The Spartan Standard

Creating Coherent Systems That Promote Learning for All

Something to Think About...

The highest education is that which does not merely give us information but makes our life in harmony with all existence--Rabindranath Tagore

Mary Rose's Schedule

Monday 2/17:

President's Day Holiday: NO SCHOOL

Tuesday 2/18:

7:30 Make-up Faculty Mtg.

8:30 Counselors & H. Bender re: Master Schedule

11:30 Laurels for Leaders @ DoubleTree Hotel

2:00 CIS

3:30 A-Team

6:00 UCSD 10th & 11th Grade Parent Mtg. @ PAC

7:30 Board Meeting re: MOU with San Ysidro Clinic

Wednesday 2/19:

12:15 Pathway Meeting

1:00 T. Calhoun & Staff re: Facilities

5:00 Admin Sites Curriculum Team Mtg.

7:15 SCPA Night

Thursday 2/20:

3:00 Magkaisa/Karangalan Meeting @ SUHI Counseling Center

Friday 2/21:

8:00 Calendar

6:30 Ballet Folklorico @ PAC

7:30 Boys Basketball @ Gym

Saturday 2/22:

8:00 Adelante Latino Conference @ OHS

Spartan Events

The House of Guitars, led by Jeff Williams, is the only one of its kind in San Diego County. The group is made up mostly of students who are majoring in Guitar in our SCPA. Every time this group plays, they bring the house down with their precision. Every student in this group of forty (or so) plays his or her part in unison with the others so it seems that the audience is listening to one or two guitars.

Do you know which of our Winter Sports are in the hunt for a banner? The first two who can E-mail me all the sports that are in the hunt for league championship wins a prize!

The biggest and best musical in the District will be coming soon, produced by SCPA and directed by Sharon Maley with technical, choreography, and musical direction from Charles Batchman, Debbie Nevin-Armstrong, Valerie Ingram, and Barbara Schroeder,

Support our students outside of the confines of the classroom! Learn what extracurricular activities they are involved in by checking out the weekly calendar placed in your mailboxes or the school calendar through Outlook. Students love seeing you at their events!

Kudos and Thanks

  • Kudos to Rebecca Calderon! Our Old Library was full as eighty-two parents came to Coffee with the Principal to ask questions and hear all about the WASC process. Awesome job recruiting parents!
  • Congratulations to DiAnne Cabe and the ASB for a very successful Sadie Hawkins Dance at the Coronado Marriott. More than 400 students came to dance, take pictures, enjoy the pizza-soda-candy-coffee-dessert bars, and watch the coronation of the Sadie Hawkins Court.
  • Congratulations to Tony Atienza for his invitation to the White House (yes, in Washington, D.C.!) on February 18, 2014 at the Event Planning Luncheon for The American Dance Institute. What an honor!
  • Chula Vista High School's Comedy Improv Team, under the tutelage of Sharon Maley defeated Coronado High School's Improve Team in an Improv game last Wednesday, February 12. Way to go!!
  • Thank you, Debbie Nevin, for a well-organized SCPA Night to inform our future SCPA parents regarding the advantages and requirements of being in this life-changing program.
  • Awesome job, Sonja Jaime, Valerie Ingram, and Marla Navarrete! Our Dance students were very impressive at the District Dance Concert held February 11 at the Performing Arts Center. "Puttin' on the Ritz" was fun, "Awakening" was classic, and "Whispering" was bold and powerful. Congratulations!

Walkthrough Focus

As we walk through this week (and the next several weeks), we will be looking for the following:

  • Daily Learning Target and the agenda that supports its completion: How does your DLT transform as your lessons go through the Rigor-Relevance Framework?
  • Students talking to each other using Academic Language: How do you create opportunities that allow you to find out what your students' thinking process is so you can build on their skills and/or address misconceptions?
  • Common Core Transition: How do your lessons reflect the rigorous skills in the ELA anchor standards and/or the Mathematical practices?

Faculty Meeting Make-Ups

If you missed the Faculty meeting last Wednesday, please plan to attend the Faculty Meeting Make-ups at the Categorical Office on Tuesday, February 18. Those who teach Periods 2-7 will have their make-up meeting Period 1 while those who teach Periods 0-5 will have their make-up meeting Period 6. The rest who teach Periods 1-6 will have their make-up meeting starting at 2:50. Jaye Leigh will briefly talk about the logistics of the 10th Grade CA High School Exit Exam (CAHSEE). I will update you on the WASC process. Then, we will continue to look at data related to our Student Learner Outcomes that will help us define what our critical needs are.

Working With Students With Disabilities: Our Responsibilities

As you all know, Federal Law, more specifically the Individuals with Disabilities Education Act (IDEA) defines "children with disabilities" as individuals between the ages of 3 and 22 with one or more of the following conditions--mental retardation, hearing impairment (including deafness), speech or language impairment, visual impairment (including blindness), serious emotional disturbance, orthopedic impairment, autism, traumatic brain injury, specific learning disability, or other health impairment--that adversely affects their educational performance.

Children with disabilities who meet the above criteria qualify for Special Education. As stipulated by the same IDEA Act, an Individualized Education Program (IEP) that meets the child's unique needs is created. However, the same IDEA Act also requires that all children with disabilities be educated in the Least Restrictive Environment (LRE) that is appropriate for them. This means that students may be educated in the regular classrooms with support to special classes, or placed in alternative sites as needed.

The IEP is a legal document that contains, among other information, a student's educational plan identifying placement and if necessary, modifications and accommodations within the placement to ensure that the child's educational needs are met within the least restrictive environment. The IEP is developed by the IEP Team which includes the psychologist, student's case carrier (normally a teacher in the Special Education Department), counselor, teachers, parents, and personnel with specific roles in the child's disability (for example, speech therapist).

So if you have Students With Disabilities in your classes, please note that you are responsible for:

  • Giving feedback to the Case Carrier regarding student performance in the classroom. The feedback may be positive and/or negative. It may be about academic performance or behavior. Yes, evidence provided such as student work will help illustrate your feedback. Your feedback will greatly help in the development of the student's educational goals, objectives, accommodations, and modifications.
  • Implementing accommodations and/or modifications to the educational program and/or testing. Examples of accommodations include, but are not limited to, taking a break to refocus, extra time for homework, extra time for testing, Examples of modifications include the use of technological aids, reading ELA questions aloud to the student, use of paragraph frames during a writing exam. You have been provided with all these information for every student with disability that is in your classroom. Accommodations and modifications are not free passes--they put the student on a level playing field with non-disabled students, especially in the regular classroom.
  • Attending IEP meetings.

Please note that we will be held legally liable (Translation: Lawsuit) for failure to implement a child's IEP, which includes accommodations or modifications. If you need assistance or have questions, please see our psychologist, Paul Gil, Department Chairs Adrian Maestre and Devon Aleman, or your student's case carrier. Thank you for doing your part in ensuring success for ALL our students.

For the Common Good

  • INSTRUCTIONAL ROUNDS: The next Instructional Rounds, also known as Peer Observations Plus, will be on February 28. We will be visiting classes to collect data on the implementation of academic language development and structured student interaction. Participating in Instructional Rounds gives you an opportunity to observe your peers in action as they implement their first best lessons. The observations are non-evaluative. The data gathered will be presented to staff as trends based on the district rubric that was created to help teachers plan to implement ALD (it has been given to you so you all know what it contains and looks like). If you would like to participate, please let Becky Bravo or I know by Friday, February 22. I will pay for your substitute.
  • ALMA MATER POSTER: Have you gotten yours yet? Come by the Main Office at Araceli's desk and select yours. These posters were designed by students in Ms. Spielman's classes and you helped select the top five that have now been made into posters for your classrooms or work space. Display them with pride!
  • STUDENTS OUTSIDE CLASSROOMS: Students should not stay outside of the classroom for any period of time without supervision. While I understand that students may need to take a brief break to refocus their behavior, please make sure that you are able to supervise them. It is unacceptable to have students stand or sit outside of any classroom longer than five minutes. The campus assistants can help you with escorting disruptive students to the office so the Assistant Principals can deal with them.
  • STUDENT OUTREACH SCHEDULE: You have all received the Outreach Schedule for second semester. Representatives from colleges, universities, and community colleges are housed in Room 1203 to assist our students with applications, information, and financial aid. Please post the schedule on your classrooms to help students avail of these services.

...Setting a tone for learning that suggests possibility, and creating a culture of can...