD seeking a court order to freeze all bond spending on new projects. In the request, the Alpine group claimed that expenditures for projects at schools through the the District, andand expressly throughout District, expressly authorized in voter-approved bond language, were wasteful as they
Pending and the results of a at validation services art facility Grossmont hearing on July 10, these are on High School, resulting inprojects those projects hold. At this point, even if approved, being delayed. theaprojects willhearing be weeks At validation on behind July 10, a schedule and thetheir delay has the potenjudge overruled objection to tial forthree increasing theThe totalprojects constructhose projects. are tion costs by $1schedule million to $2 the million weeks behind and delay dollars. has the potential for increasing the
In October 2013, the Alpine Taxpayers for Bond Accountability (ATBA) ﬁled a petition with the California DepartDepartment of Education toa ment of Education (CDE) (CDE) to create create uniﬁed K-12indistrict uniﬁedaK-12 district AlpineinasAlpine a as a means to “ensure completion of means to “ensure completion of the the Alpine high school.” Although Alpine high school.” Although this this petition has been submitted to the State Board of Education, no timeline has been established for a deﬁnitive ruling.
Current enrollment is 1600 students (nearly an entire high school) below bond threshold
The preliminary injunction has had aa evidence in the case and postponed detrimental effect on Grossmont’s ﬁnal ruling until later in 2015. schools. Eleven of fourteen The preliminary injunction scheduled has had a projects for schools across the District detrimental effect on Grossmont’s have been suspended. Despite the fact schools. Eleven of fourteen scheduled that GUHSD will have sufﬁcient funds projects for schools across the District to build an Alpine high school if the have been suspended. Despite the fact plaintiffs prevail, Alpine Group has that GUHSD willthe have sufﬁcient funds challenged Grossmont’s use of bond to build an Alpine high school if the funds for classroom improvements plaintiffs prevail, the Alpine Groupat Monte VistaGrossmont’s and Valhalla and challenged use of abond student andimprovements art facility at at funds forservices classroom Grossmont High School. Monte Vista and Valhalla and a student
In June 2015, the Saneventual Diego Superior bond money for the potential Court indicated would review the construction of aithigh school in Alpine. evidence in the case and postponed In June 2015, the San Diego Superiorhis ﬁnal ruling until it later in 2015. Court indicated would review the
These actions have caused significant delays in previously authorized projects and will result in an estimated cost increase of between $1 million and $2 million dollars in addition to $2.6 million dollars in interest charges. Together, it could cost taxpayers as much as $4.6 million dollars.
Proposition U included an explicit enrollment threshold for establishing a timeline for construction of a new high school. Subsequent to voter approval, District enrollment has continued to decline consistent with the Alpine Union School District and every other East County school district.
A preliminary granted diverted fundsinjunction away fromwas a new school favor of Alpine and requires the in Alpine. GUHSD to setinjunction aside $42 million in A preliminary was granted bond money for the eventual potential in favor of Alpine and requires the construction ofaside a high$42 school in Alpine. GUHSD to set million in
diverted funds away from a new authorized in voter-approved bond school in Alpine. language, were wasteful as they
When voters approved Proposition H (2004) and Proposition U (2008), over 100 projects — including a new school in Alpine — were included in the Bond Project List as necessary to modernize all of the District’s high schools. Although these projects were authorized by the voter-approved bond language, the Propositions speciﬁcally indicated no guarantee that every project could be completed in order to accommodate increases in actual costs.
Source CDE/CBEDS Enrollment of comprehensive high schools (including Helix and Steele Canyon charter schools) in the Grossmont Union High School District
Detrimental Impact to Schools Around the District
Critical Classroom Improvement Projects Halted Pending Outcome of Alpine Challenge Grossmont High School
The impact of the Court’s decision has serious negative consequences for impacting thousands of GUHSD students and current and future GUHSD Bond projects. Projects currently planned to start construction within the next two years that are now in jeopardy include: Granite Hills High School Modernization of 12 seriously deteriorated classrooms affecting 1,500 students per day Grossmont High School New Events Center serving 1,000+ students a day participating in the performing arts program
Current plans include construction of a new digital and media arts classroom building and student support center. In a future phase, construction includes a new events center with Auditorium, Black Box, Dance, Choral, and Digital Music and demolition of 70-year old classrooms, buildings 200 and 300.
Valhalla High School
Helix Charter High School Modernization of classrooms and the gym serving over 2,000 students per day in arts, science, general education, and physical education; West Hills High School Replacement of 25 year-old HVAC equipment, impacting thousands of students and staff daily and upgrade of the special education suite to provide accessible bathrooms and hygiene facilities Santana High School Modernization of classrooms and construction of multi-purpose event and meeting spaces affecting all 1,473 students Mount Miguel High School Modernization of 50 year-old classroom buildings affecting 400 students every day and construction of a multi-purpose space affecting all 1,450 students Districtwide Upgrade of safety systems
Essential ﬁre/life/safety improvements. Upgrade and modernize the 42 year-old main building and 47 academic classrooms, two restrooms, theater and choir rooms. Improvements will bring updated technology, energy efﬁcient lighting and HVAC systems. Also included, is construction of new Band, Dance, and Physical Education classrooms.
Monte Vista High School Current plans call for 11 classrooms to be modernized in a “summer sprint” project, including buildings 700, 800, 800A, Auto Shop, and Industrial Arts. The plan would also include improvements to the rutted parking lot and bus circulation route. In future phases, new performance spaces would be provided and some modernization would occur at the Student Support Services building.
Collaboration and Innovation
Collaborative effort helping every child succeed in school, college, career and life The Grossmont District is working with the Education Synergy Alliance to implement linked learning in our schools. Linked learning is a proven high school approach that builds 21st-century skills and engages students in solving real-world problems. Integrating rigorous academics with careerbased learning and meaningful workplace experiences, it exposes students to previously unimagined college and career opportunities in a wide range of ďŹ elds including engineering, health care, performing arts, law and more. Text taken from http://sdedsynergy.org/the-work/
When students love what theyâ€™re learning, they work harder, dream bigger and learn more.
Research shows that compared to traditional high schools, Linked Learning results in greater rates of persistence, more completed credits and higher graduation rates for all students. Linked Learning students graduate ready to succeed in college, career and life.
East County Education Alliance (ECEA) Holds Joint Board Meeting with Board Members of the GUHSD & Grossmont-Cuyamaca Community College Districts
East County Education Alliance Reaches First Milestone On May 19, the East County Education Alliance (ECEA) reached its ﬁrst milestone with a joint meeting of the Grossmont-Cuyamaca Community College District (GCCCD) and GUHSD governing boards. Our partnership with the community colleges through ECEA is an additional avenue to prepare our students for post-secondary success and to assist our graduates in enrolling at Grossmont/Cuyamaca or other two and four-year colleges and universities. In 2015-16, this partnership will fully deﬁne a promise for high school students that creates a pathway between high school graduation and college enrollment. This promise could include everything from ﬁnancial
The promise could include everything from financial support for tuition and books to priority course selection in college
11th Graders Complete New, Online SBAC Testing
support for tuition and books to priority course selection in college.
After significant preparation to expand internet connectivity, deploy thousands of digital devices, and train teachers and students, the District’s 11th graders successfully participated in the new online Smarter Balanced assessment this spring.
The partnership — with members from the GUHSD and GCCCD — is focused on articulation in the following areas: alignment of curriculum and courses, student engagement and readiness, career pathways, dual enrollment and parent and community involvement.
The tests — covering English Language Arts and math — differ from older CSTs and are computer adaptive. This results in testing that is more efficient and accurate. SBAC assessments are far more rigorous and require students to respond in ways that go beyond the traditional multiple choice format.
In the upcoming year, these relationships will grow stronger and metrics will be developed to gauge our success.
New Student System Enhances Parent Communication and Outreach In Fall 2014, the District launched a new student information system (SIS) — Inﬁnite Campus — to replace a District-developed legacy system. Inﬁnite Campus is based on a modern relational database with the ability to interface with a broad range of systems. The beneﬁts of this new application are yielding signiﬁcant enhancements in how our schools are able to connect
The Parent Portal feature of Infinite Campus allows parents to monitor student information in real-time and better connect with schools and teachers
provides a mechanism for parents to actively participate in their children’s educational experience — with instant access to homework assignments, for example — and to keep in contact with teachers and the school. Teachers beneﬁt from Inﬁnite Campus as well. Attendance, discipline, messaging, grades, and other functionality are seamlessly integrated making the user experience consistent and intuitive. For the ﬁrst time, our student information system is fully compliant with State reporting requirements. This results in more accurate information, the ability to transmit data with greater frequency, and signiﬁcant time savings. Campus offers an extensive ad hoc reporting framework that allows users to develop complex queries and extract student data with ease. The power of Inﬁnite Campus allows for a self-service model when interacting with the student system and provides access to information without the need to make requests to central ofﬁce programming staff. Interactive and analytical dashboards, designed to show a visual perspective on student information, are being developed to assist administrators and teachers for next year.
with parents and how parents are able to engage with their students. Through the use of a Parent Portal, parents can view real-time attendance information as well as grades, test scores, behavior, and more. The Portal
These dashboards bring the power of convenient and user-friendly methods for visualizing, selecting and ﬁltering data. Users can see trends, adjust instruction, and respond to issues in the data more quickly and efﬁciently than ever before.
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