2015

The mission of Sweetwater Union High School District, an international educational community that embraces the strength of its diversity, is to ensure all students possess an invincible sense of promise through a system distinguished by: A variety of learning experiences that provoke exploration, creativity and inquiry. A comprehensive network of student support systems. Development of the skills necessary to succeed in higher education and the world of work. Community involvement through a variety of partnerships. A culture of integrity, respect and trust. A learning environment that ensures the well-being of each student. The celebration of individual achievement. MISSION

Key Relationship at Sites

TOP 2015 Districts in California La Canada Unified (4,000 total enrollment) 937 API 65.2% College Readiness #2 State Rank 97.58% Graduation Rate San Marino Unified (3144 total enrollment) 953 API 61.3% College Readiness 99.32% Graduation Rate Palo Alto Unified (12,268 total enrollment) 911 API 69.3 % College Readiness Graduation Rate

TOP 2015 H.S. Districts in California Los Gatos-Saratoga (3,144 total enrollment) 911 API 63.5% College Readiness Graduation Rate Acalanes Union (5,325 total enrollment) 909 API 59.7% College Readiness 98.07% Graduation Rate Tamalpais Union (4,000 total enrollment) 912 API 61.6 % College Readiness Graduation Rate

TOP 2015 Districts in San Diego San Dieguito Unified (12,500 total enrollment ) 850 API 61.2% College Readiness Graduation Rate Poway (35,500 total enrollment) 894 API 53.6% College Readiness Graduation Rate Carlsbad Unified (11,000 total enrollme nt) 857 API 41.6% College Readiness Graduation Rate

San Diego High School Districts Sweetwater (40,822 total enrollment) 722 API 25.1% College Readiness Graduation Rate Grossmont (22,000 total enrollment) 727 API 20.7% College Readiness Graduation Rate

Data that Counts  Attendance (Target Goal: 97.5%)  Promotion Rates  Graduation Rates  A-G Rates  Compact for Success  SDSU  UC  AP Tests  EAP  FAFSA  CTE

Daily Attendance Target Goal: 97.5% District Overall 2015: 96.96% 2014: Junior/Middle Schools: 2015: 97.59% 2014: High Schools: 2015: 96.30% 2014: 96.52

Promotion Rates %

A-G Completion Rate

SDSU

UCSD

Advanced Placement Exams Results

EAP

EAP - SDSU

FAFSA Completion

2015 FAFSA Completion

“CHANGE”

 Things change, whether it is planned or not. (Usually not!) How we adapt to change determines our future success (or failure).  Resistance to change leads to stress and bitterness.  Developing a “Why Change?” statement helps all stakeholders reflect on areas of weakness, and addresses future needs. This collaboration gives everyone a piece of ownership in the organization.

 Spencer Johnson  1998  M.D. from Royal College of Surgeons  Known for simplicity  One Minute Manager; The Precious Present

 According to Johnson, there are actually three stages of change:  Preparing for Change ▪ Gives people ideas for success.  Gaining Change Skills ▪ Gives people a chance to learn skills in order to help them adapt easier.  Achieving a Change ▪ Aids people to work together as a team to achieve measurable success.

 Spencer Johnson’s best- selling book, “Who Moved My Cheese?” uses a simple parable to address how accepting and preparing for change can impact your outlook on life.  “Cheese” is what we are looking for in life, personally and professionally.

 Think about the following:  What is our cheese?  Do you see parallels between the story and your life? Your school environment?  What are some change scenarios that cause anxiety in a school  What does the video imply as possible ways to handle challenges/concerns?  Be prepared to discuss in your department.

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 “The “mice vs. men” story is a basic, but powerful, parallel to the “rat race” many of us experience and will be experiencing

 What did you think?  What connections were you able to make with the story?  What are some change scenarios that cause anxiety in a school?  What causes this anxiety?

 Which character do you most identify with?  Sniff, able to determine when change is on its way…

 Scurry, who runs out and seeks change head-on…

 Haw, who is initially resistant to change, but realizes it’s not so bad…

 Or Hem, who is resistant to change, regardless of the situation?

Mice  Simplistic Thinkers  Used Instincts  Was Aware of Changes In Surrounding (Watchful)  When The Environment Changed, They Changed With It. Little People  Complex Thinkers  Used Reason  Ignorant to Changes In Surrounding (Familiar)  Not Prepared For Change and Did Not Change With Environment. Discussion Point: What did each group do when they came to Cheese Station C each day? As the days went on?

– Change Happens (They keep moving the cheese) – Anticipate Change (Get ready for the cheese to move) – Monitor Change (Smell the cheese often so you know when it is getting old) – Adapt to change quickly (The quicker you let go of old cheese, the sooner you can enjoy new cheese) – Change (Move with the Cheese) – Enjoy Change (Savor the adventure and enjoy the taste of new cheese) – Be ready to change quickly and enjoy it again and again!

When the cheese was gone so were the mice!  Reflect on the different reactions of the mice and the little people.  Life is 10% of what happens to you and 90% of how you react to it.  When change happens is it as sudden as we think or are there clues?

 Accept the situation: this cheese is gone!  Remember your journey: you had to find cheese the last time and you did  Reflect on your source: there has always been cheese  Block nay-sayers: Folks with fear and negative thoughts who only want to HEM you in.  Have faith: you will find new cheese if you start to search on it  Visualize success: ”it’s the cheeseiest!”

 The journey is as important as the destination  You’ll go faster the sooner you get rid of old fears  As you proceed, you’ll find morsels of the new cheese along the way – a promise of what lies ahead!  Everyone has to find new cheese for themselves  Be supportive, leave a trail that can be followed

 You found new cheese!  Now Chew on this… Q:What did the little people have that the mice didn’t have? A:The ability to reflect on the lessons learned and apply it for the next time as well as the opportunity to share it with others. Let’s Not Waste Our Lessons… There Are People Who Need To Hear Our Stories

US Our community, colleagues, and district will be looking at us on how we deal with changes. They will take their cues from us. Change is often prompted by unseen forces. Think Back: Has your cheese ever been moved? Have you ever found new cheese?

Move With The Cheese & Enjoy It !

Role of Counselor 6 year plan Promotion/ Graduation A-G Completion Compact Evidence of Practice  Learning Walk Data  PLC Evidence of Practice  Collaboration/Support  Student Achievement Data CTE Intervention Social/emotional support College-going culture Parent involvement FAFSA completion College admission Resilliency

 Improving schools require collaborative strutures…..without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve – Michael Fullan  Creating a collaborative culture is the single most important factor for successful school improvement – Eastwood and Lewis

Each site should develop goals

 Be part of the team  Build your site team to do the work together  Set high expectations  Focus on results  Keep yourself learning

DECLARE HIGH EXPECTATIONS! BE BOLD! Maintain and monitor high expectations for all students, and all staff, all of the time. GOAL 3:

FOCUS ON STUDENT RESULTS: Be relentless for all students and their achievement. Make all decisions based on what is best for the academic achievement of all students. Use school data and student work (results) as the measure of our success. Be willing to accept personal accountability for student results. GOAL 4:

KEEP YOURSELF LEARNING: Be open to change. Embrace “critical colleagueship”. Be hungry to know more about effective pedagogy through collaborative data driven conversations in order to continuously improve your instructional practice. “Critical colleagueship depends on difference and conflict as driving forces. Instead of relying on routine dissemination of information and techniques to inspire new practices, critical colleagueship turns to data driven dialogue, increased reflection, informed debate, honest disagreement, and constructive conflict as tools of change.” GOAL 5: