OPENING OF SCHOOL 2009-2010 Opening of School 2009-2010 Welcome Dr. Manuel L. Isquierdo Proud Superintendent Sunnyside USD

OPENING OF SCHOOL 2009-2010OPENING OF SCHOOL 2009-2010

Opening of School 2009-2010

Welcome

Dr. Manuel L. IsquierdoProud SuperintendentSunnyside USD


Welcome

SUSD Governing Board


Employee associations

Sunnyside Education AssociationChris Walden-Jones

President

Sunnyside Classified Employees Association

Manny “Rebel” PortilloPresident

Sunnyside Administrators AssociationLorena Escárcega

President


Superintendent’s Cabinet

Dr. Jeannie FavelaAssistant Superintendent

Student Services

Raúl OchoaAssistant SuperintendentOperations and Facilities

Planning

Hector EncinasChief Financial Officer

Anna MaidenExecutive DirectorHuman Resources

Bernie CohnAdministrative Director

Elementary Schools

Steve HolmesDirector

Language Acquisition and Development/Special Asst.

to the Superintendent for Project Graduation

Monique SoriaDirector

Public Relations and Organizational Development


New Administrators

Art BasurtoDirector

Transportation

Bernie CohnAdministrative

DirectorElementary Schools

Hector EncinasChief Financial Officer

Steve HolmesDirector, LAD

Special Asst. to Supt.

Eneida OrcíInterim Principal

Liberty Elementary School

Linda SwangoInterim Principal

Los Ranchitos Elementary


Welcome

SUSD Governing Board


Demographics

Staff 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%


Sunnyside and the State’s Image

Dropout factory

Low funding

Corrective action

Low graduation rateUnderperforming schools

49th in funding in nation

High mobility Poverty

Reading below grade level

ELD Model

Cultural intolerance

Parent literacy challenges

Low expectationsCrime and violence




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%).

The Dropout Crisis



Dropout factory

Low funding

Corrective action

Low graduation rateUnderperforming schools

49th in funding in nation

High mobility Poverty

Reading below grade level

ELL Model

Cultural intolerance

Parent literacy challenges

Low expectationsCrime and violence


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.


The New Generation

NxT LeVeLDance Group

Desert View High School

Glenna Hood and James MerinoSponsors, Jobs for Arizona’s Graduates (JAG)


The world is watching

Digital JournalU.S. School District

Electrifies With Free Laptops

Cox Communications

Cox Brings Stars into

Reach for ManyLetter from

General Colin Powell, (Retired)

AZ School Boards Assoc.

Laptops motivate Sunnyside District students, bridge digital divide


Goal One: Graduate

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


Goal One: Graduate

Graduation begins in elementary school


Goal One: Graduate

Dollars for Scholars awarded $73,500 in scholarships to 64 SUSD graduates in 2009.

Sunnyside High graduate Nicole Esquivel received the Arizona Legislators Latino Caucus Cesar Chavez Award.

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.


Project Graduation:The Digital Advantage


Goal One: Graduate

Sunnyside Unified School District had an outstanding2008-2009 year!


Graduation 2009


PYRAMID OF INTERVENTIONS

- FRESHMEN INTERVENTION

NEEDS

Cohort 2012

Pyramid of Interventions (TIERS 2-5)

Cohor

t 201

2

Pyram

id of

Inte

rven

tions (

TIERS 2-

5)

TIER 1- 505 DIGITAL ADVANTAGE COHORT

TIER 2- 83 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 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

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 StudentsPROFILE: 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.

Project Graduation: The Digital Advantage


ACADEMIC PROGRESS OF 2008 COHORT

Target Group Location Cohort of

2008

January Total number

of students

January 16 credits or more

Academically on track to graduate in May 2008

District

490

518 556

571


DVHS

180

193 202

211


SSHS

310

325 354

360

15 – 15.75 credits Could graduate with credit

recovery in May 2008

District

57

53 61

57 Could graduate with credit


DVHS

19

28 21

31 Could graduate with credit


SSHS

38

25 40

26 6 – 14.75 credits

Enrolled, and able to graduate with credit recovery next year

District

105

73 135

81 Enrolled, and able to graduate with credit recovery next year

DVHS

51

44 64

50 Enrolled, and able to graduate with credit recovery next year

SSHS

54

29 71

31 Fewer than 6 credits

Enrolled with little academic progress

District

5

4 7

4


DVHS

3

2 3

2


SSHS

2

2 4

2

As of January 29, 2008

DiplomasDiplomas

FOCUS FOCUS

AWARENESS AWARENESS

FAILURE IS FAILURE IS NOT AN NOT AN OPTIONOPTION


Graduation Update Location

(2008,2007,2006)January 2008

September 2008

September 2008

January 2009 January 2009

16 credits or more

Total number of students

598 Diplomas May 2008

2009 COHORT

2009,2008,2007

2009 COHORT

2009,2008,2007

Academically on track to graduate

District 571 586 638 661 679

Academically on track to graduate DVHS 211 219 242 242 258

Academically on track to graduate SSHS 360 367 396 419 421

15 – 15.75 credits

Could graduate with credit recovery

District 57 58 68 31 34

Could graduate with credit recovery DVHS 31 35 40 19 21

Could graduate with credit recovery SSHS 26 23 28 12 13

6 – 14.75 credits

Could graduate with credit recovery next year

District 81 149 174 98 111

Could graduate with credit recovery next year DVHS 50 84 100 54 67

Could graduate with credit recovery next year SSHS 31 65 74 44 44

Fewer than 6 credits

Enrolled with little academic progress District 4 15 15 14 18

Enrolled with little academic progress DVHS 2 8 8 14 18

Enrolled with little academic progress SSHS 2 7 7 0 0

AS OF 3RD QTR-

ON TRACK 713

ACADEMIC PROGRESS OF 2009 COHORT


Su

nn

yside H

S A

ttend

ance D

ata-

1st S

emester 2008-2009 Y

ear

27230 27808

8873

0

5000

1000015000

20000

2500030000

Freshmen(06-07)

Freshmen(07-08)

Freshmen(08-09)

Three Year Trend- Freshmen Attendance (Unknown/Unexcused) End of 1st Semester

2780811446

0

20000

40000

Sophomores(07-08)

Sophomores(08-09)

Sophomore Attendance (Unknown/Unexcused) End of 1st Semester


Desert V

iew H

S A

ttend

ance D

ata- 1

st Sem

ester 2008-2009 Year

19985 217929362

0

20000

40000

Freshmen(06-07)

Freshmen(07-08)

Freshmen(08-09)

Three Year Trend- Freshmen Attendance (Unknown/Unexcused) End of 1st Semester

21792

14665

0

10000

20000

30000

Sophomores(07-08)

Sophomores(08-09)

Sophomore Attendance (Unknown/Unexcused) End of 1st Semester


Desert V

iew H

S A

ttend

ance D

ata- 2

nd S

emester 2008-2009 Y

ear

45123

30189 34216

0

20000

40000

60000

2006-2007 2007-2008 2008-2009

DVHS Fresmen Cohort 3yr Trend (2nd Semester Only) Unknown/Unexcused

Absences

3828633727 31085

010000200003000040000

2006-2007

2007-2008

2008-2009

DVHS Sophomore Cohort 3yr Trend (2nd Semester Only)

Unknown/ Unexcused Absences

3437825463

36182

010000200003000040000

2006-2007

2007-2008

2008-2009

DVHS Junior Cohort 3yr Trend (2nd Semester Only)

Unknown/Unexcused Absences

3218423771 29524

0

20000

40000

2006-2007

2007-2008

2008-2009

DVHS Senior Cohort 3yr Trend (2nd Semester Only)



Su

nn

yside H

S A

ttend

ance D

ata-

2n

d Sem

ester 2008-2009 Year

36096

34032

36545

320003300034000350003600037000

2006-2007

2007-2008

2008-2009

SSHS Freshmen Cohort 3yr Trend (2nd Semester Only)


34719

3743238596

32000

34000

3600038000

40000

2006-2007

2007-2008

2008-2009

SSHS Sophomore Cohort 3yr Trend (2nd Semester Only)


33890 33893

37520

32000

34000

36000

38000

2006-2007

2007-2008

2008-2009

SSHS Junior Cohort 3yr Trend (2nd Semester Only)


2720031708

36828

0

10000

20000

30000

40000

2006-2007 2007-2008 2008-2009

SSHS Senior Cohort 3yr Trend (2nd Semester Only)



SOPHOMORE AND JUNIOR PROMOTION RATES-

SUNNYSIDE HIGH SCHOOL

FRESHMAN PROMOTION RATES-SUNNYSIDE HIGH SCHOOL

68% 72% 77%84%

81%

0%

20%

40%

60%

80%

100%

SSHS SSHS SSHS SSHS SSHS

2004-05 2005-06 2006-07 2007-08 2008-09

Freshman Promotion Rates (5-Year Trend) SSHS


SOPHOMORE AND JUNIOR PROMOTION RATES-

DESERT VIEW HIGH SCHOOL

FRESHMAN PROMOTION RATES-DESERT VIEW HIGH SCHOOL

52% 53%59%

78%76%

0%

20%

40%

60%

80%

DVHS DVHS DVHS DVHS DVHS

2004-05 2005-06 2006-07 2007-08 2008-09

Freshman Promotion Rates (5-Year Trend) DVHS


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 25 18 4

TOTAL 24.8 % DROP

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 5 1

TOTAL 40.1 % DROP

SUNNYSIDE HIGH SCHOOL: 2 or more F’s

DESERT VIEW HIGH SCHOOL: 2 or more F’s


DESERT VIEW HIGH SCHOOL: 2 or more F’s

SUNNYSIDE HIGH SCHOOL: 2 or more F’s

2nd Semester Sunnyside

School Yr GradYear Total 2 3 4 5 6 7 8

2008-09 2012 174 62 43 31 25 9 2 2

2007-08 2011 149 79 34 18 10 5 2

2006-07 2010 202 83 45 33 22 18 1

2nd Semester Desert View

School Yr GradYear Total 2 3 4 5 6 7 8

2008-09 2012 187 73 41 35 20 9 5 4

2007-08 2011 176 71 44 37 12 11 1

2006-07 2010 229 87 45 41 31 24 1


Digital Advantage Metrics

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

505 awarded to freshmen339 awarded to sophomores, juniors and seniors

Freshmen who received laptops participated in after-school programs

On-line: 60 students enrolled for .5 credit coursesCS&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 ceremoniesInternet for students receiving laptopsFinancial contribution to The Digital Advantage


Digital Advantage Coverage/ Awards/

Recognitions/ Presentations

Media Coverage• Newspapers • ASBA Journal • E-journals• Television • Radio interviews

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

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


Goals for today’s presentation

Celebrations

Challenges

District responses and opportunities

Star Teachers and Pride of Sunnyside


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

Historical Context


Corrective action / Performance labels

Budget crisis Organizational efficiency ADM - attendance accounting Auditor General

English Language Development Change – staying focused and

maintaining momentum

District Challenges


ChallengesFinancial

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


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)


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


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 millionPrevention Specialist funding change $0.3

millionOrganizational 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


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.


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


District’s courageous previous position

Governing BoardGoverning BoardCourageous leadershipCourageous leadership


Between a rock and a hard place


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.


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

ELD rationalefor four-hour block


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.

ELD Guiding Principles


Challenges AYP and

Arizona LEARNS

District in Corrective Action

Schools not meeting AYP

Schools not meeting Arizona LEARNS standards


District Improvement History


Desert View Math


Desert View Reading


Sunnyside Math


Sunnyside Reading


2009 School Level Results

AYP and Arizona LEARNS Performance Labels

High Schools



AYP and Arizona LEARNS Performance Labels

Middle Schools



AYP and AZ LEARNS Performance Labels

Elementary Schools


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


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


District Response

New leadership/new roles

Curriculum Audit recommendations implemented in 2009

Implement Beyond Textbooks K-8

ELD modelLaunch Curriculum Advantage districtwide


District School Improvement Goals

Goal 1: Reading ProficiencyGoal 2: Mathematics ProficiencyGoal 3: Proficiency in English for

English Language LearnersGoal 4: HQ Teachers & Para-professionalsGoal 5: Safe and Drug-Free Schools Conducive to Learning

Goal 6: Graduation RateGoal 7: Parent and Family EngagementGoal 8: Special Education


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


District responses to challenges – Opportunities -

Districtwide Literacy InitiativeScholastic Reading Inventory (SRI) grades 4-8

Standardized assessment for first timeRead 180 and System 44 for all middle schools

Reading Plus for ninth grade


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


Middle School Interventions

System 44 90-minute intervention that focuses on (below 400 lexile):

Phonemic awareness and phonics foundation for the older struggling readerWord analysis (syllabication and morphology)Spelling, vocabulary (usage and meaning)Sight words

Read 18090-minute intervention that focuses on (above 400 lexile):

Text comprehensionFluencySpelling, vocabularyWriting and grammarSpellingPhonics and phonemic awareness for the older struggling reader


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 success


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


CALENDARS BECOME THE CURRICULUM GUIDES

Web-based calendars


Vocabulary, Skills, Vocabulary, Skills, Level of RigorLevel of Rigor

Vocabulary, Skills, Vocabulary, Skills, Level of RigorLevel of Rigor

The Big IdeasThe Big IdeasThe Big IdeasThe Big Ideas

Essential Essential QuestionsQuestionsEssential Essential QuestionsQuestions

Performance Performance Task / Model Task / Model

ProductProduct

Performance Performance Task / Model Task / Model

ProductProduct

Explicit Descriptions of the Essential Standards


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


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.


Rigor/Relevance Framework

KNOWLEDGE

A P P L I C A T I O N

A B

DCActivities

Projects

Problems


Rigor CurriculumBeyond TextbooksLiteracy InitiativeQuality first instruction

Collaboration

The Three RsRigor, Relevance, Relationships

Relevance Addressing the

digital divide Transformation

through technology

RelationshipsAdvocacyAVIDCommunity partnerships

Student engagementRecognition - Star Teachers,Pride of Sunnyside honorees


District responses to challenges - Opportunities -

Transformation through technology Technology training for students and parents Technology training for teachers

Teachers’ expanded role and opportunitiesAttendance-takingAccess to AIMS, student data 24/7Grades, lesson plans posted on web (Parent Connect) (new slide)

Digital Stories Classrooms of the Future Internet access


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.

Participating schools:Apollo Lauffer Sierra Desert View

STAR Academic Sunnyside High

Digital stories created by

students can be viewed at

stories.susd12.org


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.

AVID: 28 Years of Success


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, 2006-2007 (N=10,949)Percentages have been rounded to the nearest whole percent

AVID graduates College students

AVID Update


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


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


Core AVID Program

Core AVID Program

SchoolwideAVID

SchoolwideAVID

Districtwide 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 4-12?•Have we expanded district opportunities for AVID training?•Is college readiness a stated district priority?

The Development of AVID in a District


Enrollment in the AVID Elective

0

20

40

60

80

100

120

140

160

6th 7th 8th 9th 10th 11th 12th

Grade

# o

f stu

den

ts

2006-2007

2007-2008

2008-2009

AVID Enrollment


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


8th Grade Algebra Enrollment

2822

34

58

4049

55

29

6357

0

10

20

30

40

50

60

70

Apollo Challenger Chaparral Lauffer Sierra

Nu

mbe

r E

nrol

led

2007-2008 2008-2009

AVID EnrollmentEighth-Grade Algebra


Desert View High School AP Course Enrollment: Three Year Trend

0

20

40

60

80

100

120

Series1Series2

Series3

AVID EnrollmentDesert View AP


Sunnyside High School AP Course Enrollment: Three Year Trend

0

10

20

30

40

50

60

70

80

EngLang

US Hist Gov Biology HonorsCalc.

Span.Lang

Series1Series2

Series3

AVID EnrollmentSunnyside AP


Pride of SunnysideElementary

Belle Rosetepersonal care attendant

Early Childhood EducationLisa Rabago

reading interventionistCraycroft

Norma Castrolibrary clerk

Drexel

Lori Carbajalattendance clerk

Elvira

Erlinda Silvasintervention assistant

Esperanza

Ardith Vargaschool nurse

Gallego

Enriquetta Yanezinstructional assistant

Los AmigosChristine Garcia

office assistantLos Niños

Beatriz Lopezinstructional assistant

Los Ranchitos

Angelica Norzagarayschool secretaryMission ManorGloria Gomez

instructional assistantOcotillo

Ronald Harriscampus monitor

Rivera

Renee Singletonreading interventionist

Santa Clara

Karla BrockmanELL interventionist

Summit View

Betty CamachoSEI support

Liberty


Star TeachersElementary

Karen Johnsonspeech language pathologistEarly Childhood Education

Stephanie Ponce5th gradeCraycroft

John Underhill2nd grade

Drexel

Margaret Hackett4th grade

Elvira

Bernadette QuirozkindergartenEsperanza

Marilyn Higginbotham4th gradeGallego

Stephanie Shay1st grade

Los Amigos

Jean Olsonmath specialist

Los Niños

Cristina Guevara3rd grade

Los Ranchitos

Kristi Hamblin4th grade

Mission Manor

Cindy Gay3rd gradeOcotillo

Ann ArnoldP.E.

Rivera

Norma MahoneykindergartenSanta Clara

Erica Patrick-VejarkindergartenSummit View

Carmen Lamaskindergarten

Liberty


Pride of SunnysideMiddle School

Gonzalo FerreiraadvisorApollo

Chris Higginscampus monitor

Lauffer

Jody Disneyschool nurseChallenger

Mary Morrisprevention specialist

Chaparral

Michael Festerprevention specialist & JAG coordinator

Sierra


Star TeachersMiddle School

Jennifer Trujillo-Johnsonreading-language arts

Apollo

Jackie Nicholssocial studies

Lauffer

Martin Wigginsscience

Challenger

Karen Rogersscience

ChaparralNicholas Duddleston

media artsSierra


Pride of SunnysideHigh School

Olga Lozanoattendance clerk

Desert View

Brent Stahnkehead custodianSTAR Academic

Mary Martinezinstructional assistant, special education

Sunnyside

Bernadette MartinCentral Administration


Star TeachersHigh School

Anne HamiltonELD, all grades

Desert View

Lupe CantauSAFE

STAR Academic

Kurt FischerEnglish

Sunnyside

OPENING OF SCHOOL 2009-2010OPENING OF SCHOOL 2009-2010

Have a successful2009-2010 school year!

Documents

OPENING OF SCHOOL 2009-2010 Opening of School 2009-2010 Welcome Dr. Manuel L. Isquierdo Proud Superintendent Sunnyside USD