Garfield High School

1. Garfield High School Faculty Meeting September 25, 2013

2. Mission/Vision • Our Mission: • Recognizing our diverse history, Garfield educates all students as they build confidence, become active citizens and achieve academic excellence • Our Vision • To accomplish this goal, Garfield commits itself to involving school personnel community members, students and their families as partners in an ongoing process of education improvement. We construct an environment of excellence and ethical growth for all. Students, faculty continuously work to learn and grow.

3. Garfield 8 Core Standards • Standard I—Teaching and Learning • Guiding Principle: • The Garfield High School’s mission statement describes the essence of what the GHS as a community of learners is seeking to achieve. The expectations for student learning are based on and drawn from the GHS mission statement. These expectations are the fundamental goals by which the GHS continually assesses the effectiveness of the teaching and learning process. Every component of the school community must focus on enabling all students to achieve the GHS expectations for student learning.

4. Core Standards • Standard II—Curriculum • Guiding Principle: • The curriculum including coursework, co-curricular activities, and other GHS-approved educational experiences, is the GHS formal plan to fulfill its mission and expectations for student learning. The curriculum links GHS beliefs, its expectations for student learning, and its instructional practices. The strength of that link is dependent upon the commitment and involvement of the GHS faculty to a comprehensive, ongoing review of the curriculum.

5. Core Standards • Standard III—Instruction • Guiding Principle: • The quality of instruction at GHS is the single most important factor affecting the quality of student learning, the achievement of expectations for student learning, the delivery of the curriculum, and the assessment of student progress. Instructional practices will be grounded in the GHS mission, beliefs, and expectations for student learning, supported by research in best practices, and refined and improved based on identified student needs. GHS faculty are expected to be reflective about their instructional strategies and to collaborate with their colleagues about instruction and student learning.

6. Core Standards • Standard IV—Assessment • Guiding Principle: • Assessment is an integral part of the teaching and learning process. Its purpose is to inform students regarding their learning progress and GHS faculty regarding ways to adjust the curriculum and instruction to respond effectively to the learning needs of students. Further, it communicates to the GHS community the progress of students in achieving the GHS expectations for student learning as well as course-specific learning goals. Assessment results must be continually analyzed to improve curriculum and instruction.

7. Core Standards • Standard V—Leadership and Organization • Guiding Principle: • The way that GHS organizes learning for students, fosters leadership, and engages GHS faculty members has a profound effect on teaching and learning. The professional culture of Garfield High School is characterized by thoughtful, reflective, and constructive discourse about decision-making and practicing that supports student learning and well-being.

8. Core Standards • Standard VI—School Services • Guiding Principle: • Student learning and well-being are dependent upon adequate and appropriate support programs and services. GHS is responsible for providing an effective range of integrated resources to enhance and improve student learning and wellbeing and to support the GHS mission and expectations.

9. Core Standards • Standard VII—Support • Guiding Principle: • Garfield Physical building (consisting of site, buildings, equipment and services) is an important factor in the functioning of the educational program. The school serves as a vehicle for the implementation of the school mission. The school will continue to provide a variety of instructional activities and programs and for the health and safety for ALL persons. The school will continue to reflect how to incorporate aesthetic features that contribute to a positive educational atmosphere while providing for needed flexibility. In addition to an appropriate facility, sufficient fiscal resources must be available, accounted for and effectively used in order for GHS to accomplish it mission and expectations for student learning.

10. Core Standards • Standard VIII—School Improvement • Guiding Principle: • The Garfield faulty will continue to develops and maintains an externally validated process and plan for school improvement. Goals resulting from the evaluation process will include targeted levels of achievement and be observable and measurable.

11. Garfield High School Goals for the year 2013-2014 • OUR TRANSFORMATION GOALS • Enhance Faculty collaboration, trust and mutual support within the contract day. • Implement targeted teaching and learning strategies to eliminate disproportionality in student achievement in the areas of reading, writing and math. • Develop faculty skills (i.e., teaching techniques and learning strategies) across the curriculum in reading, writing and math. • Create personalized education and smaller learning communities for all students. • Coordinate parent engagement and community support for Garfield High School

12. Department Goals for Student Achievement 2013-2014 • Mathematics Department Goals • Students will: • Be able to use appropriate mathematics vocabulary, symbolism, and notation. • Be able to use a variety of problem solving strategies to solve a broad range of problems. • Be able to describe mathematical concepts and justify processes and solutions by speaking, writing, drawing diagrams and graphs, and demonstrating with concrete models. • Be able to work effectively with a small group of students to solve problems. • Be able to use technology as a tool in mathematics.  • Be able to pass the appropriate End of Course exams in accordance with District graduation requirements.

13. Department Goals • Language Arts Department Goals • Students will: • Apply advanced word recognition and meaning skills to a variety of texts • Continue to increase vocabulary across all content areas • Read novels of appropriate difficulty and summarize and analyze content • Analyze and illustrate the use of all elements of literature • Prepare a personal profile using technology to complete/update a personal data sheet and professional folder for post graduate applications. • Apply knowledge of self and others gained through literary experiences to successfully interact in society. • Demonstrate proficiency in reading technical documents • Fill out post-high school applications and scholarship forms accurately • Show mastery of organization of essays and research projects

14. Department Goals • Language Arts Department Continued • Show mastery of voice, word choice and sentence fluency in writing. • Develop, write and present a senior project with written and oral components showing mastery in both areas. • Develop a well organized research paper which includes: an outline, use of note cards, MLA standards with work cited page. • Demonstrate the understanding and mastery of all aspects of the writing process • Produce a paper of depth, using a range of writing skills leading to mastery. • The LA department pursues student-achievement goals in accord with district standards for reading, writing and oral language at all grade levels.  Students read for comprehension, learning and pleasure.  Students analyze fiction and nonfiction texts as well as conduct research for a variety of projects.  Students are taught discussion skills and develop presentations for a variety of audiences.  Students write primarily analytical essays, along with research papers, journalism, and a variety of creative writing activities.

15. Department Goals • Language Arts Department Continued • To these ends, the department continues to work collaboratively around a set of teaching techniques, common vocabulary, anchor books and norming of assignments.   These include: • Teaching techniques: A variety of approaches, including direct instruction, project-based learning, group work and inquiry, independent reading and vocabulary in each class: • Common vocabulary: • ** Jane Schaffer writing terms across all courses • ** Greek and Latin roots in 9 & 10 • ** annotation • ** research • ** MLA citations • ** Lit Terms, including: figurative language, metaphor/simile, symbol, personification, alliteration, flashback, pun, foreshadowing, hyperbole, oxymoron, allusion, protagonist, antagonist • ** short story elements • ** propaganda techniques/rhetoric

16. Department Goals • Language Arts Department Continued • Anchor books: Through the district alignment, Garfield has adopted four anchor texts each in grades 9 – 11. • Norming of assignments: Our work continues around norming assignments and grading.  We are moving toward common assessments and end-of-course exams for grades 9-12.

17. Department Goals • World Languages Department Goals • World Language Teachers are designing and using assessments that test the student’s communicative ability in the target language.  These assessments include interpersonal and presentational reading, writing, speaking, and listening – not simply vocabulary or grammar recall. • Students will: • Read with comprehension in target language at the appropriate district-aligned American Council for Teachers of Foreign Languages (ACTFL) level • Listen with comprehension in target language at the appropriate district-aligned ACTFL level • Speak presentationally with competency in target language at the appropriate district-aligned ACTFL level • Speak interpersonally with competency in target language at the appropriate district-aligned ACTFL level • Write presentationally with competency in target language at the appropriate district-aligned ACTFL level • Write interpersonally with competency in target language at the appropriate district-aligned ACTFL level • Compare target culture (products, practices, and perspectives) to that of another culture in detail with thought and respect • Compare target language to that of another language in detail • Engage in target language and culture outside of class for personal enjoyment

18. Department Goals • Family and Consumer Science Education Department Goals • Students will: • Integrate multiple life roles and responsibilities in family, work, and community settings. • Evaluate the significance of family and its impact on the well-being of individuals and society. • Demonstrate nutrition and wellness practices that enhance individual and family well-being. • Integrate knowledge, skill, and practices required for careers in food production and services. • Demonstrate respectful and caring relationships in family, workplace, and community. • Integrate knowledge, skills, and practices required for careers in Health and Human Services field. • Have opportunities to develop the skills needed for reading with comprehension, writing effectively, and communicating successfully in a variety of ways and settings and with a variety of audiences using technology as a tool. • Have opportunities for leadership as leadership skills are integrated in the context of each course.

19. Department Goals • A Family and Consumer Science Education Teacher: • Empowers individuals and families across the life span to manage the challenges of living and working in a diverse, global society. • Prepares students for the world. Whether the adult world or the world of work, students learn and practice numerous critical and creative skills that will prepare them for their interaction in their home, their community and their workplace. Becoming responsible citizens and leaders in family, community, and work settings. • Motivates students in building their communication, time management and organizational skills as it relates to their personal interaction at home, community and work settings. • Provides students with opportunities to develop and practice their leadership skills as they become responsible citizens in their family, community and work settings.

20. Department Goals • Science Department Goals • Students will: • Demonstrate proficiency in content standards in physics, biology, chemistry, and environmental science. • Investigate, interpret, and defend scientific investigations, conclusions and arguments. • Use data, logic, and analytical thinking as investigative tools and to formulate and revise scientific explanations and models using critical thinking and logic. • Use technology as a tool in the fields of science. • Feel confident in their understanding of science and to recognize how science is important in their lives. • Students will get the opportunity to do science in the real world or in real world contexts before leaving high school. • All students who desire to will be able to complete four years of science.

21. Department Goals • Social Studies Department Goals • The Social Studies Department at Garfield is implementing grade level Washington State CBA’s (Classroom Based Assessments) and will use the same common cumulative final in each of our AP (Advanced Placement) classes. • Students will:  • Be able to explain the purposes of government and analyze how its powers are acquired, used, justified, and balanced. • Be able to describe and interpret the physical processes that shape places and regions, and to examine and analyze how the contributions of various cultural groups influence society. • Engage in oral and written civic discourse to analyze pressing controversial issues and evaluate competing solutions. • Be able to group events and timelines by broadly defined historical eras and use timelines to identify and explain patterns of historical continuity and change in a succession of related events; be able to compare and contrast cultural perceptions of time.

22. Department Goals • Social Studies Department continued • Use maps, table, and graphs to construct solutions to problems involving such things as transportation networks within regions, literacy rates, voting patterns or variations in population density in relation to resources and land use. • Be able to explain how conditions and motivations affect the development of foreign policy and evaluates foreign policy decisions and how they affect nations. • Analyze diffusion of both culture and technology over time.  • Be able to effectively use a social studies text by analyzing and outlining information, critical themes and epochs in history. • Effectively write persuasive essays using documents • Effectively write both a Change Over Time and a Compare and • Contrast Persuasive Essay

23. Department Goals • Business and Technology Department Goals • Students will: • Experience opportunities for study of the real world that are directly relevant to them • Explore areas with which they are familiar and have some knowledge to contribute • Incorporate different verbal and non-verbal learning styles and modes of expression • Participate in hands-on experiences to learn a wide range of skills and experience how they can affect the surrounding world • To experience opportunities for work based learning • Explore the world outside the school and incorporate and integrate all of the resources of the community, human and otherwise, into the process of education • Demonstrate technology specific skills and competencies for use in business applications, the academic world, and in the world outside of school. • Learn how to use technology responsibly as a decision making tool. • Learn how to use the internet as a tool. • Develop and apply skills and knowledge needed to live, learn and work in an increasingly diverse, technology-based society. • Have opportunities for leadership as leadership skills are integrated in the context of each course.

24. Department Goals • Business and Technology Department goals continued • Be assisted with career planning and development, transitions, and post-secondary options. • Have opportunities to develop the skills needed for reading with comprehension, writing effectively, and communicating successfully in a variety of ways and settings and with a variety of audiences using technology as a tool.

25. Department Goals • Performing/Visual Arts Department Goals • Students will: • Be able to use an art form (visual arts, music, drama, and/or technology) to communicate ideas and feelings. • Understand and apply arts concepts, skills and vocabulary to communicate ideas and solve problems. • Be able to use combinations of art forms to communicate in multi-media formats. • Recognize the influence of the arts in shaping cultures and history. • Be able to use an art form (visual arts, music, drama, and/or technology) to communicate ideas and feelings. • Understand and apply arts concepts, skills and vocabulary to communicate ideas and solve problems. • Be able to use combinations of art forms to communicate in multi-media formats. • Recognize the influence of the arts in shaping cultures and history

26. Department Goals • The Visual Arts teachers are: • Creating lesson plans for every lesson with supporting materials. These plans are posted on the Source as well as being printed out and compiled in a notebook in the classroom for easy access by students. Students use these when they have been absent or are confused and need a visual reminder. • Teaching all students the use, storage and maintenance of all materials used so that they will use them appropriately and safely. The student s will also consistently put them away correctly. • Teaching the students to learn to understand and value the artistic process to that craftsmanship shows through in their work. This understanding by the students will be shown by class enrollment and community recognition.

27. Department Goals • Fitness /Health Education Department Goals • Students will: • Be able to demonstrate competency in physical skills and movement needed to play a variety of team and individual lifetime sports. • Be able to demonstrate an understanding of health and fitness concepts. • Participate regularly in physical activity. • Develop lifetime fitness goals to maintain a health-enhancing level of physical fitness. • Value participation in physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. • Physical Education Teachers are designing and implementing lesson plans that incorporate Math and Language Arts Curriculum into Physical Education classes. Our SMART goals are intended to duplicate and reinforce some of the concepts covered in L.A. and Math. • To support cross subject implementation into Health & Fitness curriculum we will integrate math into our classes by having students calculate percentages at least four times per semester. • Goal 2 To support cross subject implementation into Health & Fitness curriculum we will integrate Language Arts into our classes by having students write complete short answer essay responses to presented reflective questions at least four times per semester using the Essay Expectations Rubric employed in the Garfield Language Arts Department.

28. Department Goals • Bilingual/English Language Development Department Goals • Students will: • Achieve proficiency in spoken English language. • Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. • Use simple sentences to answer and ask questions and show understanding of new vocabulary. • Use graphic features (tables, charts, graphs) to add to meaning of text. • Use simple sentences to summarize, to state the main idea with supporting details and to discuss theme/message of a literary or informational text • Analyze, interpret, and synthesize information and ideas in literary and informational text. • Answer compare/contrast and cause/effect questions citing evidence from grade-level text • Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. • Continue to increase vocabulary across all content areas.

29. Department Goals • Individualized Education Program Department Goals • Individualized Education students will: • Make progress academically through specially designed instruction in the areas where they qualify for Special Education. • Experience high school in the least restrictive environment, in both core academic and elective classes, as allowed by their Individual Education Plan, with the goal of every student graduating on time and meeting the general requirements for a Washington State High School Diploma. • Establish goals and plans in order to ensure GHS students are ready for higher education, careers, and citizenship. • The faculty at Garfield is actively involved in the ongoing development and revision of their curriculum, based on identified student needs. The written curriculum for each subject area prescribes content, integrates relevant school-wide learning experiences, outlines course-specific learning goals, and suggests instructional strategies and assessment techniques. Curriculum content at Garfield engages students in inquiry, problem-solving, and higher order thinking, and provides opportunities for authentic application of both knowledge and skills,

30. Garfield Teacher Expectations • Teacher Protocols / emailed out to faculty and will put on document camera.

31. Washington State Teacher/Principal Evaluation Project

32. Evaluation Procedure and forms

33. Garfield Invented Future