The Spartan Standard

Creating Coherent Systems That Promote Learning For All

Words to Inspire...

Every child deserves a champion; an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be. Is this job tough? You betcha. But it is not impossible. We can do this. We're educators. We were born to make a difference.--Rita Pierson

Mary Rose's Schedule


Monday, August 4: Intervention Day; Spartan Values

6:30 Staff Meeting

8:20 Spartan Values 9th Grade

9:00 Mr. Leyba Site Visit

12:00 Spartan Values 12th Grade

1:38 PLC Collaboration

3:30 A-Team

6:00 PTSA Informational Meeting

Tuesday, August 5:

7:30 Office Time

11:00 Teacher Mtg.

12:45 Master Schedule

Wednesday, August 6:

7:30 Yearbook

7:45 iPad Distribution @ Library

8:00 ELA Cohort @ PDC

1:00 S. Huezo

2:55 FAC @ New Library

Thursday, August 7:

9:30 Off Campus

11:00 Walkthroughs

Friday, August 8:

7:45 Calendar @ Learning Lab

9:30 Walkthroughs

Saturday, August 9:

8:00 Saturday School


Monday, August 11: Intervention Day

7:45 Walkthroughs

1:38 PLC Collaboration

3:30 A-Team

Tuesday, August 12:

7:45 Walkthroughs

6:00 ELAC Mtg. @ Learning Lab

Wednesday, August 13:

7:45 Walkthroughs

Thursday, August 14: Open House

9:00 Principal PLC @ SOH

4:00 Open House

Friday, August 15: Minimum Day

7:45 Calendar

9:15 Walkthroughs

Saturday, August 16:

8:00 Saturday School

Kudos and Thanks

  • Congratulations to our SCPA Teachers and Staff who were involved in the Summer VAPA Production, "Pippin": Assistant Director Sharon Maley; Choreographers Valerie Ingram and Marla Navarette; and Set Designer/Builder Charles Batchman. This magnificent musical played to a full house at the Ruth Chapman Performing Arts Center at Eastlake High School. Pictured to the right are Valerie Ingram, Sharon Maley, and CVHS supporter Russ Sperling who conducted the orchestra for "Pippin".

"Pippin": Recognize Our Students?

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Walkthrough Feedback: Week Two

  • Evidence of thoughtful planning: A slide show showing different perspective piqued student interest and led to vocabulary development and then a structured partner conversation about how perspective is used to arrange products in a grocery store, which ultimately led to a class definition of geography,
  • Collaborative Self-Assessment: Students filled out a graphic organizer (included sentence starters) designed to assist in evaluating their partner's art work. From this, students engaged in structured conversation with their partners and then a self-reflection on how to improve their own work, based on the discussion.
  • Constructive Struggling: A problem was presented to students with two of the most popular solutions--both wrong. Students learned vocabulary and supported through a questioning process which will allowed them to articulate why both popular solutions are wrong.
  • Common Core: Students were asked to collaborate on designing a lab that will measure speed. Groups adjusted their plan based on materials that they were allowed access to. In another class, students were given materials and asked to use the materials to work collaboratively on constructing something that will travel through a fish line. Students tested their creations and adjusted based on results of their test. Teacher asked questions to push student thinking.
  • Setting Context: When administrator entered the classroom, teacher set context by referring back to the DLT and asking a student to explain the purpose of the day's lesson. In another class, a student explained how the activity the class was engaged in supported the accomplishment of the DLT.
  • Data Gathering: As a pre-assessment, students were given text and directed to annotate and identify the main claim.
  • Graphic Organizers as conversation starters: Students filled out graphic organizers that allowed them to gather their thoughts and engage in conversation with a partner about reading.
  • Accuracy and Precision: Based on feedback given by their teachers, students adjusted their performance. Practice makes perfect!


  • Why am I doing this?: DLT's were largely missing or incomplete. Please review DLT structure. What will the students master by the end of the period and how will they show you they have mastered it?
  • Accountability: While it was refreshing to see students seated in groups of two or four and being asked to collaborate on a worksheet, there were no clear roles that will structure conversation to ensure that ALL students were contributing to, and ultimately accountable for, the answers in their graphic organizers.
  • Let the students do the talking: Most discussions and questioning were teacher-led and directed. Students silently took notes and waited for the teacher to answer his/her own questions. In other classes, a few students answered leading questions asked by the teacher. In many classes, only volunteer students were called on to answer questions. No think time or partner-talk time was given to allow students to formulate answers.
  • Asking questions that stimulate conversation: Many questions that were asked were low level questions designed to elicit one or two word answers.
  • Checking for Understanding: "Any questions?" was asked a lot and was also greeted by silence from many students which teachers interpreted as a sign to move on.


  • Construct rigorous DLT's in the correct structure in which the evidence of mastery matches the rigor of the skill being mastered.
  • Refer back to the DLT and review the progression of the agenda which supports its mastery as the class moves forward.
  • Ensure students get the big picture of where they are headed in the learning while also understanding how the day's DLT fits into this big picture. This establishes the "why".
  • Allow students to explain solutions to problems, including warm-up ones, to give you insight into their thinking.
  • Ask more open ended questions which allow students to expand on their thoughts and ideas.
  • Structure collaboration and conversation by assigning roles. Please refer to your "Productive Group Work" book or the handout shared with you during the pre-service days.
  • Ask specific questions that will check for student understanding.

Check out the support materials below on Project-Based Learning and Academic Language Development.

Walkthrough Foci

We expect to see changes incorporated as feedback is given and PLC's collaborate to plan the first best lesson. As we walk through, we will be looking for the following:

  • How is my classroom arranged to promote a safe and engaging learning environment?
  • What is the DLT and how does my agenda or class activity support its completion/mastery?
  • How am I developing academic language through structured student interaction?
  • How am I moving towards collaboration and structured student interaction?
  • For Monday: How is Intervention time being used to support or enrich students?

Master Schedule Update

  • We have been allocated for 2570 students. From July 28-August 1, we have enrolled about 150 new students. We are continuing to enroll.
  • Twenty-five (25) new classes were opened to accommodate the needs of new enrollees! Please congratulate Hilda Bender and the counselors for figuring out how to do this.
  • The counselors are working really hard to ensure that we meet contractual caps. They are also balancing classes. Kudos!
  • All classes will be at cap by Tuesday, August 5.
  • Thank you for your support and patience as counselors move students to ensure caps will be met. Please make sure that students understand that moving them is necessary.

PLC Collaboration

  • You are to work on the agenda that you had agreed upon based on last week's PLC collaboration.
  • It has come to my attention that some PLC's are not collaboratively working during this time. This is NOT the time for individual work if you have a PLC to work with.
  • A reminder that everyone is expected to stay on campus until the end of the PLC time. Thank you for your professionalism.
  • Please consult the handout given last week if you need clarification on PLC tasks and products.
  • Minutes and products are to be turned in to me via E-mail, hard copy, or best yet, via CANVAS.

For The Common Good

  • Open House: Will you be ready to tell parents what your class is all about and how students will be successful this year? Watch for the Open House logistics from the AP's. Coming Soon!!
  • Entering School: Please note that the Learning Center is NOT an entrance to the school. There are classes going on there and will be disrupted if you pass through to get to campus. The Main Office Entrance on Four Ave. is always open. In addition, use your clicker to go through the motorized gate, park, and your key will get you through the locked gates in front of the PAC.
  • iPAD Deployment Part II: We will try again on Wednesday. Thank you for your support, 9th grade teachers!
  • New Partnership: The San Ysidro Health Clinic will be providing health services to our students through their Mobil Unit (which will be parked in the back parking lot near the Learning Center) and mental health services (on campus) twice a week, on Thursdays and Fridays, starting September 4. We are excited to get this partnership going, which had been approved in May.
  • New Traffic Routes in the Back Parking Lot: Please review the E-mail sent by the Assistant Principals regarding the new traffic routes to enter and exit our gated parking lot. The discussion was very lively in the calendar meeting and this is the plan that resulted from it.
  • Chained Gates: It has come to my attention that staff members and coaches (who I consider staff) open gates on L Street (by the Youth Center) that lead into campus and leave the gates unlocked. The gates are there to keep intruders out. Please do not make it easy for them to trespass by allowing them to simply walk in through an unlocked gate that is unsupervised. Please help Chula Vista High School be a secure campus by ensuring that visitors have no other choice but to come to the Main Office because it is the only unlocked and supervised entrance to the school.

Common Core Learning: PBL Parts I and II

Let The Students Do the Talking...