1

AEF™A+SCHOOLOFEXCELLENCE™2015-2016 A+SchoolofExcellenceisatrademarkorservicemarkoftheArizonaEducationalFoundationandisusedbypermission.

PROGRAMPURPOSE

TheArizonaEducationalFoundationcreatedtheA+SchoolofExcellence™Programin1983asacomprehensiveschoolassessmenttooltoidentify,celebrateandrecognizeoveralleducationalexcellenceinschoolsthroughoutArizona.Theprogram’spurposeisthreefold:

● ToidentifyandgivepublicrecognitiontooutstandingpublicschoolsinArizona; ● Tomake available a comprehensive frameworkof key criteria for school effectiveness that can serve as a basis for participatory

schoolself-assessmentandplanning; ● Tofacilitatecommunicationandsharingofbestpracticesandoutstandingpracticeswithinandamongschoolsbasedoncommon

criteriarelatedtosuccess.

Schools that ultimately earn the A+ School of Excellence™ designation are models of quality and equity. They have a strongcommitmenttoacademicexcellence,meetrigorousteachingandlearningstandards,demonstratestrongstudentachievementandprovideevidencethattheyareabletorespondsuccessfullytothechangingenvironmentthateducatorsface.Theycultivatelearning-centered,safeschoolenvironmentsandsupportthesocial,emotional,physical,andintellectualneedsoftheirstudents.Theyfocusontheindividualneedsofeverychildandarerecognizedfortheirsuperiorabilitytogoaboveandbeyondthenorminprovidingservicestochildren,families,andthelocalcommunity.

Schools selected as winners must demonstrate high or significantly improving levels of student achievement, innovation inclassroominstructionandprograms, implementationofgoalsthroughextensivecollaborative involvementofparentsandcommunity,anddocumented evidence of high levels of satisfaction and consensus. A+ School of Excellence™ schools unify all stakeholders – students,parents,staff,andthebroadercommunity–inassuringqualityandequityinallaspectsoftheschool’sprograms,andengageallstakeholdersinstrategicthinkingandplanningtowarddocumentedcontinuousimprovement.

TheA+SchoolofExcellence™awardisapowerfulenergizerforincreasingpublicconfidenceinrecognizedschools,creatinggreaterparentandcommunityinvolvementandpossiblygeneratinghigherlocalsupport.Schoolsselectedfortheawardretainthestatusforthreeand½years; they receive$500andsignageorabanner.All staffand facultyataward-winning schools receivea scholarship fromArgosyUniversity/Phoenix as follows:20% forMaster’sdegree;15% forBaccalaureateorDoctoraldegree. Schools thatearn theawardagree tocomplywithAEF™authorizedlogoandnameusagerequirementsrelatedtotheA+SchoolofExcellence™designation.

ELIGIBILITYCRITERIA TobeconsideredfortheA+SchoolofExcellence™award,thefollowingcriteriamustbemet:

1. Theschoolmustbeapublic,orpubliccharterschoolwithsomecombinationofgradesPre-Kindergartenthrough12thgrade.2. Theschoolmusthaveachievedalettergradeof“A”or“B”accordingtotheArizonaDepartmentofEducation’sA-FAccountability

systemin2014.3. Theschoolmustbe inat least itssixthfullyearofoperation in itscurrent(orsimilar)gradeconfigurationwhentheapplication is

submitted.4. The school’s principal must have completed at least two full years as leader of the applicant school when the application is

submitted (NOTE: beginning in 2016-17, a principalwill need to have completed at least THREE years as leader of the applicantschool).

5. TheschoolmustnothavebeenrecognizedasanA+SchoolofExcellence™in2013,2014or2015.Previouslyrecognizedschoolsareeligibletoreapplyaftertheirthreeand½yearstatushasexpired.

6. Theschoolorschooldistrict isnotrefusingOfficeofCivilRights(OCR)accessto informationnecessaryto investigateacivil rightscomplaintortoconductadistrict-widecompliancereview.

7. TheOCRhasnotissuedaviolationletteroffindingstotheschooldistrictconcludingthatthenominatedschoolorthedistrictasawholehasviolatedoneormoreofthecivilrightsstatutes.AviolationletteroffindingswillnotbeconsideredoutstandingifOCRhasacceptedacorrectiveactionplanfromthedistricttoremedytheviolation.

2

8. TheUSDepartmentofJusticedoesnothaveapendingsuitallegingthatthenominatedschoolortheschooldistrictasawholehasviolatedoneormoreofthecivilrightsstatutesortheConstitution’sequalprotectionclause.

TECHNICALSPECIFICATIONS

● Insertresponsesaftereachprompt.● Donotexceedwordlimitations.Itistheresponsibilityoftheapplicantschooltotrackandcomplywithwordcountsforeachpart

andsectionoftheapplication.● Usenosmallerthan10-pointfontforresponses.Useoneofthefollowing(orasimilar)easy-to-readfontstyles:Calibri,TimesNew

Roman,Arial,Courier,Verdana,orGeorgia.● Responsesmaybesingle-spaced.

TIMELINE2015-2016

January18,2016 Applicationsaredueandmustbesubmittedwiththerequiredsignaturesheet February1,2016 Schoolsarenotifiedifsitevisitwillbeconducted February8–April22,2016 Sitevisitsareconducted LateApril2016(exactdateTBD) A+SchoolofExcellence™winnersareannounced

REVIEWPROCESS

● The Selection Panel reviews and evaluates application for completeness, accuracy and evidence documentation. The SelectionPanel is comprised of experts thatmay include district administrators, A+ School of Excellence™ principals and staff, universityfaculty,businessleadersandotherexpertconsultants.

● The quality of the written document will have considerable influence on how the Selection Panel evaluates the application.Complete descriptions of school policies, programs, practices, and clearly-documented results are essential ingredients of asuccessful schoolapplication.Responses throughout theapplicationmustbewell-writtenandcarefully reviewed for contentandstylebeforebeingsubmitted.Failuretodirectlyandconcretelyaddresscriticalelementsofeachsectionwillresultinanunfavorablerevieweventhoughtheschool’sprogramsandpracticesmay, inreality,bequiteexcellent. Part II,theSchoolSummaryprovidescrucialbackgroundinformationandanoverviewforunderstandingtheschoolandallpromptsforthissectionmustbefollowed.

● To qualify for a Site Visit, the application must address all elements of the application and schools must receive a rating ofExemplary (ascoreof“3”)onat least4ofthe7scoredportionsoftheapplication,andNO Inadequateratings.PartII,theSchoolSummary, andeach subsectionof Part III, SectionsA-F,will be scored. Schools thatdonotqualify for a visitwill receivewrittenfeedbackfromtheSelectionPanel.

● TheSiteVisitPanelisalargepanelcomprisedofevaluatorsthatincludedistrictadministrators,A+SchoolofExcellence™principalsand staff, business leaders and expert consultants; they form individual Evaluator Teams that conduct site visits to qualifyingschools.EvaluatorTeamsvaryinsizebasedonthenumberofstudentsatapplicantschools.

● Thepurposeofa sitevisit is tovalidate,observeandaffirmthecontentsof theapplication. Judgesmustbeable toobserveandverify with fidelity the claimsmade throughout the application. During a school’s site visit the Evaluator Team will: observe inclassrooms; meet with students, staff, parents, and community members; interview individuals as needed; meet with schoolleadership;andreviewdocumentation.

● Afterallsitevisitshavebeencompleted,eachEvaluatorTeampresentsitsreporttotheSiteVisitPanel,whichmeetstomakefinaldecisionsaboutwhichschoolswillreceivetheA+SchoolofExcellence™award.SchoolsarenotifiedoftheresultsfollowingthefinalmeetingoftheSiteVisitPanel.Schoolsnotselectedtoreceivetheawardareprovidedwithwrittenfeedback.

3

PartIIandSectionsAthroughFofPartIIIwillreceiveoneofthefollowingscores: EXEMPLARY–3points:Stakeholdersclearlygoaboveandbeyondtheexpectednormsofpractice,andtheexemplaryschoolpracticescanserveasbenchmarksforexcellenceinschools.Responsecontainsoutstandinginnovativeandcreativeinitiativesthatgoaboveandbeyond the expected norm. Schools may have outstanding programs in specific grade levels or content areas that are unique,coordinatedamongmultiplegradelevels,andmulti-disciplinary.Thesepracticesmaybeuniquetotheschoolandshouldprovideamuchdeeper and broader understanding of the content area, diversity/inclusion practices, and/or community involvement. Theremust beclear,specificandconvincingevidencethatprogramsandpracticesdescribedaresuccessfulandsustainable. ADEQUATE–2points:ProgramsandpracticesaresoundandmeettheexpectednormsforArizonaschools.Thepublic’sexpectationsarehighforallschools;manycreativepracticeshavebeenadoptedbyindividualschoolstostrengthentheirprograms.Schoolsthathavegoodprograms forparent involvement,co-curricularactivities, communitypartnerships,andhighachievement for studentsare tobecommended,buttoqualifyasanA+SchoolofExcellence™theremustbeclearevidenceofextraordinaryeffortsandresultsrelatedtotheseprograms. INADEQUATE–0points:Responseisincomplete,lackssufficientevidenceorisdeficientindetailtomeetacceptablestandardsortomakedeterminationofmerit.Aninadequateresponsemostoftenoccursasaresultofnothavingsufficientdocumentationtosubstantiateordeterminethemeritofclaimsmadeintheapplicationorbynotaddressingthepromptsineachsection. Applicationsubmissioninstructions:EmailyourcompletedapplicationinPDForMSWordformattoazedfoundation@gmail.comalongwiththesignedsignaturepage,whichcanbedownloadedathttp://azedfoundation.org/2016-a-school-of-excellence-signature-page/.Applicationsandsignaturepagemustbesubmittednolaterthan5:00p.m.onMonday,January18,2016.

4

2015-2016A+SCHOOLOFEXCELLENCE™APPLICATIONCOVERPAGE

Official School Name: Cholla High Magnet School District Name: Tucson Unified School District Grade Level: 9 10 11 12 Previous A+ School of Excellence™ award winner: No Name of Principal: Frank Armenta School Mailing Address: 2001 W. Star Pass Blvd., Tucson, AZ, 85713 Primary School Phone: 520-225-4000 Direct Principal Phone: 520-225-4004 Principal Email address: frank.armenta@tusd1.org Name of Superintendent: Dr. H.T. Sanchez Detailed travel directions indicating surface streets that lead to your school: Exit I-10 at 22nd Street. West on 22nd Street past Mission Road. 22nd Street turns into Starr Pass Blvd. School is located on the south side of 22nd just west of Mission Road. Calendar information: Best days of week, and times, to observe: Time school buses begin arriving in the morning: Time classes begin: 7:55 Time classes dismiss: M, T, Th, and F 3:20; W 2:10 Spring Break dates: March 18-25 Standardized testing dates:

• Feb. 1 - 12: Teacher assessment • Feb. 3 - 12: IB Mock Exams • Feb. 29 - March 11: District Benchmark testing for Math and English • March 14 - April 22: Science AIMS test for 9th and 10th graders • March 15: ACT • March 21-April 28: CTE tests • March 28 - May 6: AZ Merit

Early release, overnight or all-day field trips or other out-of-the-ordinary activities planned that might interfere with a site visit for the period February 8 – April 22, 2016; indicate grade level(s) affected:

5

PreparationofA+SchoolofExcellence™Application

Representatives of all relevant stakeholder groups, i.e. administrators, teachers, other school staff, students,parents, and community representatives, must be involved in the preparation of the application. List theindividualsactivelyinvolvedinpreparation.Listprimaryauthorsfirst. Name(listprimaryauthor(s)first) Position/Title Sheri Marlin Community Supporter Cathy Adams Magnet Coordinator Tara Bulleigh Assistant Principal Kathryn Jensen IB Coordinator Bill Greenberg Teacher Chris Macholtz Teacher Tammy Case Teacher Kelly Nasta Parent Marlena Davis Student Frank Armenta Principal

6

PARTI:DISTRICTANDSCHOOLINFORMATION

DISTRICT INFORMATION: 1. Total number of Pre K-12 students enrolled in the district: 47,933 2. Number of schools in the district:

Elementary: 51 Middle/Junior High Schools: 11 Pre-K-8: 11 High Schools: 14

TOTAL SCHOOLS IN DISTRICT: 87 SCHOOL INFORMATION: 1. Highlight the category that best describes the area where the school is located:

Urban or large central city 2. Number of years the principal has been in her/his position at this school: 6 3. Number of students enrolled at each grade level or its equivalent in the school:

Grade level: Number of

students: 9th 537 10th 511 11th 387 12th 337 Total Students 1772

4. Racial/ethnic composition of students in the school: %BlackorAfricanAmerican

%Asian,NativeHawaiian,orotherPacificIslander

%HispanicorLatino

%AmericanIndianorAlaskaNative

%White %Other;Specify:Multi

4.60% 0.50% 79.60% 6.40% 7.80% 1.10%82 8 1410 114 138 20 5. Student turnover, or mobility rate, during the past year: 33.89%

7

6. Limited English proficient students in the school:

Total number: 268 as a 15% of total student population: a. Total Number of languages represented: 11 b. Specify languages: Spanish, Somali, Arabic, Navajo, Dinka, Russian,

Tagalog, Swahili, Mandarin, Cambodian,

7. Students who participate in free/reduced-priced meals: Total number: 1,577 as 89.49% of total student population:

8. Students receiving special education services: Total number: 274 as a 17% of total student population Specific Learning Disability: Autistic, intellectually disabled moderate, intellectually disable mild, multiple disabled, other health

impaired, emotionally disabled, visual impairment, hearing impaired, speech and language

Indicate if your school is the district site for any specific special education magnet program(s); if so, include student enrollment for program(s). Emotionally disabled, intellectually disabled mi and mo and multiple disabled

9. Indicate number of full-time and part-time staff members in each of the categories below: Full-time Part-time Administrators 4 .4 Classroom teachers 84 Specials: Therapists 3 Resource teachers 12 Other Paraprofessionals 9 Other Support Staff 22 TOTAL FTE: 134.4 10.

Criteria 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 Average daily student attendance rate* 85.47% 84.65% 84.75% 85.56% 91.85% Average daily teacher attendance rate 96.12% 95.95% 95.77% 95.43% 95.77% Teacher turnover rate 26% 16% 27% 28% 12.5% Student Promotion rate Graduation rate (high schools) 87.46% 79.88% 79.05 75.99 81.31% *as reported to state department of education Describe any significant changes in the data reported in items 1-10 that have occurred during the past five years. Explain why the changes occurred and the impact on your school programs (not to exceed 800 words). There have been no dramatic changes in the data. Cholla was recognized this school year and the having the second highest increase in average daily attendance in the school district.

8

PARTII:SCHOOLSUMMARY(nottoexceed2,000words) Provideabriefbutcoherentsnapshotoftheschooltobeusedprimarilyasapublicrelationsdocument.Iftheschoolisrecognized,thesummarystatementwillbemadeavailabletothepress.PartII:SchoolSummarywillprovidethepanelwithimportantbackgroundinformationforunderstandingtheschool. WritersmuststructuretheSchoolSummarynarrativeasfollows:

● Includetheschoolname,city,andstateinthefirstsentence. ● Statetheschool’sVision,Missionand/orValues;brieflydescribetheprocessusedtodevelopthemandthegoalsrelatedtothem. ● Summarizethestrengthsandaccomplishmentsfocusingespeciallyonwhatmakestheschoolauniqueandsuccessfulplacefor

learningandworthyofrecognition.Emphasizethekeyinitiativesandaccomplishmentsthatdistinguishtheschool. ● Describemajorchallengestheschoolhasfacedinthepastfiveyears,howthecommunityhassuccessfullymanagedthem,andwhat

thecommunityhaslearnedfromthem. ● Brieflydiscussanticipatedfuturechallengesandtheschool’splanstoaddressthem. ● Provideananalysisoftheschool’slettergradeof“A”or“B”(underArizonaDepartmentofEducation’sA-FAccountabilitysystem)

overthepastseveralyears.Explainpatternsofincreaseordeclineintestscores.Discussimplicationsofanyspecialcircumstancesthatmayaffectstudentoutcomesandwhattheschoolisdoingtoclosegaps.Identifydistrictorsite-basedassessmentsthatreflectstudentgrowthandachievement.

● ConcludetheSchoolSummarywithastrongstatementaboutwhatmakestheschoolanexcellentplaceforstudentstolearn,growandthrive.

Cholla High Magnet School, one of 14 high schools in the Tucson Unified School district, is located on the southwest side of Tucson, Arizona. From the moment you walk on the Cholla High campus and see the large C and concrete Cholla Charger marquee, you can sense the spirit of the school’s mission statement.

At Cholla the mission, Charging fearlessly towards academic and personal excellence, is not just words on a page. The mission was developed six years ago, when Principal Frank Armenta first arrived on campus. In school years 2012-13 and 2014-15 Mr. Armenta led the school in a process to revisit the statement. He wanted to assure that it remained a living document that truly reflected the values of the organization, from the perspective of all stakeholder groups. The mission statement is used to anchor daily decisions and operations in those community values. During the latest revision the team added some value statements that all stakeholder groups agreed further defined the mission of Cholla. It is also significant that the writing team was adamant that this portion of the vision read “Our Commitment as Cholla Chargers.” “Our” includes students, staff, parents, alumni and community. Cholla is a rallying point of the community it serves and expects that stakeholder groups be connected as community members. These value statements are five pillars that can be found in multiple programs throughout the school: Take risks in learning and respect the learning of others. Practice persistence. Demonstrate responsibility. Embrace international-mindedness. Build leadership in ourselves and others.

Cholla is a school where students have many opportunities to charge fearlessly towards academic and personal excellence. Whether it is working on an International Baccalaureate (IB) Diploma, pursuing a certificate as a Pharmacy Tech, achieving rank in JROTC, or learning to speak a third language, there are multiple opportunities for students at Cholla to excel. Cholla was deemed an IB World School in 2007 and now has full diploma graduates in each class. Their JROTC program consistently exceeds its maximum number of students participating and wins numerous competitions in the region. Cholla has a large exceptional education population, representing a number of disabilities, and successfully integrates these students into its programs on a consistent basis. It has performing arts students that offer public appearances throughout town to the delight of the greater Tucson community. Cholla boasts the one of the only Arabic Language program in Arizona and one of the largest in the country with students able to study the language for four years. The Cholla Blues Standard performs at jazz festivals and public events throughout Southern Arizona. The school has a strong athletics program and is a contender for state championships in many sports, including this year’s state runner up in men’s swimming. It is, after all, where U of A basketball star Sean Elliot started his basketball career.

9

Cholla is a large campus, but housed in every building are teachers and students laboring together to produce excellent results. The campus has facilities that afford varied course offerings from auto shop and construction tech to band and theater. In addition to these opportunities for excellence, Cholla stays focused on the greater community. Cholla has a high rate of volunteerism, both on the part of students and teachers. Many of the campus life activities at Cholla have a community service aspect. Students look forward to coming together to participate in the American Cancer Society Relay for Life, but ultimately they are benefiting other people through their efforts. Friendly competition is found on many campuses, but at Cholla the competition between teachers and student results in a large annual donation of toys to the Toys for Tots Campaign. In February wrestlers and student council members will reach out to nearby elementary schools to be readers and role models during Love of Reading Week. This commitment to the community is particularly poignant because Cholla’s zip code has one of the highest crime rates in the city. It has more single parent households than any other zip code. Cholla is a magnet school, which attracts students from throughout greater Tucson, but it first serves those students living in its attendance area. As a result, Cholla has not always had a great reputation. Rather than being known for its excellence, Cholla was better known for its low academic performance and pervasive gang activity. The good news is that Cholla faced into those challenges and found real ways to reach these young people. Cholla staff knows that they cannot just teach children academic content, but they must also teach the value of working to achieve an excellent academic experience. They have to teach hope, resilience and create the conditions where students can and want to learn. Cholla maximized available resources, securing a School Resource Officer, so that they could have an officer on the campus; that gets to know students and co-teaches in the Law and Public Safety Magnet. They secured a 21st Century Learning Grant to provide before and after school tutoring to targeted students along with enrichment opportunities that support physical and social development. They involve parents and the community to provide tutoring and mentoring to students. One area where the transformation of Cholla is most apparent is in the school’s discipline data. Out of school suspensions have dropped dramatically, as shown in the chart below: Year 10-11 11-12 12-13 13-14 14-15 15-16LongTermSuspensions

69 66 45 21 29 6

Granted School year 15-16 is not complete, but even if there were to be the same number of suspensions second semester at first Cholla is on track to have less than half the number of suspension as last year and approximately 1/6 the number of suspension in school year 10-11. In school suspension is also decreasing at a significant rate; however, when students do find themselves in in school suspension, it is no longer just a time to be idle and think about their mistakes. In school suspension now comes with a curriculum based on the book, Habits of Highly Effective Teenagers, so that students actively learn how to make better decisions and return to class better equipped to succeed.

Cholla is now an orderly campus that is highly conducive to teaching and learning. Nevertheless, teachers regularly meet in Professional Learning Communities (PLCs) to develop strategies to address minor infractions and disruptions, like the use of cell phones and ear buds. They also use these PLCs to enhance their instruction: developing common assessments, reviewing individual student’s progress and sharing ideas for teaching standards. As a result of these and other efforts, over the last five years, Cholla has moved in its AZ Merit Letter Grade from a D to a B. The sense of pride and accomplishment was palpable, particularly in the staff meeting in August of 2014 when teachers received official words of the good news. Strong leadership was undeniably a huge reason for the success, but in the spirit of true collaborative leadership the principal made sure he recognized the collaboration that made the change in letter grade a reality. He expressed appreciation to staff and ultimately to the students for the actions they took to make a difference in school’s level of achievement.

No school is immune to challenges related to school funding and Cholla is no exception. Tucson Unified School District (TUSD), like all other districts, has seen a significant reduction in funding over the last few years. Large districts have no choice but to pass these cuts onto individual schools. However, individual schools have some latitude in how they handle these reductions in funding. Cholla staff reports that despite funding cuts, including the loss of staff positions, the open and honest way the funding challenges were addressed in their building has allowed those cuts to be felt, but to have minimal impact on programs and instruction. Morale remains high and teachers remain committed to doing a bit more to making it work for students. Cholla is also affected by TUSD’s efforts to attain Unitary Status and thus be released from 35-year-old desegregation order. The school’s future funding is contingent upon the recommendations of the Special Master. The Cholla communities, including parents, businesses and staff, have articulated the value of the programs, the growth they have seen in the school’s ability to meet the needs of its students and the need for a high quality academic program in the neighborhood, in order to offer an articulate argument why magnet funding should be maintained at its current level. The final decision remains to be determined, but the action of the community in face of potential adversity is evidence of the effectiveness of the Cholla community to live out its mission statement.

10

Cholla High Magnet is a beautiful campus that is very welcoming. Not only is Cholla welcoming, but the students feel safe and protected. Cholla provides an array of core subjects and electives, where students can grow academically and achieve personal growth as well. While on campus you can see and feel the camaraderie amongst the crowds. Cholla offers programs for students that otherwise would be unable to achieve not only an education but a chance to pursue their dreams, whether it be a higher education, or a career in the military, arts, or sports. No matter what the need is Cholla provides that support and education or finds away to help each child succeed. An experienced teacher new to the high school this year commented, “I am amazed at how helpful the students are. It was immediately apparent to me that this school has spent a lot of time working on positive school culture.”

11

PARTIII:EFFECTIVESCHOOLSEVIDENCEDOCUMENTATION

ThecriteriausedfortheA+SchoolofExcellence™programarederivedfromreliableresearchabouttheefficacyofresults-focused,effectiveschools.TheguidelinesinPartIIIare:

● Abasisforcollaborativeself-assessment:Thecriteriaareausefultoolforself-assessment,strategicplanning,andinvolvementofallrelevantstakeholdersinacommonschoolimprovementinitiative.Self-assessmentbasedonmultiplesourcesofdataisaneffectiveschoolimprovementstrategy.Researchandexperiencesuggestthatself-assessmentbenefitsschoolsandfostersimprovementsinpractice.Successfulschoolshaveaprocessforplanningandreflection.Thus,theA+SchoolofExcellence™criteriaarevaluabletoschoolsassessingtheircurrentprogramsandpracticesinrelationtothoseoutlinedintheprogramapplication.

● Comprehensive:Theyareintendedtoaddressallimportantinternalandexternalaspectsofschooloperations,yetbebroadenoughtosuitdiverseschoolcontextsandtoaccommodateneworchanginggoalsandstrategieswithinanyparticularschool.

● Interrelated:Thereisadynamiclinkamongthecriteria.Theyaddressthemultiple,embedded,andinteractingcontextsofschoollife.Thesystematicuseofabroadcompositeofcriteriahelpstoensurethatschoolimprovementgoalsandstrategiesarebalanced.ThefollowingmustbeembeddedthroughoutallsectionsofPartIII:professionaldevelopment;thebuildingblockstocollegeandcareerreadinessthroughimplementationoftheArizonaCollegeandCareerReadyStandardsanduseofappropriatecurriculumandeffectiveinstruction;andyourschool’sresponsetoimplementationofArizonaCollegeandCareerReadyStandards,teacherandprincipalevaluationsystems,budgetchallenges,andotherexternalinfluences.

● Non-prescriptive:Thefocusisonresultsratherthanonspecificmeansorprocedures.TheA+SchoolofExcellence™criteriaandprocessmaybeusedasablueprinttohelpschoolsbemorefocusedandmorecommittedtospecificschoolimprovementstrategies,implementationofArizona’sCollegeandCareerReadyStandardsandteacherevaluationprocesses.

EVIDENCE:BESPECIFIC;SUPPORTYOURCLAIMS.IntheprocessofwritinganA+SchoolofExcellence™application,richevidenceofsuccessandinnovationisakeycomponentrequiredinALLsectionsinPartIII.Someexamplesofevidenceinclude: ACADEMICANDNON-ACADEMICACTIVITIES,PROGRAMSANDPRACTICES;SCHOOL-WIDEFUNCTIONS

➢ Purpose,goals,outcomesasrelatedtoVision,Mission,Values,StrategicPlanandGoals ➢ EvidenceofeffectivenessandsuccessasrelatedtoVision,Mission,Values,StrategicPlanandGoals ➢ Participationrates(rawnumbersorpercentages)comparedtoclasssize,gradelevel,overallstudentpopulation,etc.disaggregated

bygradelevels,gender,other ➢ Evaluationsurveys,participantfeedback,anecdotes ➢ Well-documented,continuous,ongoingandsustainableassessmentandimprovement

AWARDS/HONORS ➢ Datereceived,bywhom,andcommunitymembersaffected ➢ Significanceandrelevance

MEETINGS ➢ Purposeofgroups/committeesasrelatedtoVision,Mission,StrategicPlanandGoals ➢ Make-upofgroups/committeesandhowthatisdetermined ➢ Meetingfrequencyandattendance ➢ Whattranspired;outcomes

12

A. StrongInstructionalLeadership

Describealeadershipstylethatisinclusive,collaborativeandtransparent.Describe(a)howtheleadershipcenterstheoperationoftheschoolonteaching,learningandworkingwithstakeholderstoimproveallaspectsofeducationattheschooland(b)howtheschool’sVision,MissionandValuespropeltheschooltoexcellence. A1.Leadershipstructure,rolesandfunctionsareimportantattheschool(nottoexceed1,500words).

● Describetheroleandstyleoftheprincipalasinstructionalleaderandleadlearner.● Discusshowkeystakeholderswithintheschoolhaveavoiceindecisionsofcriticalimportancetotheschoolandtothemselves.

Includeotherleadershiprolesandpositionsheldbystakeholderstoensureasharedresponsibilityforthecommongoodofthecommunity.Talkabouthowtheserolesandpositionsareformed,selectedandstructured.

● Describehowleadershipensuresthatpolicies,programs,relationsandresourcesfocusonpromotingteachingandlearningandmeetingstudents’needs.

● Describetheprocessinplaceforleadershiptocreate,promote,support,measure,andsustainspecific,concretegoalstoguideteachers’efforts.Cholla benefits tremendously from being led by a strong, caring, competent educator. Frank Armenta is the longest serving high

school principal in TUSD. He has been principal of Cholla for the last six years. Mr. Armenta leads by example. He treats everyone with respect, and as a result he leads a campus that is characterized by respect and caring. He does not spend a lot of time talking about how people should be treated. He treats people the way they should be treated and they respond to others in the same way. This model of leadership creates great consistency among students, staff and the community.

Mr. Armenta not only models excellent interpersonal skills, he is also the school’s lead learner. He continuously creates structures within the school that allow him to gather information about students and staff so that he can make decisions in the best interest of the school. Mr. Armenta recently sent a survey to his site leadership team to learn more about his own leadership style and the effectiveness of his style on staff and students. Last school year he initiated a school wide process to review the school’s mission and vision statement to make sure that it truly reflected the current values and constituency at Cholla. In addition to his full time responsibilities as Cholla’s principal, Mr. Armenta is also pursuing his doctorate from Northern Arizona University in Educational Leadership. Perhaps one of the most telling pieces of evidence about Mr. Armenta and his leadership style was his response, when in an interview with the Arizona Daily Star, as a 2016 Rodel Exemplary Principal finalist, he was asked his best advice for a new principal. Mr. Armenta said “When you come in you really are a servant – you serve people, you have to know that.” Mr. Armenta leads Cholla every day as a servant leader.

The Cholla community consistently describes Mr. Armenta as a highly transparent administrator with a truly open door policy. People are very comfortable approaching him and he makes himself physically accessible to staff, students and the community on a consistent basis. Mr. Armenta is very visible on the campus. Before school, after school and during passing periods, Mr. Armenta is out and about on the campus greeting people and talking with students. In describing his own leadership Mr. Armenta said, “Listening is at the heart of leadership; a good leader listens to other people’s perspectives and seeks to understand.” Another word that is frequently used to describe Mr. Armenta and his leadership style is collaborative. Mr. Armenta builds leadership structures that assure a distributed and collaborative leadership model at Cholla. His core administrative team is composed of himself and three assistant principals. Each assistant principal is responsible for a specific area of the school’s administration. Tariq Rasool is in charge of facilitates, athletics, and activities; Tara Bulleigh leads teaching and learning; and Cindy Mady is responsible for student services and assessments. While any one of the team is able to pitch in and help out in any area, a clear division of responsibility ensures the opportunity to for each administrator to build strong relationships with students and allows for maximum effectiveness and efficiency. It also reflects the trust that Mr. Armenta places in each member of his team to lead in their own area. Mr. Armenta is clear that he has deliberately assembled an administrative leadership team that is diverse in their background, experiences, and viewpoints. He believes that the diversity of the leadership team is an important way to support the diversity of the student body. The team is viewed as being effective, working well together and providing solid leadership especially during difficult times. The district has had to make significant cuts over the last several years and this collaborative approach to leadership has instilled confidence and caused the community to feel that Cholla has been able to withstand the cuts in ways that had lesser impact than if the leadership did not work together as effectively.

In an attempt to further ensure that leadership is distributed Cholla also depends on its Instructional Council. Each Tuesday department chairs and special program coordinators meet together with the school’s administration to discuss concerns, assess progress in

13

identified areas of need and communicate information and updates. This structure is well regarded by administrators and teachers alike. Participating teacher leaders are viewed by their peers as accessible and effective. Teachers describe these peer leaders as available and very helpful in securing needed resources. Minutes of Instructional Council meetings show that these meetings occur weekly, making it a dependable structure for staff.

Teamwork is a popular concept, but in some schools it is little more than a trendy buzzword. At Cholla this is not the case. Starting with senior leadership, carrying directly into classroom instruction and permeating the various student and adult organizations, teamwork is alive and well and Cholla. It is truly part of the structure. As people were interviewed and given opportunities to describe aspects of Cholla for the A+ application, the words “teamwork” and “collaboration” were offered repeatedly. Cholla is a community that works together to achieve in multiple ways. The administration has been central in modeling teamwork and creating structures that weave it into the very fiber of the school’s way of doing business.

One Cholla teacher describes the administration of Cholla as dynamic: Not only do we have tremendous, highly qualified administrators, but we have an IB Coordinator and Magnet Coordinator who deal with students and support them in the classroom. These individuals provide professional development and communication to all stakeholders. Ms. Bulleigh ensures all of us have time for professional learning and with time meeting with peers to collaborate. The multilayered system of school leadership is meeting the needs of staff and teachers.

Cholla has a very strong leadership structure. Staff members describe the administrators as positive and welcoming. Leadership has been very effective in creating a positive school culture focused on teaching and learning. At Cholla this well-established, collaborative team makes a big difference to the students and teachers who work together each day to achieve the best possible student outcomes. The staff supports the leadership, and works in conjunction with them to assure the school moves forward. The staff is aware and supportive of the students and works collaboratively to provide whatever resources are necessary to help the student excel. The structure and foundation create a professional working environment for the benefit of the students. At the heart of this effective, collaborative team is Mr. Armenta’s own view of educators: “I’m inspired by all the teachers that made a positive difference in my life, and as a principal, I aspire to make a positive impact on the lives of young people.”

A2.TheschoolimprovementprocessorStrategicPlanisorganizedandmanagedtoensurethattheschoolisalwaysmovingforward(nottoexceed1,500words).

● Explainhowresearchfindingsandanalysisofdatainformpoliciesandpractices,programs,relationships,anduseofresourcestoestablishprioritiesandpromptschoolimprovements.

● Describetheschool’scollaborativeschoolimprovementorstrategicplanningprocessandhowmajorstakeholdersareinvolvedinschool-wideandclassroomimprovementinitiatives.

● Tellhowprofessionaldevelopmentandcollaborationsupportandsustainteachers’effort,commitmentandinvolvementrelatedtotheschool’simprovementprocess.

● Discusshowdataanalysisandinterpretationareusedtoidentify,develop,implementandassesstheeffectivenessofimprovementorstrategicplans.Giveexamplesofspecificimprovementsthathavebeenimplementedasaresultoftheidentifiedimprovementorstrategicplan.

“Charging fearlessly toward academic and personal excellence.” Cholla’s mission is not just words on a page. It is a living statement

that reflects what members of Cholla’s community view as essential and guides communication of high expectations for the campus. With excellence as the ultimate goal, an ongoing process for continuous improvement is part of what happens each and every day at Cholla. Not only the words of the vision, but the very process of creating and revising the school mission is evidence of the school’s continuous improvement process. The mission vision process itself is a good example of how Cholla handles continuous improvement.

Six years ago when Mr. Armenta came to Cholla, he assembled a team that created a mission statement. In 2011, Cholla along with all TUSD high schools went through AdvancEd Certification. While engaging in the self-study, Cholla reviewed their mission and vision along with other relevant data related to their success in helping students meet critical achievement aims. The self-study was very thorough and included focus groups with faculty, staff, parents, students, and alumni. Cholla received full accreditation in all areas, including those related to mission and vision. In the fall of 2014, recognizing that a school’s mission must be truly reflective of the current school community, Mr. Armenta initiated a mission vision review process. He met with staff, students and site council to gather feedback on current values that could inform the school’s mission statement. He then assembled a small writing team to consider revisions. The conclusion was that the vision was still highly regarded by the current constituency. There was ample evidence for that conclusion, but the strongest piece of evidence was a

14

direct quote from a ninth grade student, who during a student focus group, when she learned that she was there to give feedback on the current mission and vision, spontaneously blurted out, “But we can’t get rid of charging fearlessly towards personal excellence, that is what we are all about.” This young woman’s statement was riveting from a couple of angles. First, realistically few people can actually quote the mission statement of their school or organization, so her accurate recitation of Cholla’s mission was impressive. Even more stunning was her personal passion that the mission statement remains intact. It shows that the Cholla’s mission provides the guiding principle that students, faculty, administration and community are mindful of as they make decisions, live, work and learn as part of the Cholla community. So as a result, the writing team kept the vision statement and created five bullet points that reflected current values, labeling that the school’s mission, which will be discussed in depth in the next section.

While the vision itself speaks to school improvement, the process that Cholla went through to revisit the mission statement, three times in six years, is an example of how seamlessly and frequently continuous improvement is part Cholla’s daily operations. In order to be sure that the statement was relevant, meaningful, and current, a systematic process to review the vision by multiple stakeholders was initiated and carried out to completion.

In addition to the leadership structures described in the first section of this application, Cholla also has a Site Leadership Team, which includes the school’s Magnet, International Baccalaureate, Advancement Via Individual Determination (AVID) and Learning Support Coordinators, the Technology Support Liaison, and the four site administrators. This team meets on a weekly basis to assess the effectiveness and impact of the school’s various programs on student success with a strong focus on reviewing all available school data. Cholla’s status as a magnet school is an important aspect of both the school’s quality and reach into the greater Tucson community. The team reviews student data, assists in making professional development decisions, and assures that the school’s special programs are functioning effectively to improve outcomes for students. The Site Leadership Team (SLT) is responsible for creating, communicating and monitoring the school’s improvement plan.

The Cholla Continuous Improvement Plan (CIP) works to ensure that students who are traditionally underserved and most at risk of academic failure receive support to achieve academically at high levels. The plan is successful at Cholla because it is created, monitored and communicated by multiple stakeholders throughout the school. The plan focuses on six key strategies: strengthen instruction for all students, provide intervention programs for struggling learners, review data and assessments, consider the role of leadership in promoting academic achievement, coordinate comprehensive services for students who require extra support, utilize a shared process to communicate, and evaluate the CIP.

As a magnet school, Cholla is charged with both ensuring the academic success of all its students and intentionally achieving a racially diverse student population. The International Baccalaureate (IB) Program has done a great deal to ensure rigorous opportunities for all students. The AVID program supports students so they are better prepared for success in the more rigorous diploma programme (DP) courses provided by IB.

All of TUSD adopted a multi-tiered student support system (MTSS). The site leadership team is instrumental in reviewing relevant data, communicating with staff and providing the support necessary to ensure that the program is implemented to the benefit of all students. One teacher familiar with implementation of MTSS at various sites in the school district credited Cholla’s administration for making the program so effective at this particular site. Success with the MTSS speaks to the strong, collaborative administrative leadership and the school’s commitment to effective use of data and continuous improvement.

Cholla was awarded a 21st Century Community Learning Grant to provide additional support to students before and after school six years ago, and created the Cholla After School Program (CAP). Cholla has completed the initial five years of the grant and is currently in their first year of renewal. This grant is a significant contributor to achieving and maintaining the school’s B letter grade by providing targeted student support and increasing test scores. The grant provides academic tutoring to students identified by grades and other assessment data. It currently has 256 students participating. Students can participate in math tutoring, ELA tutoring, credit recovery, or visit the science center. The program also offers unique enrichment opportunities, such as a musical group that performs Blues music around the community, a karate class, Focus on Fashion and Project Unity. Recognizing the connection between good health and high student achievement, a physical education teacher leads a walking wellness group in the morning as part of the 21st Century Skills grant. This semester the program is adding welding, computer lab and a law education class taught by the SRO after school. JROTC drill is also available as part of CAP.

Site Council at Cholla is also focused on continuous improvement. Sit Council is a structure that is dictated by state statute. As a result, every school has a site council; however, each council has a unique character and role in the school. The Cholla site council plays a significant role in ensuring that the school is focused and moving forward in achieving its mission. A review of site council agendas reveals that at Cholla site council is focused on student achievement. They review data from the magnet and IB programs. They seek outside resources for the school. Site council engages the community. Cholla has a very strong, supportive and well-organized alumni group. Site council stays in touch with these supportive alumni and involves them when appropriate to promote academic excellence at the school.

15

B. SchoolOrganizationandCultureTeachersandstudentsmustfeelsafetohavethenecessaryenergyforteachingandlearning.Focusonelementsoftheschoolenvironmentandcontextthatprovidethesuccessfulframeworkforlearning:organization;culture;andinterpersonalrelationships.Thisisanopportunitytodescribethefeeloftheschool.Thissectionshouldreflectthattheschoolisapositive,nurturingplaceforallstakeholders–staff,faculty,parentsandstudents. B1.Underlyingvalues,beliefsandtraditionsensurethatpeopleworktogethertosolveproblemsandconfrontchallenges(nottoexceed1,500words).

● Describehowtheschoolcommunicatesthecultureandvaluesoftheschooltoallstakeholders.● Tellhowtheobservablebehaviorsandactionsofallstakeholdersreflectapositiveclimateattheschool.● Describetheactivitiesandcelebrationsthatareroutinelypracticedtobuildpositiverelationsamongstudents,staff,parentsandthe

community.

In the fall of 2014, Cholla embarked on a revision process to revisit the mission and vision. The mission statement received a resounding affirmation; however, based on expanding programs and constituents, there was a desire to add some guiding principles to clarify the prevailing values of the community. The following value statements were written and affirmed by the constituency.

1. Take risks in learning and respect the learning of others 2. Practice persistence 3. Demonstrate responsibility 4. Embrace international-mindedness 5. Build leadership in ourselves and others

The writing committee was clear and intentional in the communication that this mission and vision statement was to be reflected in the school’s various classes and programs. They were also adamant to include a statement that clearly communicates these values are expectations for all members of the community not just the students. Visitors to the campus will notice that these values are embedded and observable. Evidence of these values permeating the culture can be found in how often these five themes are represented in the decisions, actions and day-to-day operation of Cholla. Cholla is a school very rich in tradition. The alumni association is very active. A number of employees were former students and a number of current parents are alumni of the school, contributing to a feeling of family. Upon entering the campus, visitors cannot help but notice the large C. For homecoming, JROTC convocations and other special events the C is set ablaze in the spirit of a bonfire. This “Burning of the C” is a Cholla tradition that creates a great deal of camaraderie and school pride.

Traditions, like the “Burning of the C” contribute to a sincere desire for students to be part of what is happening in the school. The Fall 2015 Homecoming Assembly was a great example. The energy in the gym that afternoon was electric. Students filled the stands and overflowed onto the stairways and up to the balcony. Classes competed in a variety of events and cheers. But even more significant than the enthusiasm of the students seated in the stands was the number of students who took an active part in the assembly itself. Whether singing, dancing, competing in a game, demonstrating a sport skills or emceeing a section of the pep assembly more than 800 students were actively engaged in the organization and execution of the assembly. The students’ involvement was apparent in the planning as well. This assembly brought students together in an incredible way and made very tangible the values of persistence, responsibility and shared leadership. Regarding the assembly a teacher remarked,

Cholla is an excellent place for students for many reasons. There is a great sense of community between staff, students and parents. Being my first year in Cholla, I had the opportunity of helping coordinate a few elements of the ‘Burning of the C’ Homecoming assembly. It was inspiring to see the level of commitment, professionalism and school pride everybody displayed.

16

B2.Theschoolenvironmentorclimateisconducivetolearningforallandmovesbeyondtheeliminationofundesirablebehavior(nottoexceed1,500words).

● Discusshowtheschoolcreatesandsustainscollaborative,cooperative,andsafeandorderlyenvironmentsforallstakeholders.Includeprofessionaldevelopmentsupportthatisinplacerelatedtothis.Providespecificexamplesofhownon-teachingstaffmembers(i.e.counselors,administrators,paraprofessionals,transportation,maintenance,support,cafeteria,nurse,crossingguards,etc.)supportandaffecttheschoolculture.

● Describehowtheschoolfosterspositiveinteractions,respect,cooperation,andcollaborationbetweenandamongstudentsandadults,andpromotesahealthypeerclimateamongstudents.

The pervasive application of the school’s mission to its day-to-day operations, the emphasis on collaboration and the growing sense of school pride are all huge contributors to a school atmosphere that is conducive to learning. In addition, careful attention is given to providing students with real applications for their learning. The course catalog offers a plethora of choices for Cholla students. The Magnet programs include Law Related Studies and an International Baccalaureate (IB) Program. Law Related Studies includes a Law and Public Safety program that works in conjunction with the School Resource Officer (SRO) Grant. Cholla was awarded the SRO grant in January 2015, which has allowed them to be one of only five local schools with a SRO on campus. The Law Related Studies magnet also includes specialized core electives like an English course entitled “Criminal Minds in Literature and History” and a Biology elective in Forensic Science. Magnet classes give students a real reason for coming on campus and putting forth their best effort and they create an excitement that makes students feel proud of their school. These magnet programs also ensure that when students are on the campus they are engaged in rigorous and meaningful academic work. The extensive world language program which enrolls over 800 students each year demands a certain rigor and discipline that supports a learning conducive climate. The IB program ensures that students have access to rigorous course work in all core subject areas. IB provides students with a diversity of classes that appeal to all interests. The program pushes students to take classes that challenge them and provide them with the education skills required for college and other post secondary training. The opportunity to pursue Arabic studies in conjunction with the University of Arizona supports the schools value of embracing international mindedness.

Cholla excels when it comes to organization and collaborative teamwork between students and staff. I have seen amazing work by students with the supervision of their teachers. Some of this work includes, event organizing, fundraising for these events, performances, professional production of products like T-shirts, art, participation in community events. Chargers have a strong sense of pride in who they are and what they produce. One of the biggest ways we promote this climate is by providing the opportunities for students to have leadership roles in their projects, wrote one teacher. Another teacher commented, I have never been part of a staff where teachers give so much time outside of class to support students in engaging in these real world projects of personal interest. This commitment on the part of staff increases opportunities for students, but it also results in greater personalization for students and a greater rigor in all the academic work required of students.

While opportunities for students to have tremendous choice and pursue many areas of interest in a challenging academic environment abound, the fact is Cholla is a comprehensive high school located in a high poverty urban community. Many students come from homes where the priority must be on meeting basic needs in order to survive and consequently education is viewed as something of a luxury. Many students come from homes where no one in their family has had the opportunity to continue their education at a post secondary level; so many students perceive those options out of reach. Consequently, not every student at Cholla adheres to the high standards and expectations that are communicated by staff and administration on a regular basis. Teachers are working consistently to address certain behaviors, specifically language used by students and the use of electronics for non-academic purposes. Students spend many more hours a day in settings where the language register is neither academic nor professional. Profanities increasing in modern culture, especially media make it seem acceptable to many teens. The Cholla staff is knowingly and intentionally working to address these concerns and to teach the importance of using language appropriate for a school setting.

With regards to the use of electronics, Cholla’s faculty is well aware that there are many legitimate uses for cell phones in class. These included serving as response devices for class polls as checks for understanding, accessing information on the internet or even following along on a graphic organizer provided on a teacher website. In the absence of a one-on-one laptop initiative, cell phones can be very useful ways to bring technology into the classroom on a regular basis. The pervasive ability of these technologies is still relatively new in a high need urban school. As a result, there is still some discrepancy in the implementation of a cell phone policy that asks students not to use their devices for non-approved, non-academic reasons. While one student intently and appropriately uses his device to access a reference about the Civil War, the student in the next desk may be texting a friend. Again, as with the language, teachers are seeking meaningful ways to educate

17

students about not only the ways to appropriately use their technology at school, but also the reasons why non-approved uses must be avoided during the school day. The staff’s PLC structure and PD times are providing staff an opportunity to come to consensus on these policies so that they can be implemented in a way that honors the school’s mission and is respectful to students and staff alike. “We care, from the admin team to the custodians, we care about our students and want them to become the best that they can be,” said one staff member. That deep sense of caring is a powerful way that the staff works to create a school environment conducive to learning. In order to maintain security on campus, visitors are asked to provide ID at the gate. This is a common practice on high school campuses, but the manner in which the school personnel handle it is very different based on the culture of the school. At Cholla, Maria Lara, a woman with a very pleasant countenance mans the school’s main entry gate, most days. It seems apparent that she knows the vast majority of students, parents and visitors, such that everybody follows the rules, but no one is unduly imposed upon nor made to feel unwelcome. Instead, she gathers the necessary information, answers questions and sends visitors on their way with a feeling that she really cares about the students but is doing everything possible to minimize any inconvenience to the guests. So while it is impressive that Mr. Armenta, the school’s principal, is known for the respectful way he treats everyone, it would matter little if guests and families were mistreated at the gate. It is in these small details and deep concern by all the Cholla community that the absolute value of charging fearlessly towards excellence is evident.

18

C. Guaranteed,ViableCurriculumandMeaningfulAssessment

AguaranteedandviablecurriculumisamasterplanforwhatteacherswillteachandstudentswilllearnbasedontheArizonaCollegeandCareerReadyStandards.Meaningfulcurriculumassessmentiscarefullyanddeliberatelyplannedandimplementedtoalignwithandaccuratelymeasurestudentlearning. C1.TheCurriculumreflectstheuseofbestpracticesacrossallgradelevels(nottoexceed1,000words).

● DescribetheprocesstheschoolhasusedinimplementingtheArizonaCollegeandCareerReadyStandardsthatmightnothavebeenaddressedinSectionA:StrongInstructionalLeadership.

● Tellhowtheschoolassuresclearcurriculumarticulationaswellasauthenticteachercollaborationacrossandwithingradelevelsandtoandfromfeederschools.Tellhowessentialcontent(knowledgeandskills)isdefined,sequencedandorganizedsothatstudentshaveampleopportunitytolearnit.Includedescriptionsofpoliciesandproceduresthatprotectinstructionaltime.

● Discusstheproceduresandtoolsusedtomonitortheconsistentimplementationofessentialcurriculumincludinghowcurriculumisattainedbydifferentgroupsofstudents.Tellwhatprocessisinplacetoreviewthecurriculumthatreflectsacommitmenttocontinuousimprovement.

● Referenceresearchbase(s)asappropriate.Cholla faculty understands that the best way to ensure academic success for students is for students to experience quality first

instruction on a daily basis. While quality first instruction is the goal of all schools, Cholla has been very intentional about cultivating best practices and has written many of these strategies into their school improvement plan. At Cholla, consistent school wide procedures and routines are communicated and shared with all stakeholders, established, practiced and reinforced at the beginning of each school year to increase the likelihood that all students will experience that quality first instruction every day.

Algebra is a difficult entry-level math course for many students, particularly those who have not had adequate instruction or experience with mathematics prior to starting high school. Aware that many of their students fall into this category, Algebra teachers at Cholla collaborate regularly to make students successful. Some Algebra classes are co-taught by a math and exceptional education resource teacher, increasing the number of adults available to answer questions for students and provide one-on-one or small group help. These Algebra teachers also understand that a key component of students being successful in Algebra is to be able to make connections to their elementary math skills, so they plan lessons that make those connections explicit. In PLCs instructors discuss what is working for whom. They require common homework and agree upon which standards must be taught to mastery. In addition Cholla has implemented eight sections of Response to Intervention (RTI) math classes. Freshman and sophomore students who are in the lowest quartile in math are encouraged to participate in the Cholla After School Program (CAP) in order to receive targeted support in math skills that they have not mastered. Algebra teachers have a goal to achieve a 70% passing rate for freshman Algebra. They are currently at 53.1% up from 50% at the end of school year 14-15. The data shows that math grades improve during a student’s four years of high school when they receive a strong foundation during their freshman year. Math teachers also explain that they initially have to work on students’ attitudes towards math and teach them skills to be good students. Until they achieve the skills of being a good student, there is little chance that they will master the mathematics content. The math department collaborates to ensure they are using best practices in mathematics for the success of each student. All mathematics courses teach the Arizona College and Career Ready Standards (AZCCRS).

Cholla’s English department also uses department wide standards based on the AZCCRS. The English teachers self report that they have a “ton of enthusiasm” for finding the best ways to reach Cholla students. The English department intentionally cultivates a culture in which it is okay to try something and fail, in order to achieve at using the best practices. There is a strong community feel among the English teachers. They have also adopted a model of instruction that is not about the teacher pontificating from a pedestal, but instead it is about teachers and students learning together. The English department offers an IB Summer Academy for grades 10, 11 and 12 to increase retention and success in the more rigorous Diploma Program courses. During the11th and 12th grade academies students are able to work on their required Creativity, Action, Service (CAS) hours and their Extended Essay. Students finishing their sophomore year attend a category that is focused on them developing the study skills and time management. They also offer a freshman academy for incoming 8th graders to build a bridge from middle to high school through math, English and study skills courses. The Freshman Academy coordinator oversees student progress, provides guidance and monitors teachers and students.

Cholla has highly qualified teachers in core subject areas. They maintain adequate staffing to ensure that the International Baccalaureate (IB) classes are offered. They encourage looping so that students form more long-term relationships with their teachers and staff

19

at a 1:27 ratio or below. An example of looping would be a junior English teacher who moves up with her students to teach senior English and then in the third year returns to teaching junior English. To improve learning opportunities and effectively use professional expertise, the Cholla master schedule utilizes blended teaching assignments. IB DP teachers’ assignments include IB Prep and non-IB content courses. This increases the rigor for all students attending Cholla. All teachers are being trained to incorporate project-based learning into their curriculum that aligns with the AZCCRS. The framework of the IB DP curriculum has been a guiding force with professional development. The use of multiple assessments and multiple forms of assessment is encouraged among all content areas, which allows all students to demonstrate mastery through various modalities. Teachers recognize that students are more successful when they are given multiple ways to show what they have learned.

Cholla offers a seven period day to allow teachers to meet in teams to collaborate on curriculum, assessment and students who may require additional support. The seven period day also ensures that even if a student is unsuccessful in a particular course, they have more opportunities to retake or extend their learning in core content areas.

Cholla uses positive reinforcement to improve academics, increase proactive behavior, and develop interdependent relationships. Cholla provides opportunities for faculty to collaborate with the Positive Behavior Intervention and Supports (PBIS) committee to address site needs and incorporate PBIS/MTSS principles into classroom procedures and lessons through PLC structure facilitated by the Instructional Leadership Team, including the Magnet Coordinator.

C2.IndicatorsofSuccess:acoherentschool-widecurriculumassessmentprogramistiedtotheschool’smission,whichshowsthroughmultipleassessmentmeasuresthathighlevelsoflearningareachieved,orthatthereissignificantgrowthinstudentachievementovertime(nottoexceed1,000words).

● Describehowdatafromthesite-based,districtandstateassessmentsmakeissuesofqualityandequitypartoftheeverydayconversationatyourschool;discusshowthisandalldataareusedtoinfluencedecisions.

● Describetheschool’soverallapproachtocurriculumassessmentandhowthemethodsalignwiththeschool’sVision,Mission,ValuesandGoalsoftheschool.Discusspre-assessmentandformativeandsummativemeasuresthatareinplace.

● Describehowtheschoolensuresthatalignmentexistsbetweentheintended,taughtandassessedcurriculum.Clearlyreferencedataanalysis.

● Describethealternativeassessments,ifany,usedbytheschool.Includeabriefdescriptionoftheassessment(s),discusshowassessmentdataareusedtosupportstudentachievement,andtellwhytheschoolusesparticularalternativeassessments.

● Describehowallstudentsmonitor,assessandreflectontheirownlearningtoguidetheirlearningbehaviors.● Tellhowtheschoolassurestheuseoftimelyandongoinginformationtoteachersandotherdecision-makersforindividualizing

studentprograms.Citespecificrelatedprofessionaldevelopmentanduseofavailabletechnology.● Identifycurrentissuesandfuturedirectionintheareaofsite-based,district-wideandotherassessments.

Students at Cholla take quarterly district benchmark assessments designed to measure their progress on the Arizona College and

Career Ready standards. Data is compiled by the Instructional Tech Liaison and reviewed by the School Leadership Team and teachers in their respective PLCs. This data is then used to reteach objectives that a majority of the students may not have understood, as well refine individual instruction for those students needing a Tier 2 or Tier 3 intervention. In addition to the quarterly district benchmarks, teachers in English, Math, Social Studies and Science classes give regular assessments to their students in order to determine the level of effectiveness in the standards being taught. The teachers review these assessments with their students as well in order to refine the instructional practices in their classrooms. All data is shared across the curriculum at Cholla in PLCs to help all teachers understand where Cholla students score in comparison to the entire Tucson Unified School District.

Cholla also employs a Multi-Tiered System of Support (MTSS) framework to maximize achievement for all students through systematic gathering of data used for educational decision making to support student achievement. The MTSS team consists of the leaders of Cholla as well as the Native American Support Specialist, the Hispanic American Support Specialist, the African American Support Specialist, Special Education Department Chair, Magnet Coordinator, Dropout Prevention Specialist, Social Worker, School Resource Officer, School Security, Curriculum Service Provider and is led by the Learning Support Coordinator. This entire team meets at least monthly, with additional meetings held through out the month as new referrals are submitted. The MTSS team works with the school's leadership team to ensure that all students are receiving Tier 1 instruction in all classrooms and that students needing Tier 2 or Tier 3 interventions are receiving the appropriate the services. The MTSS process provides both academic and behavioral interventions and support. Cholla's Teachers document both academic and behavioral interventions in Mojave (computer program). When a referral is written by the teacher, the teacher will bring their

20

documentation to the MTSS site team meeting in order for the team to assist with determining the next steps in what is best for the student's success. C3.DOONEOFTHEFOLLOWING:(a)Selecttwocurricularareastodiscussindepth,or(b)selectonecurricularareaandoneuniqueprogramapartfromtheselectedcurricularareatodiscussindepth.Selectthesebecauseoftheircentralimportancetotheschool’sstatedVision,MissionandValues,andtheirspecialsignificancetotheschool(nottoexceed1,500words).

● Clearlyidentifyanddescribeeachofthetwoareasandthehistoryofeachone’sdevelopmentandimplementation.Referenceresearchbase(s).

● Describeindetailthehighquality,uniquenessandspecialsignificanceofeacharea.● Articulatehowtherigorouscurriculumintheselectedareasgoesbeyondstandards,maximizesstudentachievement,meets

particularschooland/orstudentneeds,exemplifieshighexpectations,andensurespositiveoutcomes.Relatetheseareastotheschool’simprovementorStrategicPlanandtoitsVision,MissionandValues.

● Tellhowtheeffectivenessofthesetwoselectedareasismeasured.Citespecificevidenceofstudentachievementandprogress.“If you talk to a man in a language he understands, that goes to his head. If you talk to a man in his own language, that goes to his

heart.” Nelson Mandela. According to the Center for Applied Linguistics, while the percentage of US high schools teaching world languages between 1997 and 2008 remained relatively constant at 91%, schools who serve students with lower socioeconomic status were less likely to offer language classes. Cholla defies this statistic by offering a dynamic world language curriculum that engages a large percentage of the school’s study body. At Cholla students have access to four years of classes in Spanish, German and Arabic. Current enrollment in World Language courses is 850. The World Language program is extensive and well received. At Cholla students view being bilingual, trilingual or even multilingual as the new normal, which is highly consistent with the school’s value of being internationally minded. World Language also complements the values and requirements of the IB program. The skills and discipline required in the study of a second (or third, or fourth) language also bring a level of rigor and cognitive demand to a student’s school day that might not otherwise be present.

“Salam Alakum,” which translates “peace upon you,” is the common greetings heard in the Arabic classroom at Cholla. This communicates the strong connection made between the language and the culture. The Arabic program, the only one in Arizona, began 8 years ago with 17 students and has grown to 150 students this year. Nour Jandali teaches the course. Born in Syria, Ms. Jandali’s passion for her students and the language is undeniable. “It’s about bridging cultures together,” she said. Students learn the language while being immersed in the culture. Ms. Jandali offers her students a host of tools and resources to master the language. The students said, “Ms. Jandali teaches the language so we can understand it.” She provides a very experiential approach that includes music, poetry and dance. Students have produced a play in Arabic and created and Arab-Israeli cookbook. As a visitor to the class, you may be offered a writing wheel and given the opportunity to learn to write your name. In December students participated in a simulcast with Arabic students around the world, discussing current events and their perceptions of Arabic culture before and after embarking on their study of the language. The simulcast is just one way that technology plays a role in the Arabic class. Students engage in video assessment and use other technologies to have authentic experience with the language.

The Arabic language program is complemented by a Middle East History course, taught by Dr. Lisa Adeli, who also works at the University of Arizona, as the Director of Educational Outreach. U of A provides a flagship Arabic program, one of 15 in the country that receives funding from the State Department and offers the highest level of Arabic language study. Upon completion of the course, which is offered to students in all grades, students receive credit for MENA270, Middle Eastern History, Modern. These students have opportunities to present in a variety of settings. Some have even traveled to the Middle East through a variety of scholarship and exchange programs.

Students in the Arabic language and Arabic studies program have earned scholarships from the Qatar Foundation, FLAS (Foreign Language Area Studies) and have gone on to major in Middle Eastern studies at the university level. Some students chose to combine Arabic with JROTC program with the plan of using Arabic in a career in the military. Upon completion of four years of Arabic at Cholla students are entering the university at intermediate and advanced levels of Arabic language coursework.

For 15% of students at Cholla, English is their second language. The majority of those are native Spanish speakers. Cholla provides a Spanish for Native Speakers course, Nativo, is designed for heritage learners of Spanish. This course accommodates students from a wide range of backgrounds, from those who are minimally functional (can comprehend Spanish but are not able to speak fluently, read or write the language) to those who are more proficient and/ or literate in Spanish. The course focuses on development of communicative competence in

21

reading, writing, speaking and listening. This course focuses on the development of communicative competence in reading, writing, speaking and listening as well as

understanding Hispanic cultures and issues of identity of heritage speakers of Spanish in the United States. Students will also develop an awareness and understanding of Hispanic Cultures, including language variation, customs, geography, history, and current events. During this course, students will gain confidence using Spanish to express their own thoughts on social and academic themes, interact with other speakers of the language, understand oral and written messages, make oral and written presentations, reflect on language variation, and critically view and evaluate media resources and web sites.

Cholla has an increasing population of African students whose native language is Arabic. Some students choose to continue with their native language while others choose to learn another language. We have had many students graduate from Cholla IB reading, writing and speaking three languages.

Cholla students invite their friends to world language courses and encourage one another to participate in these valuable courses. The student recruitment has been so successful that Cholla has added additional world language teachers to keep up with the demand. Last year there were literally no more seats in the world language courses. Over 70% of the students who begin language study successfully complete at least two years.

Leadership is at the heart of the JROTC program. Given that Cholla’s fifth value is build leadership in yourself and others, the compatibility of this program, much like the World Language program, with the mission vision is palpable. Other connections between the school’s mission vision and the JROTC program include persistence, responsibility and leadership. The programs goals are very fitting with the school’s mission and vision. Built on a total cadet concept, students in this program gain teamwork, confidence, and leadership skills. “JROTC gave me real opportunities for leadership and feels like a family,” explained one participating student. That family environment is intentionally cultivated. Students learn what it means to work together in support of a mission. The battalion motto for the JROTC program is, “All The Way.” The motto is a constant reminder to all students that no matter what they decide to do in life, they should strive to go all the way in everything that they do.

Senior Army Instructors Major (Retired) Steven G. Spiece and Army Instructor Sergeant First Class (Retired) Teddy DeSouza lead the JROTC program. These military officers hold very high expectations for their cadets. They teach that students should do the right thing at all times both on and off campus, serving as student exemplars of leadership. Students enrolled in the program must pass all of their core classes. Students are assigned to a company, a platoon and a squad. Classes are organized by Leadership Education and Training (LET) Levels. As students matriculate through the LET levels, they are able to achieve various ranks and recognitions, with commensurate increases in responsibility and authority. These levels and ranks bring order and discipline to the program, which in turn leads to students treating one another with tremendous respect. Students who may experience conflict in another setting learn to understand that you have to view someone as the rank they have attained, not just another student. The very organization of the program is designed to teach order and respect. Cholla students, who actively engage in the JROTC program, live out this respectful treatment of peers on a daily basis.

Presence of the JROTC program on the Cholla campus is routinely felt. Cadets wear their uniforms, fully complying with all regulations, once a week, typically on Tuesdays.

“The more you put into JROTC, the more you get out of it, and the farther you can go,” explained SFC DeSouza. Cadets participate in weekly physical fitness training and learn about healthy eating in class instruction. Corps members not only participate in JROTC during class, but have a number of special teams and groups that they can join outside of school hours. These special teams include drill team, who present the National and Arizona colors for the playing of the National Anthem, and the Raiders Platoon, who compete in adventure skills. These students practice and then compete in their various events with other schools.

Cholla’s Army JROTC program is the only one in the entire district. There is a large demand for this program and it grows every year. A former student commuted all the way from Nogales to attend JROTC. He received a full University of Arizona ROTC scholarship. Cholla’s current JROTC program has more students apply than the school’s total capacity with 260 freshmen requesting enrollment for 150 slots. There are currently 218 students enrolled across the four years of the entire program, 20% of whom will complete all four years. The program is currently over capacity and could easily fill enough seats for another FTE instructor in the program.

JROTC is not a recruiting tool for the military. The program’s goal is for its students to be college and career ready and to be successful in their post secondary endeavors and to be better citizens. By setting high expectations JROTC changes the mindset of these students s0 that they do better in school in order to have an achievable plan of going to college, entering a career or serving in the military. It educates students in leadership and makes them aware of the benefits of citizenship. Approximately 5% of participating students actually join a branch of the service upon completion of the program.

22

C4.Allstudents,includinglearnerswithuniqueneeds,havetheopportunitytolearnchallengingcontentandtoachieveathighlevels(nottoexceed1,000words).

● Tellhowprogramsfordiverselearninggroupsrelatetotheoverallcurriculumandhowstudentsareintegratedintothemainstreamclassesandactivitiesoftheschoolwhenappropriate.

● Describetheprocessforidentifyingandplacingstudentsinvariousprograms.Tellhowstudentprogresstowarddesiredoutcomesismonitoredandadjustedtoensuresuccess.

● Discusssystemsinplacetoensurethatlearnerswithuniqueneedsachieveasuccessfultransitiontotheirnextlevelofschooling.Magnet programs are designed to integrate and improve student achievement, while personalizing learning and providing students

greater choice in their own learning. Cholla High Magnet school offers two strands of magnet coursework. The first is International Intercultural Studies, which includes the International Baccalaureate Programme. IB is a learning program

known for providing learners both excellent breadth and depth of knowledge. The program seeks to meet the needs of the whole learner, producing students who flourish physically, intellectually, emotionally and ethically. The IB curriculum is made up of six subject groups: Language A, English or Spanish Language and Literature; Language B, Arabic, German, Spanish; Individuals and Societies; Experimental Sciences; Mathematics; and The Arts. The Diploma Programme (DP) Core requires students to reflect on the nature and knowledge, complete independent research, and undertake a project that often involves community service. The IB program provides students with a diversity of classes that appeal to all interests. The program pushes students to take classes that challenge them and provide them with educational skills that make them well prepared for post secondary options. Ninth and tenth grade students can enroll in World Language classes, including the Arabic studies class. There are IB prep courses for freshman and sophomores in English, Mathematics, Science and Social Studies.

The IB program contributes to the rigor found in Cholla’s classrooms because IB teachers apply their training and the program methodology into non-IB classes offered throughout the curriculum. For example, IB utilizes multiple assessments that require open-ended responses. These include commentaries, presentations, extended essays and analyses. These types of assignments require high levels of critical thinking and appear in many Cholla courses, including those that are not official IB courses. The varied methods of assessment allow students to draw on their strengths.

All of Cholla’s fine arts classes follow the IB curriculum and provide opportunities for students to demonstrate learning through high-level assessments. Students write musical composition, choreograph a dance, and create a play. This type of work is an opportunity for self-expression but also stretches students in new ways. The intentionally embedded IB methods are another place where “charging fearlessly toward personal and academic excellence” is very real.

Cholla High Magnet School, an authorized IB World School since 2007, offers the International Baccalaureate (IB) Diploma Programme (DP) that is open to all students. There is no doubt that IB provides students a more rigorous education and prepares them for a myriad of post-secondary options. The DP is designed as an academically challenging and balanced program of education with multiple, varied assessments that prepares students for success at university and life beyond. The program is taught over two years and has gained recognition and respect from the world's leading universities. All of Cholla’s IB teachers are highly qualified in their subject area and participate in on-going trainings. In addition to core content courses, the IB DP encourages students to enroll in a language and fine art class of their choice.

Currently of 577 students are enrolled in the IB courses at Cholla. Cholla had fourteen DP graduates in the class of 2015. In the past three years, Cholla’s IB enrollment has doubled. Over the last four years DP students have increased by 90%. There is an ongoing effort to enroll students who enter high school with a specific desire to earn an IB Diploma and an even greater focus on encouraging existing students to avail themselves of the incredible opportunity that awaits them at Cholla through IB study. The summer academies have been useful strategies in recruiting and preparing students to succeed in this rigorous course of study.

The Advancement Via Individual Determination (AVID) courses are specifically designed to prepare students to participate in more challenging academic curricula during their time in high school and to equip them for additional post secondary options upon graduation. The AVID College Readiness System (ACRS) accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional learning and acts as a catalyst for systemic reform and change.

At Cholla High Magnet School, AVID strategies are incorporated into students' curriculum. Cholla's Academic Advisors provide instructional guidance and social/emotional support for the incoming freshman. They are able to evaluate the student's success and areas of

23

need on a consistent and personal basis. AVID strategies include the teaching of note taking and study skills, the facilitation of Socratic Seminars (an inquiry-based discussion methodology) and career/college planning conversations.

The second magnet focus at Cholla is Law Related Studies. Cholla’s Law and Public Safety Program works in conjunction with the School Resources Officer Grant and is complemented by an English elective entitled “ and a Forensics Program in Biology. The Junior Reserve Officers’ Training Corps (JROTC) program is also offered under the Law Related Studies program. The presence of a successful magnet program in a school increases opportunities for all of its students. One student enrolled in Cholla’s exceptional education program for students with multiple disabilities is enrolled in Arabic. Fluent in English and 2 dialects of Swahili, Arabic is his fourth language. A refugee from a displaced persona camp, this student is able to received the services he needs while being enrolled in challenging academic classes where he is able to perform along side his regular education peers. Cholla is a diverse campus where all students have the opportunity to learn at high levels.

C5.HIGHSCHOOLSONLY:Curricularofferingsproviderigorouseducationalopportunitiesthattransitionstudentstopost-secondaryeducationand/orcareers(nottoexceed1,000words).

● Describeoutsideandhonorscurricularofferings:InternationalBaccalaureate,AdvancedPlacement,dualcredit,virtuallearning,CTEandcollegecourses.

● Describeanyspecialprogramsorcurricularofferingsnotpreviouslydiscussed.● Explainhowtheseofferingsrelatetotheoverallcurriculumandprovideexamplesoftheseprograms’success.

As an authorized IB World School, Cholla has earned recognition as a high school that truly prepares students for college and career. The class of 2015 received $4,539,777 in scholarship offers. One way to express how Cholla prepares their students for post secondary endeavors is in the words of the students themselves. Former graduates reflect on the IB Programme:

These have been two years of significant personal and educational growth... Had someone told me in the beginning of this program that I would be learning so much that it would carry into my every day life; I would never have believed it. However, now there is no denying the difference this level of education has had in my life. Being in IB has taught me so much about life in so many different ways I could never have imagined. . . . I feel more confident that I will be successful in college if I apply all the strategies I learned in IB. I have definitely gained the knowledge and motivation I couldn’t have learned anywhere else. Joining IB was one of the best decisions I made.

IB prepares students academically for college, but Cholla also partners with groups like STEP Expedition (described in detail the community partnership section) and soon the federal TRIO program to make the attainment of college attendance a reality. Many of Cholla’s students will be the first in their families to attend, requiring an extra measure of support to ensure that they can avail themselves for all opportunities which they are academically prepared.

IB and the incorporation of IB methods into other core classes provide the rigorous instruction necessary for college, but there are many other Cholla programs that give students practical skills and real world work experience to help prepare them for life after high school. For some JROTC students, military service is an option, but other students choose to apply the leadership skills that they have gained in college or the workplace. Students in the pharmacy tech program are prepared to take the certification exam. Those students who pass the exam can go to work in a pharmacy. Other courses that offer practical, marketable work experience include construction tech, welding, and an early childhood development course. Cholla uses JTED funds and supplements them with M&O monies in order to offer a robust CTE experience that provides students a variety of opportunities to prepare well for their future after high school.

The exceptional education department is also well aware of the need to help students with post secondary options. Cholla employs a full time job development specialist who works with exceptional education student to transition them from high school to post secondary opportunities. Students are placed in community based education programs during school and transitioned to full time employment upon graduation.

24

ActiveTeachingandLearningAchallengingcurriculumisvaluableonlyinsofarasstudentsareactivelyengagedinlearning.Addressthedynamicofstudent/teacher/contentinteractionthatisthecentralcoreoftheeducationalprocess.Describehowmultipleandvariedopportunitiesconsistentlyensurethatstudentswillacquireknowledge,skillsandunderstandingrelatedtotargetedoutcomes. D1.Introducethissectionwithadescriptionofatypicaldayofteachingandlearningthatvisitorstoyourschoolmightobserve(nottoexceed600words).Describeordiscuss:

● Specificschool-wideinstructionalstrategiesandactivestudentengagementstrategiesonemightobserve.● Howteachersintroducethespecificlearninggoal(s)fortheday,includingschool-wideexpectationsforpostinglearninggoals,if

appropriate.● Howteachersassessstudents’progressschool-widewiththelearningobjectiveduringthelesson.● Howlearninggoalsmightbeathigherlevelthinkingorapplicationlevels.● Howteacherschallengestudents’thinking;referencelevelsofquestioning.

A bell work assignment requiring students to simplify expressions is up on the smart board and ready for geometry students as they

enter the classroom. After greeting students at the door, the geometry teacher moves through her class, providing students feedback on the bell work and collects the homework. After stating the objective for the day, she leads students through the steps of creating a dilation of a triangle on a four-quadrant grid. As students enter American History from the African American Perspective, they are again greeted by the teacher and given a piece of blank paper on which they begin creating a graphic organizer to record notes from the day’s discussion. The constructs of the course are clearly displayed on large posters in the classroom and these constructs guide the students in organizing their learning about how the production of goods and services affects both the laborer and the final consumer of the goods. Students entering English find the desks arranged in groups of four. After completing the reading from The Souls of Black Folk, by W.E.B. Du Bois student eagerly discuss the passage together and then individually write a synthesis of the passage.

These lessons and activities represent a typical day of teaching and learning. As students travel across campus they enter classrooms that are very different in terms of size and function, but uncannily familiar in the routines that form good teaching and learning. Active engagement, thoughtful questions, opportunities for self-expression and chances to demonstrate learning are all part of a student’s day at Cholla.

It is not only the academic courses that balance the familiar routines of good instruction with the real world application, as described throughout the application, Cholla offers a wide variety of elective courses through its Magnet, Fine Arts, Physical Education, and Career and Technical Education Courses. High school students are passionate about many things and Cholla is intentional about working to ensure that every student has courses about which they care deeply and offers them a more personalized educational experience. This variety of coursework provides opportunities for students to excel, and these courses reflect the values set forth in the mission statement: leadership, responsibility, international-mindedness and taking risks in learning.

In student council, the teacher is conspicuously inconspicuous, as a student stands in front of the class, gavel in hand, and calls the meeting to order. The teacher works quietly on the sideline, as the presiding officer leads students through the business of day, following parliamentary procedure with confidence. Students then go out to first lunch to promote the upcoming blood drive and return to meet in self determined committees to work on upcoming events and fundraisers. Student Council sponsor, George Parra, is very intentional about making sure that students experience both the opportunities and responsibilities of leadership. Students must arrange for the school’s participation in the upcoming Pennies for Pasta. The Junior Class officers calculate the cost of materials for the upcoming Valentine Sale in order to determine their anticipated profits. Students, under the careful supervision of Mr. Parra, lead this period of teaching and learning.

In drama class students are working in small group throughout the theater on their respective scenes. Julian Martinez, the theater arts teacher, moves from group to group, coaching students to achieve their best performance.

One of the exciting things about being in a school is that there is rarely a typical day; however, when the structures for excellent teaching and learning are in place and the opportunities for students to experience their personal passions are embedded in the program, the typical result is excellence.

25

D2.Theschooltailorsprofessionalgrowthandsupporttoaddressthedifferencesincareerexperienceandprofessionalneedswithasystemfornoviceandexperiencedteacherstodevelopinstructionalexpertiseinthefollowingareas:planningandpreparation;instructionalstrategiesandbehaviors;assessment;reflectiononteaching;andcollegialityandprofessionalism(nottoexceed600words).

● Describehowallteachersassurestudents’deepunderstandingofcontentandcontextratherthansimplycoverageofmaterials.● Detailspecificschool-widestrategiesthatareinplacetoensurethatcoreliteracyskillsandcriticalthinkingareanintegralpartof

instructionacrossallgradesandsubjects.● Tellhowallstaffmembersconsistentlysupportagreed-uponhighexpectationsforstudentlearningduring,beforeandafterschool.

Identifytheagreed-uponschool-widehighexpectations.● Tellhowtheschoolscheduleisorganizedtoensurethatadequatefinancial,timeandhumanresourcesareplannedandallocated

forongoingprofessionallearning.● Describetherelationshipbetweentheteacherevaluationprocessandprofessionalgrowth.● Citespecificexamplesofwaysinwhichongoingprofessionaldevelopmenthasimprovedteaching,schoolcultureandstudent

achievement.Teachers participate in multiple models of professional development. The first model of professional development is the traditional

workshop/training model. The district has weekly early release, each Wednesday. During that time Cholla faculty assemble to focus on learning content critical to helping students achieve and have collaborative time with colleagues. Cholla has also worked to develop a Learning Centered Professional Development program. This includes the teacher portal, which can be accessed from the school website. It has readings, forms, and modules of study that teachers can use to improve their practice. Specifically Cholla has implemented Positive Behavioral Interventions and Supports (PBIS) and has given teachers access to a variety of information on this topic through the portal.

Cholla has two in-house teacher trainers, one for ELA and one for math, that lead teacher-centered professional development. The content specialists help teachers with quarterly assessments and curriculum maps, and model lessons for teachers. Recognizing the importance of truly job embedded professional development, members of the school’s instructional council and school administration regularly perform walkthroughs. Teams of two to three observers drop in to classes during instruction. They look for specific, predetermined criteria: posted rules and expectations that are positively phrased; teacher monitoring such that inappropriate behavior is consistently addressed and expected behavior is positively acknowledged; daily objective is posted; bell work and closure, when appropriate; effective questioning strategies. The team looks for patterns and trends in the data in order to determine which best practices are being consistently implemented across the school. Trend data is shared with the entire faculty as a data source for improving instruction overall. If necessary, an individual teacher may receive feedback from his or her evaluator. During a recent walkthrough five teams of observers were able to see 30 teachers in a two-hour block of time. The teams spent an additional 30 minutes debriefing and recording the data.

The International Baccalaureate organization requires IB teachers to go through multi-level training in order to meet the programmatic requirements. As part of the authorization process for implementing the Diploma Programme (DP), Cholla has met the IB professional development requirements, which include a fully trained coordinator, training for administrators, and subject area workshops for teachers. In addition, there is additional professional development for educators who teach the Theory of Knowledge course and who coordinate students Creativity, Action and Service experiences. Cholla’s Coordinator, Principal and several teachers have completed a second level training beyond the required workshops.

Cholla is also very fortunate to have a Professional Learning Community (PLC) period everyday. These PLCs are structured both vertically and horizontally as supported by the master schedule. This allows for collaboration among IB teachers and the rest of the faculty to discuss effective teaching strategies. The IB Learner Profile attributes are discussed and encouraged for use as the basis of lesson planning and assessment. This model allows the IB training to impact learning for all students. The principal and his three assistants are charged with coaching faculty so that all teachers move to proficient or distinguished on the Danielson evaluation framework used by the school district. Teachers receive coaching feedback a minimum of one time per month from August through May. Mr. Armenta and his administrative team are mindful of using this ongoing coaching as a means of changing school culture. They work specifically with teachers on strategies that support building relationships and creating a school culture of achievement.

D3.Apurposefuldecision-makingprocessthatisresearch-basedgovernsallaspectsofteachingandlearning;thereisadiscerniblelinkbetweeninstructionalstrategiesandstudentachievement(nottoexceed600words).

26

● Describehowteachersdevelopinstructionalunitsandlessonplansacrossgradesandlevelstoengagestudents,reduceduplication,andassureconsistencywithimplementationoftheArizonaCollegeandCareerReadyStandards.

● Tellhowteachersconsistentlycommunicatetostudentswhattheyarelearningandwhyitisimportant.● Discusswhatconsistently-usedstrategiesaddressdifferentlearningstylesandneeds.Providespecificexamplesandoutcomes.

Examplesmightinclude:expansionandmodificationofinstructionaltime;doubleblocking;regrouping;co-teaching;flexiblegrouping;otherdiverseinstructionalpractices.Teaching is a constant stream of decisions. Madeline Hunter’s Effective Elements of Instruction (EEI) remain an undisputed set of

best practices that address the acquisition, retention and transfer of information as well as principles of motivation. EEI, a district-wide initiative, focuses on student engagement, clear objectives, skillful questioning and ample opportunities for students to interact with information to assure mastery. Cholla faculty has consistently and systematically received training in EEI. As a result teachers are held accountable for using those strategies in their classrooms. This includes teachers clearly communicating intended learning outcomes at the beginning of each lesson, using flexible grouping of students, maintaining high levels of engagement and employing questioning strategies that result in students thinking deeply about the content being learned. A truly research-based decision making process requires access to timely, reliable student data. Tucson Unified School District (TUSD) has invested in bringing the DuFour PLC strategies to district teachers. Cholla, a district leader in the PLC process, created a seven-period day as a structure to ensure that teachers have adequate time to meet and review that data, identify the most effective instructional practices and monitor individual students as necessary to ensure their success. Teachers have a PLC meeting daily during which time they address curriculum development, collaboration, analysis of student work, common formative assessments, designing Tier 1 and 2 data-driven interventions that are systematic, timely and directive. The Site Leadership Team provides support to the PLCs. An Instructional Tech Liaison and an Instructional Coach are available to make sure teachers have the data needed to make sound instructional decisions. This year school year TUSD adopted School City, which provides regular benchmark data in all core subject areas. Strategic class size is another school reform approach integrated into Cholla’s established procedures. Using an average student to teacher ratio of 27:1, certain classes like band and student council far exceed that number to allow smaller numbers of students in core classes. These smaller class sizes allow teachers to ensure high quality, rigorous instruction, deliver Tier I and Tier II interventions as part of classroom instruction, optimize student access to high quality curriculum and to provide timely additional support in a manner that is on-going, fluid and flexible. Tier I interventions are defined as all students receiving behavioral support through PBIS and Restorative Practices with teachers utilizing the Classroom Environment Checklist and the School and Classroom Instructional Procedure Checklist. Tier II interventions are also delivered in the regular classroom to those students who require a bit more support. They may include approaches like reteaching, individualized behavior plans, teaching social skills and proximity supervision. In addition to providing these opportunities for in class intervention, strategic class size also supports attendance, student matriculation and behavior through a focus on building strong school to student and family relationships and connections.

D4.Studentshaveopportunitiestoapplylearningtorealworldsituations(nottoexceed600words).

● Describetheopportunitiesallstudentshavetointegratequalitywork-basedexperiencesandexperientiallearning.Examplesmightinclude:contextuallearning;project-basedlearning;studentleadershipandserviceactivities;work-basedexperiences;internships.

● Tellhowschool-wideteachingpracticesfrequentlyandregularlyprovideforhands-on,investigativeactivitiesincludingindependentprojects,collaborativegroupprojects,andreal-lifeproblem-solvingexperiences.

● Describethestudentservice-learningstrategiesandvolunteeractivitiesthatenhancethecurriculumwithreal-worldexperiencesandprovideconnectionstocareersandthecommunities.Magnet programs are natural places for students to have the opportunities for real world learning. Cholla’s Law and Public Safety

program is no exception. Here students take up to six semesters of a course entitled Law, Safety and Security. This course sequence offers students a balance between book knowledge and hands on information. For example, as part of this three-year course of study students will become familiar with the judicial system, but they will also learn how to communicate in “ten codes,” abbreviations police officers regularly use over the radio to communicate what is happening, in a volatile situation. Cholla students are especially privileged to learn much of this hands-on content from School Resource Officer Figueroa. Officer Figueroa co-teaches with a certified faculty teacher. Learning from someone who is actually applying the same knowledge and skills in the field brings a great measure of authenticity to the learning.

27

Some students who participate in the Law and Public Safety Magnet enter the Pharmacy Tech course. This course is taught by practicing pharmacist, Dr. Janelle Hunter, Cholla alumna. Students who complete the two-year pharmacy course are eligible to test for the pharmacy technician exam. If they pass that exam, they would be are qualified to be employed as an entry-level technician in a pharmacy.

JROTC is predicated upon a philosophy of giving students actual leadership experiences. The JROTC program is led by retired army officers and includes a strong component of work related skills in its curriculum. The strong role of students in leadership is evident not just in JROTC, but throughout the campus as students take the lead in activities and assemblies.

The International Baccalaureate (IB) Magnet, while primarily known for its academic components, as a course of study focused on college prep, also has a strong “real world” component. Students in the IB Arts courses are required to compose a piece of music, write and produce a play, or choreograph their own dance. Only one of the IB assessments is a multiple-choice exam. The remaining assessments are performance based, requiring students to write an extended essay, make a presentation, or solve a problem.

Beyond its magnet programs, Cholla has been providing all of its faculty training in problem-based learning in order to make sure that all courses have opportunities to apply what they are learning to real world settings. The PLC structure provides teachers an opportunity to collaborate on specific application projects in their various content areas. This fall eleventh grade students taking US History interviewed veterans to learn more about their military service to the country.

Finally, Cholla augments its county JTED (Joint Technical Education District) funds with Career and Technical Education funds to provide students a host of career field opportunities, many with community internships and other work related practice settings. The welding teacher meets with students through the Cholla After School Program (CAP) to ensure the students get enough hours to earn initial welding certification. In Cholla’s Entrepreneurship program, students have the opportunity to participate in Future Business Leaders of America (FBLA) competitions where they gain experience interviewing and making sales presentations before a panel of judges, who are current practitioners in their respective field. Cholla also offers Auto Shop, Construction Technologies, Drafting and Design, Early Childhood Development, Financial Services, Sports Medicine, Technology Applications and Webpage Development.

D5.Resourcesareavailabletoteachersandstudentsforinstruction,gatheringinformationandsharingtheresultsoftheirefforts(nottoexceed800words).

● Describehowavailabletechnologysupportscurriculargoalsandteachingandlearning.● Describehowtheschoolensuresthatbothstudentsandstaffhavethetechnicalskills,availableresourcesandaccessibilitytouse

technologyincontentareas.Referenceprofessionaldevelopmentopportunitiesinthisarea.At Cholla technology is viewed as a tool to achieve learning and life skills. There is an adequate amount of technology available to

students and teachers. Cholla has two computer labs that teachers can schedule in order for their classes and several COWs (computer on wheels). In addition to courses the CTE courses with a heavy technology emphasis like Technology Applications, Webpage Development and Drafting.

Cholla has a full time tech liaison, Viola Watson. Ms. Watson provides the human element so essential to technology support. She is active on campus, participating in teacher committees and planning meetings, so that she can make real time suggestions to teachers as they plan for lessons and instruction. She helps teachers access student data and information.

A computer lab is available during Cholla’s After School Program (CAP). Here students have the opportunity to work on their own skills. Computer assisted instruction is also used to help students in need of credit recovery. Teachers have access to submit forms and lesson plans on line. They also use technology resources like Socrative to create teaching resources; programs like Remind to communicate with students and parents; and School City to manage student information. Teachers are required to use technology to complete components of their evaluation protocols. These teacher tools are accessible through the teacher portal on the school’s website.

Teachers bring their own technology expertise to their classroom on a regular basis. They describe their use of technology as up-to-date with regard to instruction. Arabic students were treated to a simulcast with other Arabic programs around the world. It was an experience that would not have been possible without technology and their teacher’s passion to provide that experience. Technology is available and part of the daily experience for teachers and students as it would be anywhere, but it rarely takes the focus away from the importance of teaching and learning.

28

D. StudentFocusandSupportAneffectiveschoolidentifiesandaddressesbothacademicandnon-academicneedsofallstakeholders. E1.Theacademic,nonacademicandculturalneedsofthestudentpopulationareaddressedthroughanetworkofcohesiveandintegratedprogramsandservices,whichdemonstratesalearningclimatethatisstimulatingandnurturingtoallstudents(nottoexceed1,000words).

● Describehowtheschoolidentifies,assessesandmeetsthespecificneedsofallitsstudentsasdefinedbyitspopulation.● Describehowallstudentsareencouragedtobuildsustainable,caringrelationshipswitheachother,teachersandotheradultson

campus.● Tellhowtheschoolpreparesstudentstolivesuccessfullyinaculturallyandsociallydiverseenvironment.● Discussthestrategiesinplacetoeasetransitionsandprovidesupportfortransferstudents,first-yearstudents,familymoves,etc.

Cholla’s faculty, staff and administration are all committed to building relationships with students. It is through personal relationships

that you come to learn about the needs of the students, and it is only once you have an understanding of those needs that you can begin to meet them. One teacher describes Cholla’s system of support this way:

Cholla High Magnet is a beautiful campus that is very welcoming. Not only is Cholla welcoming, but the students feel safe and protected. Cholla provides an array of core subjects and electives, where students can grow academically and achieve personal growth as well. While on campus you can see and feel the camaraderie amongst the crowds. Cholla offers programs for students that otherwise would be unable to achieve not only an education but a chance to pursue their dreams, whether they be in higher education, or a career in the military, arts, or sports. No matter what the need, Cholla provides the support to help each child succeed.

Another teacher puts it this way: Cholla helps an underserved, undervalued population in Tucson. The faculty and staff truly believe that every student can succeed, and do their best to ensure students are given every opportunity to do so. More than just in class, teachers come early and stay late to tutor students, or participate in after school activities through the 21st Century Programs. This helps guide students not only in their academics, but also toward becoming successful, well-rounded young people. Cholla embraces its diversity and works diligently to continue to grow its diverse student population. Nevertheless, this diverse

population brings with it a varied set of needs that place a host of demands on the school. Cholla works with its district Student Services Departments. These include African American, Mexican American, Native American and Asian Pacific Island Student Services. All of these departments are active at Cholla. These district departments work collaboratively with schools and families by offering direct and auxiliary services. The Student Services Departments offer tutoring, mentoring and special events that support the rich cultural diversity found in Tucson. The Mexican American Student Services department provides Cholla a Student Success Specialist, Yvonne Nelson, who provides in class instruction, as well as before and after school tutoring.

Cholla also utilizes its Learning Support Coordinator (LSC), Maria Abalos, in ways that help meet the needs of its diverse population. Ms. Abalos focuses on restorative practices and reinforces these with both students and faculty. Restorative practices offer alternatives to more traditional forms of discipline, focusing instead on teaching students strategies for staying the classroom and resolving conflicts with peers and adults. She works directly with students and teachers to build positive relationships. One teacher reports, “Ms. Abalos has come to my rescue and has been able to turn students attitudes and mine completely around for the betterment of my classes and my students’ learning.” As the LSC, Ms. Abalos is responsible for compiling, tracking and disseminating student assessment data, but she understands that the numbers are of little use if teachers fail to understand the stories behind them. She works with the PLCs to create stories from the numbers and provide practical ways to help teachers meet the needs of students.

Seventeen percent of students qualify for exceptional education services. These students’ needs are met through a variety of instructional delivery models. Some students are fully self-contained for the full school day. Some are self-contained for academic courses and participate in electives with their regular education peers. Some students are served via resource classes, such as Essential Algebra, which provides the same content as a traditional Algebra class but at a slower pace and are offered in a setting with additional scaffolding. Finally some students receive services from teachers who co-teach with their regular education colleagues. These varied models ensure that all students learn in the context most suitable to their needs and disabilities.

Cholla has a large English Language Learner (ELL) population that includes eleven different home languages. Cholla seeks to support these students in maintaining and growing their Native languages, while developing their English. Given the school’s emphasis on world language, many of these students leave speaking three or more languages fluently. As many of the ELL students speak Spanish as their

29

native language, Cholla offers Nativo, a Spanish class for native speakers. This strengthens the students’ first language, and helps them master some of the more advanced technicalities and nuances of their first language.

Cholla responds to the diverse needs of its students in ways that meet their needs, which can be quite varied. In order for that to be successful, it is important that teachers and staff have a clear understanding of what supports and services are in place. Through the teacher hub and clear communication across campus departments and personnel, staff members feel very confident that they know what services are available and how to access those services for the students in their care. Too often in complex systems communication is often viewed as ineffective or even inadequate. Cholla breaks that stereotype and effectively equips staff to access services for students.

E2.Theschooladdressesstudents’physical,socialandemotionalneeds,andinterveneswhenstudents’personalneedsarepreventingacademicsuccess(nottoexceed800words).

● Describethenon-academicservicesandprogramsthatareavailabletosupportstudents;tellhowtheyrelatetostudentneedsandschoolgoals.

● Describesystemsinplacetohelpstudentslearntohandlefrustration,anger,teasingbullyingandothernegativeinteractions(e.g.counseling,charactereducationprograms,healthservices,studentinterventionassessments,etc.).

● Articulateschool-widesystemsinplacetoaddressandminimizetheeffectsonschoolclimateoffactorssuchasabsenteeism,seriousdisciplineproblems,highturnoverofstudentsorstafforothernegativefactors.

A teacher describes Cholla’s response to students’ needs like this: I have a student in my first period class that seemed to have lost his way. One mention to Ms. Tsosie, one of Cholla’s counselors, and she called him in, found him an outside public counselor to help his family, and follows through with weekly meetings. It had turned out that his sudden fall in performance was during the anniversary of his brother’s death.

Typically school counselors are charged primarily with helping students schedule classes in order meet academic requirements for graduation. However, in a school with 89% free and reduced lunch, student needs are much greater than just finding the right science class to fit the schedule. With no additional funding or support than is provided to more affluent schools in the district, Cholla’s counseling team finds ways to meet the complex needs of their students, as was the case with Ms. Tsosie. Cholla’s experienced counseling team is skilled at identifying the outside resources necessary to help its students. One member of that counseling team is a school social worker, Craig Wunderlich. Described by one staff member as “the man with the pulse of the school,” Mr. Wunderlich runs several weekly support groups for students including grief groups, abuse groups, and a group for students in the Youth on Their Own Program, who are living without the support of parents or guardians. Working on the campus full time, students know they can go to his office for support at any time. Mr. Wunderlich, who in addition to his duties as a social worker is a professional clay artist, teaches a poetry and pottery class in the Cholla’s After School Program (CAP). He uses this class to teach students appropriate ways for personal expression.

Recognizing that social and emotional intelligence is a vital component for all teenagers, Mr. Armenta has implemented use of the book, Seven Highly Effective Habits of Teenagers, for students who are required to attend in-school intervention on campus. Through this pilot program, which continues to grow along with other associated SEL (Social Emotional Learning) programs, students learn to develop the habits highlighted in the book. Cholla Magnet High School is at the cutting edge of a school-wide SEL culture, which empowers students both in their academic potential and personal life choices. Sometimes student misbehavior requires an appropriate consequence, such as in school suspension. It is highly characteristic of Cholla’s positive, student focused orientation to turn such an occasion into an educational opportunity to improve student’s decision making and motivate them to succeed personally and academically.

Cholla is a physically active campus, providing the most robust set of physical education offerings in the district and boasting one of the highest participation rates. In addition 22% of students participate on a school sports team. For students who may not be active on a team, the Cholla After School Program (CAP) offers a walking class before and after school to promote well-being and a commitment to lifelong learning. Two other CAP programs also focus on physical activity: the karate class and the JROTC drill squad. Cholla’s athletics programs build school pride. This spring Cholla will host a new event called the Cholla Espys. Patterned after the actual ESPN awards, it will be a formal evening with multiple awards being given to athletes. The Espys will include a variety of student performances in order to involve more than just the students who participation in the various athletic teams. As a comprehensive high school, Cholla offers a host of events that give students opportunities to come together socially. There are school dances and prom. Cholla also offers a family movie night, under the stars. Closely connected to the value statements in the vision on demonstrating responsibility and building leadership in ourselves and others, many of the social activities at Cholla have a community service connection. This fall JROTC led a toy drive with a little friendly competition between teachers and students. There are frequent campus clean

30

ups and the collaborative creation of a kindness mural on campus. Cholla’s Exceptional Education Department hosts an annual ping pong tournament, which draws special needs students from across the Tucson area.

31

E. ParentandCommunityInvolvementParentandcommunityinvolvementactivitiesthatareeffectivelyplanned,coordinatedandwell-implementedresultinsubstantialbenefitstochildren,parents,educators,andtheschool.Studentswhoseparentsareactivelyinvolvedintheireducationaremorelikelytosucceedinschool. F1.Families,partnershipsandthecommunityplayanimportantroleinsupportinglearning(nottoexceed1,500words).

● Describethegoalsandprioritiesofschool,familyandcommunitypartnerships.Tellhowtheyarearticulatedandalignedwithschoolpriorities.Describechallenges,ifany,theschoolfacesindevelopingpartnerships.Describehowpartnershipgoalsarecollaborativelydevelopedwithallstakeholders;tellwhatstrategiesareusedtoinvolvepeoplefromallsegmentsofthecommunityinsupportingeducation.Provideone(ormore)exampleofacommunitypartnershipthatresultedintheschoolbeingarespectedandvaluedpartner.

● Citewaysinwhichtheschoolinvolvesallfamiliesinschoolinitiativesandprogramstobuildasharedcommitmenttostudentsuccess;referenceparticipationratesandgiveevidenceofsuccess.Providespecificexamplesofhowtheschoolsupportsandenhancestheparentingroleandinvolvesfamiliesindecision-making.Tellhowtheschoolestablishestwo-waycommunicationandensuresauthenticinvolvementoffamiliesfromallsegmentsoftheschoolcommunityinawaythatrespectsdiversebackgroundsandchallengingneedsofthefamilies.

● Tellhowvolunteersarerecruited,trainedandmadetofeellikeanintegralpartoftheschool.In existence since 2008, Parent T.E.A.M. (Together Everyone Accomplishes More) a group of committed parents organizes each year

to mobilize parents to meet the needs of students. It is an informal group of parents and faculty united to improve communication between the school and home, to help parents become involved in the school, to assist and support faculty and administration in their work to provide the best education possible for our students, and to help our students achieve the best education possible during their high school years. Team goals are:

• To increase parental awareness of student needs and activities • To recognize and acknowledge individual student's academic achievement(s) • To provide information which will enable parents to be more effective, and; • To serve as a resource to the faculty & administration of Cholla High Magnet School

The parent team arranges a weekly study hall, providing adults to offer homework help each Wednesday while teachers attend professional development. This is a very practical way that parents and the community partner with the school to provide maximum opportunities for students and extend the school’s resources just a bit farther. This hour is a time that many athletes are on campus waiting for practice to begin and benefit from a place to study and to be able to receive tutoring and homework help when necessary. This year’s parent team coordinator is Kelly Nasta, a current parent and Cholla alumna, is tireless in her support of Cholla. She personally and enthusiastically reaches out to other parents and community members to get them involved in this important work. The parent team supports Project Appleseed, a national parental pledge that encourages parents to commit a minimum of five hours a semester to the school and to spend a minimum of 15 minutes each evening focused on academic with their individual student. This encourages all parents and grandparents to participate in the school program. It provides specific guidance for parents who may not have yet found their entry point to their child’s education and communicates the importance of public schools and the public’s involvement in those schools.

Despite this well-established and organized structure to involve parents, the total level of parent participation is another area that the staff and active parents are specifically focused on improving. While there are a solid core of parents that can be depended upon to attend events and performances, volunteer at the school and serve on committees, there remains a significant number of parents who do not come on to the campus with any degree of regularity.

One strategy Cholla is using to increase parent involvement is to intentionally offer multiple ways for them to participate. Parental involvement opportunities are strategically planned to include activities and events that require differing levels of commitment and expertise, so that there is an entry point for all parents regardless of their comfort with the school setting. Cholla offers a FASFA training night specifically for parents to come to the school and actually complete their FASFA forms in an attempt to eliminate any barriers to that process

32

and increase students’ opportunities upon graduation. Many parents do attend events, like the very popular homecoming assembly, as well as student performances and athletic events.

Cholla has a strong presence in the community. One of the best examples of this positive presence is the Cholla Blues Standard. The Cholla Blues Standard meets two days a week after school as part of the Cholla After School Program (CAP). Some of the students are also involved in band and orchestra during the school day, but some learn to play their instrument or work on their vocal skills as members of this small ensemble group. The Cholla Blues Standard began six years ago, with three teachers, who had a passion for blues music and began their own jam sessions to improve their personal craft. Always focused on opportunities for students, then band director Aaron Kalish, Dave McClung and Bill Greenberg began including students, teaching them about blues music and learning how to play instruments. Eventually these students started to get really good. Now under the direction of Bill Greenberg the Cholla Blues Standard is a sought after performance group throughout Southern Arizona. The Southern Arizona Blues and Heritage Foundation wanted to expand their outreach to schools and given this growing group of committed musicians Cholla was the perfect place to do that. They extended an invitation to the Cholla Blues Standard to open their annual festival in 2013. Always educators at heart Mr. McClung and Mr. Greenberg wanted the students to earn the honor. So after formal auditions, the student group was invited to open the festival on October 20, 2013. They have been invited back and are now are regulars at the Bisbee Blues festival and are headliners for the Southern Arizona Youth Blues Showcase. These performances are great honors, but perhaps their most poignant performance occurred on June 14, 2015 at Bookmans Entertainment Exchange, for only three days before on June 11, David McClung their instructor, mentor and friend, passed away suddenly. Talented, brave and committed when asked if they wanted to move ahead with the performance the students’ answer was immediate and unanimous: they all wanted to play. The performance was a touching, fitting tribute to honor Mr. McClung and to mourn their loss. The impact he had on these students was profound and long lasting. The Cholla Blues Standard has achieved a strong level of musical success, but perhaps even more significant is their commitment to representing their school, to working collaboratively with one another and to their own personal, fearless charge toward personal excellence.

Another partnership that has brought tremendous benefit to Cholla and allows them to continue to engage with the community in profound ways was with Blarney Stone General Contracting, Inc. Blarney Stone desiring to do some charitable work in the community ran ads asking who might be in need of a kitchen. Cholla was selected. In an “extreme makeover style” renovation, Blarney Stone, with multiple partners, built a state of the art kitchen, with a computer facility and classroom so that students with mild to moderate cognitive disabilities could learn and work in a space that allows them to obtain life skills essential for their futures. For 48 hours a slew of skilled workers, and dozens of volunteers, many of whom were Cholla students, both typically developing and students with identified special needs worked side by side to complete the project. Today, under the tutelage of Susan Crowe and Scott Kloefkorn, current exceptional education students run a popcorn business. Production and sales happen every Friday. The students are responsible for all aspects of the business: finance, production and sales. Each Friday, practicing proper hygiene they prepare the popcorn. Students develop good customer relations with their fellow student body customer base, as they sell the popcorn at lunch. The popcorn business brings in needed revenue for materials, supplies and a few special events, like a trip to Special Needs Day at the Pima County Fair, for these students. Scott and Susan are not content for their good fortune to benefit only students from Cholla. They partner with other life skill educators from around the city to put on a dance for exceptional education students, with Scott as the DJ. They also run a competitive ping-pong tournament with three divisions and a first, second and third place medal in each division. As a result of their highly effective exceptional education program, their students are represented along with their peers throughout Cholla in places like marching band, the football team, and the JROTC color guard.

F2.Educationalresourcesintheschoolandthecommunityareusedtoextendlearningopportunitiesforstudents,teachersandfamilies(nottoexceed800words).

● Describehowtheschoolpartnerswithoutsideentitiessuchasmuseums,publiclibraries,communityenrichmentprograms,performingartsinstitutions,nonprofitorganizations,etc.toprovideextendedlearningopportunitiesforstudentsand/orprofessionaldevelopmentopportunitiesforstaff.Provideanexample(s)ofanextendedlearningopportunitythatdemonstratesapositiveeffectonrelationships,studentlearning,and/orimprovedstudentperformance.

● Tellofservices,ifany,thatareprovidedatorthroughtheschoolintheareasofhealthandsocialservices,adulteducationorreferralstocommunityagencies.

● Tellofoutsideagenciesthatmightutilizeschoolfacilitiesoutsideofregularschoolhours.

33

Cholla partners with the district’s Advanced Learning Experiences Department (ALE) to hold four parent information nights at middle schools. These nights not only introduce Cholla and its unique magnet programs to prospective families but they help students think about how they can best prepare for the advanced academic opportunities available at Cholla. In conjunction with the School Community Services Department, Cholla holds IB information nights at the middle schools. Like the ALE information nights, this is an opportunity to expose students to the benefits of enrolling in challenging coursework. TUSD also has four student services departments: Mexican American Student Services, African American Student Services, Asian Pacific Student Services and Native American Student Services. In order to build bridges with these departments and ensure maximum availability of services for Cholla’s students, Cholla coordinates quarterly meetings and end of the year celebrations to keep their respective groups informed about the achievement of Cholla’s students in critical areas of learning.

Cholla also partners with the Ben’s Bells Project to be a kind campus. Intentional kindness benefits everyone regardless of age. Kind Campus is an innovative outreach program that strives to educate students, families, faculty and staff about the benefits of kindness, empowering them to create a culture of kindness in the school.

Cholla has a partnership with the STEP Expedition program. STEP is a foundation that has two core programs. Their mission is “to equip motivated low-income Arizona students with the knowledge, confidence and leadership skills to obtain a college degree and break the chain of generational poverty.” They work exclusively with students from low-income families that are the first in their family to seek a four-year college degree. STEP completers have an 87% college completion rate. Sophomores with a 3.6 GPA who would be the first in their families to attend college may apply. This year 36 students qualified and 15 applied and are now actively participating the STEP program. They attend college prep seminars once a month at the University of Arizona. Upon acceptance into STEP’s college-prep program students are considered for acceptance into STEP’s Leadership Expedition Program. At the core of this program is a life-transforming three-week leadership wilderness expedition to Alaska during the summer between a students’ junior and senior year. STEP’s Leadership Expedition is deigned to increase students’ self-confidence and enhance their ability to meet unfamiliar challenges, and widen their view of what is possible in their future. Three current Cholla seniors had the opportunity to attend the Leadership Expedition Program, and six are scheduled to go in summer of 2016. One of Cholla’s STEP program seniors has received early admittance and a full ride scholarship to Pomona College in Claremont, California.

Partnerships are essential to the success of the IB Diploma Programme. Due to the nature of the program there are various partnerships: parents, community groups, community organizations, district level support and international foundations. It is Cholla’s belief that in addition to educating the students you must also educate the parent/guardian. Throughout the year, informational nights are hosted to encourage family engagement and understanding of the IB Diploma Programme. For example, a Parent University was held in September providing information to parents on the college admissions process, financial aid and scholarship applications. Each family was provided an opportunity to speak with college representatives. Each December families of the CAP students are invited to attend a showcase, demonstrating what the students have achieved in the previous semester. A FASFA night is held in January for all families to be able to come and actually complete this critical federal application for college financial aid. Cholla High Magnet School currently partners with the University of Arizona, Northern Arizona University, Arizona State University, Grand Canyon University, Pima Community College and all of the Armed Forces Branches to maintain and improve our focus on higher education.

Specific partnerships with the U of A include dual enrollment credit for students in the Arabic studies course. Cholla has a number of organizations that come on campus to provide students with additional tutoring. These organizations include the U of A, Pascua Yaqui Tribe, Advise America and the Boys and Girls Clubs of Tucson.

Applicationsubmissioninstructions:EmailyourcompletedapplicationinPDForMSWordformattoazedfoundation@gmail.comalongwiththesignedsignaturepage,whichcanbedownloadedathttp://azedfoundation.org/2016-a-school-of-excellence-signature-page/.Applicationsandsignaturepagemustbesubmittednolaterthan5:00p.m.onMonday,January18,2016.