GHS WASC Goals
GHS WASC GOALS 2014-2016Top of Page
GOAL 1: Close the achievement gap for all key subgroups.
Rationale: Continued existence of an achievement gap is evidence that not all students are
reaching their full potential.
Aligned with District Goal: Goal 1 - Curriculum and Instruction
Aligned with ESLRs: Academically (Growing, Having, and Showing)
Aligned with Current SPSA: Goals 1, 2, and 4
Measuable Objectiver: Show visible reduction in the achievement gap of key subgroups
(Hispanic, ELL, SPED, SED) from year to year on standardized testing (e.g. SBAC or CAHSEE).
GOAL 2: Increase stakeholder involvement and communication within the
campus community.
Rationale: Stakeholders, especially students, report feeling some disconnect with the school
environment; increasing buy-in from stakeholders should translate to improved academic
and/or job performance.
Aligned with District Goal: Goals 5& 6 – Safe Supportive Learning Environment; Community Relations
Aligned with ESLRs: Academically (Growing and Showing) and Socially (Growing, Having, and
Aligned with Current SPSA: No, SPSA for 2013 will require revision to reflect.
Measurable Objective: Increase stakeholder (student, parent, and faculty) perceptions of
communication levels, inclusiveness, and involvement on campus.
GOAL 3: Work collaboratively to make the campus wide transition to Common Core
Rationale: Previous school wide goals were generally measured based on student
performance on current state tests. It is our belief that these traditional measures will be sun
setting during this accreditation period and we will need to realign our curriculum and
instruction to the new standards and their means of assessment in order to meet our
Aligned with District Goal: Goal 1 – Curriculum and Instruction
Aligned with ESLRs: Academically (Growing, Having, and Showing)
Aligned with Current SPSA: Goals 1, 2, and 4
Measurable Objective: All faculty will have implemented curriculum and instruction that
either meets Common Core standards (core classes) or demonstrably supports student
success in those classes in the areas of college and career readiness (non-core classes) by the
end of the goal period.
Rationale: Continued existence of an achievement gap is evidence that not all students are
reaching their full potential.
Aligned with District Goal: Goal 1 - Curriculum and Instruction
Aligned with ESLRs: Academically (Growing, Having, and Showing)
Aligned with Current SPSA: Goals 1, 2, and 4
Measuable Objectiver: Show visible reduction in the achievement gap of key subgroups
(Hispanic, ELL, SPED, SED) from year to year on standardized testing (e.g. SBAC or CAHSEE).
GOAL 2: Increase stakeholder involvement and communication within the
campus community.
Rationale: Stakeholders, especially students, report feeling some disconnect with the school
environment; increasing buy-in from stakeholders should translate to improved academic
and/or job performance.
Aligned with District Goal: Goals 5& 6 – Safe Supportive Learning Environment; Community Relations
Aligned with ESLRs: Academically (Growing and Showing) and Socially (Growing, Having, and
Aligned with Current SPSA: No, SPSA for 2013 will require revision to reflect.
Measurable Objective: Increase stakeholder (student, parent, and faculty) perceptions of
communication levels, inclusiveness, and involvement on campus.
GOAL 3: Work collaboratively to make the campus wide transition to Common Core
Rationale: Previous school wide goals were generally measured based on student
performance on current state tests. It is our belief that these traditional measures will be sun
setting during this accreditation period and we will need to realign our curriculum and
instruction to the new standards and their means of assessment in order to meet our
Aligned with District Goal: Goal 1 – Curriculum and Instruction
Aligned with ESLRs: Academically (Growing, Having, and Showing)
Aligned with Current SPSA: Goals 1, 2, and 4
Measurable Objective: All faculty will have implemented curriculum and instruction that
either meets Common Core standards (core classes) or demonstrably supports student
success in those classes in the areas of college and career readiness (non-core classes) by the
end of the goal period.