Sem Yeto High Staff Newsletter

This newsletter serves as a dynamic record of our collective journey at Sem Yeto, highlighting our commitment to pioneering mastery learning. Here, you’ll find ongoing interviews, video insights, and evidence of both student learning and impactful teaching practices.

WASC is gone, the work now begins. Next steps for our work to make Sem Yeto the Model School we know it is, and can become, is to take our work to the next level. To achieve this we will focus on research based strategies to make every classroom a high performing classroom for student learning. We have amazing teachers who will only get better together as we focus on our classroom instruction! The newsletter will highlight these practices and discuss areas we can improve. Together we will be a Model Professional Learning Community for mastery learning!

To practice what we preach we will add a new element and scale each week to focus our attention. This week the foundation: Element one: Providing Scales or Rubrics: Question: Where am I on this? If I'm not proficient, what do I need to do to get there? What help might provide me the competency to master this key strategy?

Glows:

-Ms. Craig has established her Art classes to be centers of student learning as opposed to captive audiences of her teaching. NASOT Context Engagement Strategies 23, 25, 27, clearly present. Displayed on the screen in front is a model of what proficiency on the task students are engaged with today. Ms. Craig works the room checking in with each student to measure where they are progressing towards mastery. If they need help she stops and coaches them, if not she moves on to the next student!

-Mr. Holmes has adjusted the Social Studies Proof of Learning (POL) to better guide his students towards progressing towards mastery. His POL protocol pictured below calls upon students to identify what they know and need to learn to progress toward mastery. This allows students to set learning goals for success and provides critical information for him to adjust teaching to target student deficits. NASOT Content Strategies: 17, 19

-Mr. Garcia did a great job of following up his "Develop" session by checking in on student answers to respond to errors in reasoning. NASOT Content Strategies: 11, 17, 19

-Ms. Ward engaged her students in class discussion on Climate Change and it's effect on the worlds Oceans, more relevant to students as the Salmon project brings home the significance of Ocean's on all life on earth. NASOT Content, Context Strategies: 8, 10, 17, 19, 21, 22

-Mr. Hart must have coached something somewhere as evidenced by the way he organized his class to to provided direct instruction via video while he moved around the room checking his player, I mean students, understanding of the instruction the video. We observed him asking students about the relationship between their test and their scale. NASOT Content, Context Strategies: 9,13, 16, 23, 25, 28, 34

-Shreve, see separate section below:

Grows:

-We can improve on our response to student thinking when we ask them questions in class. I.E, in math, when students respond to a query on the correct answer to a problem, follow up with: How did you arrive at that answer. Or, if you organize students in pair shares or group activities: What did you agree or disagree with in your classmates answer and why? NASOT Strategies: 7, 11, 12, 14, 16, 19, 21, 22.

-

During our WASC report out the committee shared with us the powerful takeaway they received from student focus groups who overwhelmingly conveyed the sense of community and support they enjoy at Sem Yeto. This Reinforcement confirmed our claims in the WASC Self-Study that the move to a Personalized Competency Based System emphasized the focus we place on the success of each student as an individual progressing towards mastery in a system designed to focus on their learning needs and unique backgrounds!

Glows:

-Mr. Kahrimanian put on a clinic in how to prepare for and facilitate a guest speaker as a powerful vehicle for moving students towards mastery on a scale. Below you will see that scale, and a short film of the guest speaker, a picture of the scale, and a picture of the prompt on the screen in the class regarding the process of questioning and interacting with the speaker. We observed evidence of NASOT strategies:

1. Feedback: Strategy 1. Providing Scales and rubrics

2. Content: Strategy: 22: Organizing students to interact

3. Context: Strategies: Using Engagement Strategies: 23: Noticing and reacting when students are not engaged (I observed Mr. K wake up a sleeping student). Implementing Rules and Procedures: 33: Establishing rules and procedures. 34: Organizing the physical layout of the classroom. Building Relationships: 39: Understanding student's backgrounds and interests (firefighting, paramedic, EMT are all vocations of interest to many SY students).

-Ms. Diaz: Has organized her class to clearly identify for themselves and her what they know and can do on their road to mastery. NASOT Strategies:

1. Feedback: Strategy 1. Providing Scales and rubrics. 2. Tracking Student Progress.

-Ms. Arteaga: Pushes her students to set goals, track their progress and move towards mastery. In the pictures below you will see her agenda and one of her students engaging with the math to demonstrate progress. This provides Ms. Arteaga and the student with the assessment information for both to work together to correct student thinking or lack of understanding of the problem and learn the knowledge and skills required to demonstrate mastery. NASOT Strategies:

1. Feedback: Strategy 1. Providing Scales and rubrics. 2. Tracking Student Progress.

-

Mr. Hill and I observed:

Glows:

• Ms. Sharper demonstrating the engagement and learning that occurs in a well organized and executed Mastery Learning Classroom. Students have scales in their hands teacher and students are using the scale to track their learning and unify the efforts to teacher and student to promote student progression towards mastery. Below you see samples of her students engaging in a lecture, taking notes and developing an understanding of the course materials to engage in advanced thinking activities using that foundational knowledge. First and last thing we noticed, every student was engaged in class!
• Mr. Garcia continues to wow us as a veteran teacher in a rookie body. We love his clear learning objective for the day linked to his scale. He pushes his students and spends the period learning what they know so he can facilitate their progression! His objective and scale are pictured below including a math monster!
• Ms. Ward brings project based learning alive at Sem Yeto. From building rockets, to creating APPS, to raising, releasing and tracking Salmon as well as cleaning up eco systems Ms. Ward unites student understanding in the classroom with the world they live in. Below you will see examples of the Salmon project!
• Mr. Holmes structures his student note taking with Cornell Notes. As we are changing the mission of Sem Yeto from a credit recovery school to a learning recovery school it is critical we help structure their learning to build the foundational skills they come to us without. Below you will find Mr. Holmes note taking activity and his scale that accompany it!
• Mr. Brown is one of the favorite teachers at both campuses due to his energy and engagement of students in their learning. All students need foundational knowledge, unfortunately, too often this means sit and gets. Mr. Brown engages students in learning the foundational knowledge critical for their understanding, he does not just talk at them, he works with them to develop foundational knowledge. In the video below you will witness Mr. Brown working with his students to progress towards mastery.
• Ms. Morton is the undisputed master of building student resiliency! Everyone should visit her room to see the set up and watch her interaction with students, when you enter the room you will quickly realize everyone knows and follows the expectations, it is a model student agency building environment! Pictures below of her class.
• Mr. Aguilar is the consummate teacher as facilitator. In the year and a half I have been at Sem Yeto I have never walked through his class and not observed him either teaching the whole class, groups in class, or individual students. He will tell you his key is organization. He is correct. It is worth your time to meet with him and borrow his techniques that will work for you. He brushes his skills aside as easy because his "subject, Art, is performance - based. Is is correct, however, every class is performance based all power standards are performance based hence the action verbs, compare, contrast, analyze, explain.................... Below you will see a picture of him in his photo class, every student was working on their project.
• Ms Arteaga is observed reviewing the warm-up students just completed to ensure students know what they are doing to establish foundational knowledge. We have observed classes wherein the teacher assigns a task to the class then moves on without reviewing performance. Learning occurs when teachers identify what students know and can do and coaches them on gaps to move from developing to mastery! In the video she also engages in bi-lingual instruction, she knows her students and literally speaks their language. We can't all do that but I wish I could!
• Ms. Diaz color codes her notes to facilitate student learning to reach students all students including English Learners and students with learning gaps who struggle to understand key concepts. In the pictures below you well see all her students engaged and her color coded notes!
• Mr. Kahrimanian is not just the king of field trips and guest speakers all critical activities that bring the world to our students and our students to the world, he is a model for displaying student work. This is displayed in the picture below along with a research based query into the effectiveness of models to further student learning.

Grows:

• We have classrooms wherein the students are checked out with headsets on, phones out and no engagement during the period
• As a school we need to focus on the shift from delivering a lesson to facilitating student mastery of the curriculum in every class
• We have classrooms in which we see no evidence scales are used by students to identify what they should be able to know and do and where they currently are on the road to knowing and doing it
• We observe classes where students are assigned a class and the teacher does not address whether or not they performed correctly on the task!

Utilizing past models to demonstrate the qualities of exemplary student work offers several educational benefits, grounded in research on effective teaching practices. Firstly, these models provide concrete examples that clarify expectations, allowing students to visualize successful outcomes. According to Hattie (2009), effective feedback, which includes exemplars of quality work, significantly enhances student learning by providing clear benchmarks for performance. Moreover, engaging with past models fosters metacognitive skills, as students analyze what made the work successful, thus encouraging reflective thinking about their own processes and strategies. This practice also promotes a growth mindset; as students see that quality work is attainable based on previous examples, they are more likely to set higher standards for themselves (Dweck, 2006). Furthermore, using diverse models accommodates various learning styles, ensuring that all students can relate to and learn from the examples presented. Overall, past models not only clarify expectations but also inspire and motivate students to achieve their best work through informed self-assessment and reflection.

Are you ready to walkthrough a classroom?

In the evolving landscape of education, mastery learning stands out as a transformative approach that can significantly enhance student outcomes. As Harvard educational researcher Richard Elmore highlights, the instructional core comprises three essential components: the teacher, the student, and the curriculum. To effect meaningful change in learning, it's crucial to address all three elements cohesively.

Mastery learning serves as the vehicle for this transformation, fostering an environment where both students and teachers can thrive. At the heart of this approach lies the connection between engagement and progress. While student engagement is vital, it is equally important to ensure that this engagement leads to meaningful learning and mastery of content. This is where the teacher's role becomes critical; through effective scaffolding and support, teachers guide students toward achieving mastery, ensuring that engagement translates into learning.

As we prepare for our WASC visit and daily classroom walk-throughs , our primary focus should be on observing student engagement. In the video below Shreve hit's all the check boxes in a walk-through observation:

1. Every Student is engaged, in the picture below we see proof of learning in a students written work and a proficiency scale that ties the lesson to the standard and clearly articulates for the student and teacher what is to be learned and why?

2. In the video below, we see Shreve working with the curriculum, scale, and student to create a through line tying together all components of the Instructional Core to maximize student progression towards mastery.

Lessons Learning in the past two quarters:

As we reflect on the past year, it's clear that our journey toward mastery learning has yielded significant insights and transformative practices at Sem Yeto. Here are some key takeaways and lessons for a vision for the new year.

Transformative Proficiency Scales

One of the most impactful lessons we've learned is the power of proficiency scales. These tools have not only focused our students and teachers on essential learning goals but have also shifted our perspective from traditional grading to a more meaningful assessment of learning. While scales are transformative, the key take-away is the teacher is the essential catalyist in the teaching and learning endeavor! A dedicated teacher committed to research based practices who believes in their students and challenges them to succeed at high levels has always been, and will always be the foundation of a successful classroom and school!

Highlights of Success

Our veteran teachers have truly excelled in implementing these scales. For instance, Miss Sharper's complete redesign of the social studies department has created an environment rich in opportunities for students to demonstrate their learning through various representations. This shift towards proof of learning has empowered both our teachers and students to achieve high levels of performance. Ms, Sharper is the spark, however ,without Diaz, Holmes and Kahrimanian providing an all-star lineup in the class room, Social Studies would not be the pioneering mastery learning department it is proving to be!

In the English department, Chairman Shreve has redefined his teaching approach, embracing the principles of mastery learning. His insights have challenged long-held beliefs about student capabilities, resulting in profound changes in both student engagement and academic outcomes.

Miss Arteaga continues to lead the way in the math department, integrating proficiency scales and innovative activities that elevate student learning. Their commitment to pushing students toward high levels of achievement exemplifies the impact of strong teacher belief in student potential. Garcia, Hart, and Cervantes could be the rookie team of the year at Sem Yeto, the FSUSD district, Solano County and challenge any math department in the state teacher for teacher!

Looking Ahead

These exciting transformations are just the beginning for Sem Yeto. As we move from a state of recovery to becoming a model school for mastery learning, we are not just setting benchmarks for our district; we are pioneering a movement that could inspire schools beyond our community.

Together, let’s continue to embrace these changes, refine our practices, and support one another in fostering an environment where every student can thrive. Here’s to a new year filled with growth, collaboration, and mastery learning!

Another of the many benefits of our Marzano relationship is our network of partners sharing our journey of transformation to mastery learning. Mike Ruyle has shared our newsletter with teachers across the country. Video's of Shreve, Arteaga, Diaz, Kharimanian, Sharper, Aguilar, Garcia, demonstrating best practice in mastery learning have been viewed literally from coast to coast. In addition, during the Thanksgiving break I joined a zoom session with Mike and a school in Illinois to discuss Sem Yeto's road to mastery learning our success and struggles, and our recent recommendation as a model school.

In the film below, Chef Gary Moquin the culinary teacher at Windham Tech in CT shares his scales and student proof of learning notebooks. (Interesting side note, our own Shreve suggested months ago we create folders with scales and curriculum for every student!). Below we see the scales and proof of progression towards mastery as we view Chef Moquin discussing his implementation of mastery learning with scales to Mike Ruyle.

The teacher is demonstrating the shift from a teaching centered classroom to a learner centered classroom which is the foundation of a personal competency based education. By meeting with each individual student and working with them to know where they are on their progression towards mastery, the student and the teacher are developing the relationship wherein the teacher can identify exactly where the teacher needs to scaffold learning to take the student to the higher levels of learning, until they gain proficiency. In addition, some students will be ready to advance beyond proficiency requiring teacher support to fly solo. In this case of a culinary academy with a scale on poultry preparation and cooking, a student will not simply know how to prepare and cook the chicken, the student will go to the highest level of thinking, creating knowledge, imagining new ways of using chicken never thought of before!

This example is so timely for Sem Yeto as we work with the Napa Valley College Culinary Academy and Fairfield High Chef Tom to create a culinary pathway for our students anchored in scales.

As we approach the mid-year point in our first full year of implementing mastery learning, it's a great time to reflect on our progress as a school and in our individual classrooms. Above is our Sem Yeto Proficiency Scale, which guides our mastery learning implementation. This week, I observed several classrooms, specifically looking for evidence of our progression towards mastery learning. I realized that, similar to our students, we are at various levels of proficiency.

During my observations, I gathered notes from two teachers and entered them into ChatGPT along with the proficiency scale shown above, requesting feedback based on this scale. The purpose of the feedback is to show the areas of strength and growth we should focus on as a team. Together, with a collective commitment to implement mastery learning, we can all create the model school our students and staff deserve!

Important note: I personally rate myself between a 1 and 2 as the instructional leader in modeling the implementation of mastery learning. I haven't consistently tied the purpose of each meeting to our larger school goals, but this is a goal for me moving forward. Please hold me accountable!

Overall Takeaway Results of feedback:

1. Until we provide students with scales that guide daily classroom activities and inform both teachers and students of their progression towards mastery, we are focusing more on teaching rather than on learning.

2. The AI feedback below recommends using the proficiency scale daily during warm-ups to help both teachers and students identify the following key elements of mastery learning:

A: What are the key standards that students should know and be able to do in this course, which will guide their activities in class today?

B: Where is the student currently in their progression towards mastery of this standard?

C: What is the relevance of what the student is doing in class to their progression towards mastery?

D: What can the teacher do to facilitate student progression towards proficiency?

E: What can the student do to advance their progression towards proficiency?

Teacher Feedback:

Feedback for Teacher X

Overview

Your recent clinic on utilizing scales and “I can” statements has clearly had a positive impact on your students’ understanding of their learning journeys. The way you guide them to reflect on where they’ve been, where they are, and what they need to do to progress demonstrates an effective approach to fostering student ownership over their learning.

Strengths:

1. Effective Use of Scales and “I Can” Sheets:

- Your implementation of scales and “I can” statements is commendable. This practice not only helps students track their progress but also encourages them to take responsibility for their learning. It promotes self-assessment and goal-setting, which are crucial skills for mastery learning.

2. Modeling Mastery Learning:

- The way you’ve structured your classroom boards is exemplary. By clearly outlining learning targets and displaying key vocabulary alongside the proficiency scale, you create a visually supportive environment that reinforces students’ understanding. This model of clarity helps students make connections between concepts and their application.

3. Rituals and Routines:

- Your students are clearly familiar with the class rituals and routines, which indicates a well-organized classroom environment. Consistency in these practices not only fosters a sense of security but also allows students to focus more on learning rather than adjusting to classroom dynamics.

Areas for Growth:

- Efficiency in Checking Progress:

- While you are helping students check their progress effectively, consider incorporating strategies that enhance efficiency. Perhaps you could implement quick check-ins or utilize digital tools for immediate feedback. This can streamline the process and keep students engaged without losing instructional time.

- Enhancing Peer Collaboration:

- Encouraging students to engage in peer discussions about their scales and goals could further deepen their understanding. This can foster a collaborative learning environment where students can share insights and strategies for improvement, reinforcing their learning through social interaction.

Conclusion

Your commitment to creating a mastery learning environment is evident and greatly benefits your students. By continuing to refine your methods for efficiency in checking progress and fostering peer collaboration, you can further enhance the learning experience in your classroom. Keep up the great work!

Feedback for Teacher Y:

Strengths:

1. Warm-up Activity

- The warm-up on the board using a Google form is a modern approach that encourages student engagement and allows for instant feedback. It’s great to see students actively participating in this activity

2. Student Engagement:

- It was noted that one student was completing a half sheet while working on the Google form. This indicates a mix of engagement levels among students. It would be beneficial to explore why this student was the only student engaging with a half-sheet and google form? and how to encourage all students to stay focused on the task at hand.

3. Teacher Interaction:

- Your approach of moving around the room to check on student progress is commendable. This practice not only shows his involvement but also provides opportunities for personalized support, aligning with the school’s competency-based education model.

Areas for Growth:

- Encourage Consistent Engagement:

Consider implementing strategies to ensure all students are engaged during warm-up activities. This could include setting clear expectations for participation or integrating more interactive elements into the Google form.

- Scaling Accountability:

Since the school emphasizes personalized competency-based education, reinforcing the scale at the start of the day could be beneficial. A school-wide best practice policy on reviewing progress on the scale would give students a clearer understanding of their learning journey and expectations.

- Monitoring and Feedback:

While you are checking on student progress, providing immediate feedback could further enhance student accountability and motivation. Perhaps you can also encourage peer feedback mechanisms where students can share insights with each other.

Conclusion

Overall, you are fostering a supportive learning environment that aligns with the school's educational philosophy. By addressing the engagement levels of all students and reinforcing the accountability scale at the start of each day, you can enhance the learning experience further. Continuous reflection on these practices will contribute to the evolution of teaching methods and student performance in the classroom.

In the video and the scales below: You will see a brief clip of Shreve introducing the student English lesson wherein students will write and essay on "Grit" using evidence they have spent time in class developing in previous lessons some key highlights of this process are critical in understanding when a mastery learning lesson is implemented in a classroom successfully:

1. Mr. Shreve planned his lesson long before he came in the classroom and paced the class to focus on student engagement in learning, with Shreve identifying for students exactly what and how they are going go to do, and what that should look like when it is done correctly. The class is paced so a majority of the time is spent with students engaging in reading, writing, reflecting and thinking activities, with Shreve monitoring their progress and interrupting to teach when he observes students off track or demonstrating a lack of understanding about what they should know/do in the activity

2. The purpose of the lesson is to bring students to mastery on a key English standard identified on the scale. When planning the lesson this is his guiding force

3. The course and each lesson is organized so that students make the connection between what they are doing and why they are doing it. The proficiency scale is the why. What critical knowledge and skill set is to be mastered by doing the activity students are currently doing? This is clearly identified for the student in the scale pictured below. It is on the reverse side of the calendar Shreve uses to track student progress towards proficiency

4. He anchored the lesson in the key vocabulary students have been learning as level 2 of the proficiency scale by requiring students to use it appropriately in the essay.

5. When setting up the activity Shreve reviewed what the students had done in previous lessons that were foundational steps towards mastery on this lesson. This lesson is a level three activity, students will either demonstrate mastery on this standard or demonstrate they need scaffolded support to get them there. This is where critical instruction by Shreve will determine whether or not students can reach mastery. If the teacher does not teach the student what they do not know, learning will not occur, and proficiency will not be attained!

Vision: Sem Yeto Continuation High School, is a transformative educational community where students thrive as confident, compassionate leaders. Our commitment to personalized learning and holistic growth cultivates academic excellence, emotional strength, and meaningful relationships. Through collaboration and support, we foster a culture of belonging, innovation, and resilience, ensuring students reach their full potential and contribute positively to the world.

Mission: At Sem Yeto Continuation High School, we empower every student to achieve mastery through personalized learning and a supportive environment. Our mission is to inspire engaged citizens who contribute positively to their communities, fostering a brighter future for all.

1. Communicate Clearly:

• Discern audience, purpose, and respond appropriately, verbally and in writing.

• Write at or above grade level in a variety of genres.

• Respond appropriately to texts and questions, verbally and in writing.

2. Think Critically:

• Ask meaningful questions.

• Synthesize, analyze, and evaluate data.

• Contextualize vocabulary across disciplines

3. Collaborate Effectively:

• Contribute actively in groups.

• Encourage the participation of others within groups.

4. Demonstrate Creativity:

• Listen to other people’s ideas.

• Share your own ideas.

• Share and encourage others to share unique ideas, products, and process across subject areas.

The teacher collaboration session is a main focus for this newsletter. We are going to progress from week to week creating a body of work that will leave a trail of our journey to establish a Personalized Mastery Based Education for "This Whole Child," at Sem Yeto!

New Updates:

1-Focus on Math!

1-Team Yeti has a new Mission and Vision Statement as well as new Student Learner Outcomes

2-Hill/McMorris Glows and Grows

3-Mastery Learning video interview with Mr. Shreve, English department chair.

4-Video Interviews with Ms. Jackson Mental Health Clinician introducing SY's Robust SEL supports.

This year we are engaging in Wednesday Teacher Led Collaboration, (TLC). This section is dedicated to information, updates and best practices teacher leaders choose to share with team Yeti.

Collaborative professional development significantly enhances the effectiveness of mastery learning at Sem Yeto. Our trail blazing work in mastery learning will serve as the model for collective efficacy throughout the district in the following significant ways:

1. Shared Best Practices: In our collaboration teams (departments), teachers are sharing successful strategies and techniques they’ve implemented in their classrooms based on their students progression towards mastery on their scales. This sharing fosters a culture of innovation and continuous improvement, allowing Sem Yeto teachers to learn from one another's experiences with mastery learning.

2. Data Analysis: Collaborative professional development provides opportunities for our teachers to analyze student performance data together. By examining specific data regarding student progress towards mastery on their scales collectively, our teachers are gaining deep insights in understanding student needs, to make informed decisions about instructional adjustments to support mastery learning.

3. Support and Accountability: Working collaboratively creates a support network among our teachers. We can hold each other accountable for implementing mastery learning strategies, encouraging a commitment to high standards and continuous reflection on our practices.

4. Tailored Instructional Approaches: We have many of the best teachers in the business. Together, we can collaborate to develop and refine proficiency scales and learning objectives that are aligned with mastery learning principles. This collective effort ensures that all Yeti’s are on the same page regarding what constitutes mastery for our students.

5. Professional Growth: Collaborative sessions often include professional development workshops, peer observations, and feedback discussions, which contribute to our collective professional growth. This ongoing learning helps team Yeti enhance our instructional skills and effectively implement mastery learning techniques.

6. Student-Centered Focus: By collaborating, our teachers develop a unified approach to student engagement and support. This collective focus on student-centered practices ensures that the mastery learning framework is consistently applied across different subjects and grade levels.

Overall, collaborative professional development at Sem Yeto creates a dynamic learning environment where our teachers can effectively implement mastery learning, ultimately leading to improved student outcomes and a stronger educational community.

WATCH THESE VIDEOS TO LEARN CRUCIAL LESSONS IN CREATING A PCBE IN YOUR CLASSROOM/SCHOOL

Soledad Arteaga: Ms. Arteaga has taken on the dual roles of Math Department Chair and new teacher coach as we have three new math teachers! Under her guidance our math department is putting on a clinic for mastery learning in a math classroom. Our new teachers Ms. Cervantes on the FHS campus, and Mr. Garcia and Mr. Hart on the AHS campus have bought new life to a subject Sem Yeto students used to complain about and now embrace with enthusiasm!

In the interview below Ms. Arteaga emphasizes the following key points:

• When teaching math start with what it looks like when it is done right
• Every math course is fundamental in building a foundation for lifelong math learning and building the knowledge and skills to apply this learning to real life experiences
• Proficiency Scales are the starting point for teachers and students to identify the learning goals and align everything in class to those goals
• Students demonstrating what they know and can do on the scale is critical for the progression towards mastery
• Teacher as coach, providing feedback when students demonstrate what they know and can do and facilitating their learning towards mastery on the scale

Sharpers Highlights:

• Mastery Learning is transforming Sem Yeto from a focus on credits to a focus on learning!
• Figuring how to grade mastery learning proved a struggle to overcome, we have figured it out in Social Studies!
• Creating our own scales in Social Studies brought clarity and ownership to the process of mastery learning. At first we were given pre-created scales which was a nice introduction, creating our own made them ours!
• Daily written student reflection on student progress on scales is a powerful tool for their ownership of mastery learning. Implementing the concept of "proof of learning," related to progress towards mastery proved transformational
• Scales push teachers to reflect on the shift from "what I like to do as a teacher" - to - What is best for student learning
• Mastery Learning creates a straight line between : Daily learning target - proficiency scale -curriculum - student learning - proof of learning
• Implementing a Personalized Competency Based Education requires providing multiple ways for student to demonstrate proof of learning. In our case the social studies department has introduced end of quarter learning conferences to afford students to demonstrate mastery mush like a Ph.D candidate defends the thesis
• Key take away from first quarter: Make sure students have a scale in front of them daily, and require them to update their progression towards mastery on the scale weekly!

Shreve Interview Highlights:

• Mastery learning is proving instrumental in changing the Sem Yeto mindset in my time here from "I just need my credits," to, "what is excellence in the classroom for each learner."
• The key is to constantly review student progress towards mastery and provide feedback on their progression as it is happening, the stamps provide that venue in my class.
• Scales provide the answer to the key question in education; what does mastery look like?
• Mastery requires high expectations, what you expect is what you get. The key is communicating to our students that they can and will meet high expectations at Sem Yeto.
• The biggest struggle at Sem Yeto has been adapting scales to the quarter system, this year we have conquered this task for the first time and we are on our way to a Personalized Competency Based System with this shift. In our English classes, aligning scales with the unit has proven a breakthrough for our students.
• Scales shift the focus from "success on assignments," to "what does success look like on the knowledge and skills I need for mastery."
• Scales create a direct connection from what we are doing in class to what does success look like when I've mastered the knowledge and skills I need to succeed in college and career when they leave.
• Scales keep me focused on what they are learning as opposed to what I'm teaching. In fact, this past quarter I realized in the end students could question me on their ability to write at the proficient level because I did not give students enough writing instruction to make progress toward proficiency if they were weak on that scale.

In the interview below Sem Yeto rock star counselor Greg Schroeder discusses the positive changes mastery learning has brought to Sem Yeto:

Research highlights several key reasons why student agency is critical for learning success, particularly in continuation high schools:

1. Ownership of Learning: When students have agency, they take ownership of their education, fostering intrinsic motivation. This sense of ownership can lead to increased engagement and persistence, especially important in continuation settings where students may face unique challenges.

2. Personalized Learning: Student agency allows for personalized learning experiences. Students can set their own goals and choose paths that align with their interests and strengths, making learning more relevant and meaningful.

3. Development of Critical Skills: Agency promotes the development of critical skills such as self-regulation, problem-solving, and decision-making. These skills are essential for academic success and are particularly beneficial in a continuation high school environment, where students often need to navigate complex life situations.

4. Resilience and Adaptability: Students who exercise agency are often more resilient and adaptable, qualities that are vital for overcoming obstacles. This resilience can be crucial for continuation high school students who may face academic and personal challenges.

5. Improved Academic Outcomes: Research has shown that when students engage in self-directed learning, they tend to achieve better academic outcomes. This is especially significant in continuation high schools, where traditional educational pathways may not have worked for some students.

6. Social and Emotional Development: Agency supports social and emotional learning by encouraging students to reflect on their choices and consequences. This reflection can enhance interpersonal skills and emotional intelligence, contributing to a supportive school environment.

7. Engagement in School Culture: When students feel they have a voice and choice in their education, they are more likely to engage positively with the school culture, fostering a sense of belonging and community.

8. Empowerment: Student agency empowers students to advocate for their needs and interests, which is particularly important in continuation high schools where students may feel marginalized or disconnected from the traditional education system.

Incorporating strategies that promote student agency can lead to more effective learning environments and better outcomes for students in continuation high schools.

In every advisory period we have started to build agency with our cohort of students, which includes sending a school climate feedback survey to every student the results of which bellow:

Sem Yeto Continuation High School Newsletter Report: Student Climate Survey Results

The results from our recent student climate survey reflect valuable insights into the experiences and perceptions of our students at Sem Yeto Continuation High School. Below is a summary of the findings based on key questions from the survey (Results: Average on a 1-5 Scale with 1=Strongly Disagree - 5= Strongly Agree):

1. Safety and Security

Statement: I feel safe and secure at this school.

- Average Rating: 3.96 (117 responses)

- Insight: Students generally feel safe and secure, indicating a positive atmosphere in terms of physical and emotional safety.

2. Teacher Support

- Statement: The teachers at this school are supportive and approachable.

- Average Rating: 4.25 (116 responses)

- Insight: A strong majority of students feel that they can approach their teachers for support, highlighting the positive relationships fostered within our educational environment.

3. Curriculum Relevance

- Statement: I believe the curriculum is relevant to my personal and career goals.

- Average Rating: 3.63 (115 responses)

- Insight: While students see some relevance in the curriculum, there is room for improvement to better align educational content with their personal aspirations.

4. Class Participation

- Statement: I feel encouraged to participate in class discussions and activities.

- Average Rating: 3.47 (118 responses)

- Insight: This score suggests that students may need more encouragement or opportunities to engage actively in their learning experiences.

5. Caring Adults

- Statement: The adults at the school care about me and my future.

- Average Rating: 4.02 (117 responses)

- Insight: Students recognize the care and investment that adults at the school have in their futures, contributing to a supportive environment.

6. Valued Feedback

- Statement: I feel that my feedback and opinions are valued by the school staff.

- Average Rating: 3.78 (117 responses)

- Insight: Students feel that their voices matter, though there is potential to enhance this perception further.

7. Peer Relationships

- Statement: I have positive relationships with my peers at this school.

- Average Rating: 3.91 (117 responses)

- Insight: The majority of students report having positive interactions with their peers, indicating a healthy social environment.

8. Sense of Community

- Statement: The school promotes a sense of community and belonging.

- Average Rating: 3.77 (117 responses)

- Insight: Students generally feel a sense of belonging, though efforts can be made to strengthen community ties further.

9. Personalized Education

- Statement: This school cares about me as a person and provides a personalized competency-based education preparing me for success after high school.

- Average Rating: 3.86 (118 responses)

- Insight: Students recognize the individualized attention they receive, which is crucial for their academic success.

10. Supportive Environment

- Statement: The school provides a supportive, inclusive environment for my academic and personal challenges.

- Average Rating: 3.96 (116 responses)

- Insight: There is a strong sense of support within the school, fostering an inclusive atmosphere for all students.

11. Overall Satisfaction

- Statement: Overall, I am satisfied with my experience at Sem Yeto Continuation High School.

- Average Rating: 3.75 (118 responses)

- Insight: Students express general satisfaction with their experiences, reflecting the positive impact of school initiatives.

Conclusion

The survey results provide a comprehensive overview of the student experience at Sem Yeto Continuation High School. While the feedback highlights many strengths, it also points out areas where we can improve, particularly in fostering class participation and ensuring curriculum relevance to personal goals. We appreciate the honest feedback from our students and will use this information to enhance our educational environment further.

Now that we get a sense for how our students are being served and where they might not be having their needs met. Let's continue the conversation in Advisory by asking them the following questions:

1. Personal Goals: What specific personal or career goals do you have, and how can we help you connect your learning experiences to those goals?

2. Curriculum Feedback: Can you share an example of a lesson or project that felt particularly relevant to you? What made it engaging or meaningful?

3. Participation Opportunities: What types of activities or discussions would you feel more comfortable participating in? How can we create a more inviting environment for you?

4. Support from Teachers: In what ways can teachers be more supportive or approachable in helping you with your academic challenges?

5. Value of Feedback: How would you like to see your feedback used in the classroom? What methods would help you feel your voice is heard?

6. Sense of Community: What activities or events do you think would strengthen the sense of community at our school? How can you contribute to this?

7. Peer Relationships: What can we do to enhance the positive relationships among students? Are there specific initiatives you would like to see?

8. Inclusive Environment: Can you identify any barriers that make you feel less included? What changes would help create a more supportive and inclusive environment?

9. Personalized Education: What aspects of your education do you feel could be more personalized? How can we better tailor your learning experience to meet your individual needs?

10. Overall Satisfaction: What changes or improvements would increase your overall satisfaction with your experience at Sem Yeto? What specific actions can we take to make those changes happen?

"You can do it, you are it" wall!

One of the best perks of teaching at Sem Yeto is the wealth of knowledge, skills, and experience that our staff brings to the table. This diversity enriches the learning environment, creating a culture of continuous improvement and collaboration. By highlighting the best practices of our dedicated educators, we aim to share insights and strategies that not only enhance our teaching methods but also foster professional growth. Together, we can learn from each other’s successes and challenges, ultimately benefiting our students and strengthening our school community:

One of the essential questions in a Competency Based education system is how do we know if students are making progress towards mastery? The proficiency scales informs us what mastery is and the knowledge and skills necessary to demonstrate mastery. To accomplish this, the teacher must set up lessons to allow for "proof of learning" to occur to demonstrate to the teacher and the student, where the students are in their progression towards mastery. In the following video clip, you will observe Ms. Sharper's lesson plan in which students are required to work in teams to answer questions that establish their level of mastery on the history proficiency scale in play:

As we embark on a new academic year, it's crucial to highlight the importance of vocabulary building in our students' literacy development. A robust vocabulary not only enhances comprehension but also empowers students to express themselves effectively. To support this goal, we will be incorporating Marzano's Six Steps to Effective Vocabulary Instruction in our classrooms.

Mr. Aguilar is a master teacher who exemplifies best practice vocabulary instruction. Click on the link to view his unit 1 vocabulary slides. He anchors every unit in key standards and vocabulary instruction rich in the Marzano Six Step Approach:

Link: https://docs.google.com/presentation/d/1u1Rj-yh5s8TtCuY1ftZQh2AxEB4Sev7-rk2PwnDp1Aw/edit?slide=id.g62607fa636_0_148#slide=id.g62607fa636_0_148

Mike Ruyle is in his fourth year coaching Sem Yeto in our transition from an underperforming continuation school into a highly effective center for mastery learning anchored in Personal Competency Based Education (PCBE) tailored to each student.

“Instruction focused on academic personal bests has the potential to facilitate and increase students’ self-efficacy in learning because doing better over time is seen as accessible by students, and this perceived accessibility to success enhances students’ efficacy regarding their learning.”

Excerpt From

Leading the Evolution

Mike Ruyle

The PCBE system is transforming Sem Yeto due to it's grounding in Mike's pioneering work in Humanizing school to address the individual needs of the students and teachers doing the work of learning. This innovative approach emphasizes the importance of humanizing our schools to better meet the individual needs of both students and teachers, fostering a more engaging and effective learning environment. Central to this transformation is the Fitness Flywheel model, which draws on Native American unifying symbols to create a holistic educational framework. Within this model, we focus on three key components: mastery-based learning, growth-based cooling, and strength-based teaching. Together, these elements work synergistically to empower our community, ensuring that every learner can thrive and achieve their full potential in a supportive and dynamic atmosphere.

The following slides highlight the Sem Yeto Fitness Flywheel Model that is transforming our school:

Glow:
We appreciated how the teacher connected the warm-up activity to the day’s lesson objective. Providing students with a clear sense of purpose, the “why”, helps them see the relevance of what they are learning. Even a simple reminder such as, “this concept will appear on the upcoming test, so we’re reviewing it today,” can make learning more meaningful for students.

Another positive observation was the intentional use of seating charts. Thoughtfully pairing students with peers who can support, rather than distract them fosters a more focused and productive learning environment.

Photo Below: Mr. Garcia has created a "learning funnel" in his classroom inviting students to keep their focus on mastery learning at high levels.

Photos Below: Ms. Arteaga uses her boards to clearly identify what students should be able to know/do by the end of the lesson and the key vocabulary necessary to mastery of the subject.

Grow:
Consider incorporating timers to support both student and teacher time management. This can help maintain lesson pacing and ensure all components of instruction are completed within the allotted time.

Create more opportunities for students to engage in non-digital work. Since the pandemic, many lessons and projects have remained in digital formats. However, as we continue in-person instruction, it’s important to evaluate which activities can be effectively completed on paper. Minimizing unnecessary Chromebook (or cell phone) use can help reduce distractions and keep students more engaged in the learning process.

Some teachers clearly identify learning objectives others do not, this is an equity issue, and a best practice imperative.

The video's below introduce you to our own Ms. Jackson, the Sem Yeto mental health clinician who leads an all star team of mental health support staff to provide a robust menu of mental health support and guidance to all students and staff at Sem Yeto!

The following text is a transcript of the interview detailing the extensive SEL supports at Sem Yeto!

At the core of this initiative is the full-time presence of a mental health clinician who serves both campuses, ensuring that students have access to professional support. The development of a comprehensive, tiered Mental Health & Wellness Program embeds SEL into students’ weekly schedules and is designed to foster resilience, reduce stigma and barriers to mental health support, and cultivate positive student well-being. To expand our capacity and ability to address diverse mental health needs, we have established partnerships with Miri Center and Solano County Office of Education, receiving a licensed and two pre-licensed therapists on-site once a week (Wednesdays and Fridays) providing small group counseling services. In addition, a district mental health clinician provides weekly, on-site individual counseling to our students with Emotionally-Related Mental Health Services (ERMHS) as it aligns with their Individualized Education Plan. In consistent consultation and collaboration with our site-based mental health clinician, the Mental Health and Wellness team is fully equipped to support both the General Education student population, as well as students receiving Special Education services.

Sem Yeto has adopted the fitness flywheel model to transform Sem Yeto as this model is based on a “humanized” model of education. This model is anchored in the belief that students are unique and many students come to school with traumatic backgrounds that often impedes their ability to learn. In response to these needs, Sem Yeto has established a pyramid of interventions or MTSS model of social-emotional support for all students. The Mental Health and Wellness Program directly aligns its services and objectives to the SYHS Wellness Calendar, national SEL awareness themes, while tailoring delivery to school climate, student needs, emerging trends, data, and school structure (our quarter system, high turnover rate, and bell schedule).

With a fully staffed Mental Health & Wellness Team, we systematized MTSS pathways and instituted targeted interventions for underrepresented students, creating a clear and efficient student support referral process/flow that meets students where they are, closes service gaps with evidence-based practices, and reduces reliance on Tier 3 individual counseling through the use of stronger Tier 1–2 supportive measures. Our referral system and staff consultation and collaboration are critical components of this support framework, enabling teachers, parents, caregivers, staff, and students to refer themselves or others for counseling and support. This proactive, preventative, coordinated, and equity-driven model ensures that help is readily accessible to those who may need it and is followed through a formalized continuum of support that aims to meet their specific needs.

Our Tier 1 (universal prevention) supports proactive, schoolwide SEL and mental-health literacy for all students that are integrated into our advisory classes. On Mondays and Wednesdays, Ms. Jackson and the mental health team engage students in brief SEL psychoeducational modules that embeds a mindfulness element. This is in line with the Sem Yeto mission and vision statements which identify “mindful learners,” as a central feature of all Sem Yeto graduates. These in-class sessions go beyond traditional meditation, focusing on mindful reflection related to self-regulation for everyday challenges. Moreover, our advisory program incorporates monthly themes centered on mental health, such as suicide prevention and substance use awareness, to foster a culture of openness, support, and informed lifestyles. Through these initiatives, Sem Yeto aims to create an environment where every student is informed about school-based mental health and wellness resources, and feels valued, understood, and equipped to navigate their emotional and social challenges. To further support our staff and students, we conduct weekly consultation sessions on each campus where the mental health clinician meets with staff to discuss concerns regarding specific students. This collaborative effort promotes a unified approach to addressing mental health and behavioral issues that may exceed teacher’s capacities in the classroom. Subsequently, the mental health clinician collaborates with administrators on a weekly basis to review student referrals, explore interventions, and determine next steps to provide the necessary support.

Tier 2 (targeted) support includes two distinct levels of small group counseling and small group SEL workshops, providing structured, short-term skill building for students at elevated academic or social-emotional risk. The students enrolled in our study skills classes have been identified as students who are in danger of not succeeding at Sem Yeto, therefore we have developed an intervention that aims to address the areas that may interfere with their ability to perform at their highest capacity. On Wednesdays, we deliver weekly push-in support to the Study Skills class via an 8–10 week “Developing Executive Functioning Skills for Academic Success” program (60-minute psychoeducational workshops). During this time, the mental health clinician leads students through modules focusing on topics such as planning, organization, time management, stress/anxiety coping, and self-regulation, to improve academic and emotional functioning. In parallel, we run small-group SEL psychoeducational workshops along the themes of mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness, which serves as screening and skill-building supports that stabilize students earlier and prevent oversaturation in Tier 3.

When students require a more intensive, higher level of support, we coordinate warm handoffs to individualized school-based services and/or community providers. Our Tier 3 supports include one-to-one counseling in the SYHS Wellness Center with our full-time mental health clinician; therapeutic groups facilitated by our Solano County Mental Health clinician on Fridays; and a full clinical service menu with individualized treatment planning, short-term counseling, crisis response and intervention and safety planning, crisis post-vention and hospitalization re-entry support. Students enter Tier 3 via self-referral, parent/caregiver referral, or staff recommendation following the matriculation through tier 2 supports or if needs warrant higher level of intervention. Services are coordinated with families and staff, documented in Aeries, and reviewed through consult/collaboration to ensure continuity, safety, and measurable progress. Group cycles vary from 4 to 8 weeks with clear goals and student feedback forms, with more thorough focus on issues such as self-esteem, identity, anxiety/stress, substance use, grief and loss, and self-harm. Our full time mental health clinician also supports in facilitating restorative conflict resolution and has introduced barrier-free access to resources and services via the SYHS Wellness Center and Virtual Wellness Hub, coordinating referrals through our district partnership, Care Solace, to coordinate care for student and family whose needs may exceed school scope.

1. Teacher Effectiveness: Research shows that teacher quality is the most significant factor influencing student achievement, more than socioeconomic status or school resources.

2. Learning Goals: Clearly defined learning goals and objectives improve student performance, as they provide direction and purpose in learning activities.

3. Feedback: Timely and specific feedback helps students understand their progress and areas for improvement, significantly enhancing learning outcomes.

4. Engagement: Active student engagement in the learning process leads to better retention of information and deeper understanding of concepts.

5. Proof of Learning: Regular formative assessments allow teachers to gauge student understanding and adjust instruction accordingly, leading to increased student success.

6. Collaborative Learning: Cooperative learning strategies promote interaction among students, fostering communication skills and a deeper understanding of content through peer discussion.

7. Differentiated Instruction: Tailoring lessons to meet the varied needs of students can significantly enhance learning, as it addresses individual strengths and weaknesses.

8. Meta-cognition: Teaching students to be aware of their own thinking processes (meta-cognition) improves their ability to learn and apply knowledge effectively.

9. Instructional Strategies: Utilizing a variety of instructional strategies, such as direct instruction, inquiry-based learning, and problem-solving, can cater to different learning styles and enhance overall student achievement.

As educators in California, we are committed to upholding the six standards of the teaching profession. These standards not only guide our practice but also ensure that we are providing the best possible education for our students. One effective approach that aligns well with these standards is the use of proficiency scales and mastery learning. Here’s how these strategies address each of the six standards

1. Engaging and Supporting All Students in Learning

Proficiency scales guide Sem Yeto teachers to clearly define learning objectives and expectations for our students at various proficiency levels. This clarity fosters engagement, as students understand what is expected of them and can self-assess their progress. Mastery learning ensures that all students, regardless of their starting point, receive the support they need to reach proficiency before moving on, promoting an inclusive learning environment.

2. Creating and Maintaining Effective Environments for Student Learning

When proficiency scales are implemented, classrooms become structured environments where students feel safe to take risks in their learning. As we deepen our practice of mastery learning, we create a supportive atmosphere where students know that their individual learning pace is respected. This approach helps maintain a positive classroom environment personalizing learning for the student!

3. Understanding and Organizing Subject Matter for Student Learning

Proficiency scales require our staff to have a deep understanding of their subject matter and to organize it in a way that is accessible to students. By breaking down complex concepts into manageable parts, our teachers guide students through mastery learning, ensuring they build a strong foundation before progressing to more challenging material.

4. Planning Instruction and Designing Learning Experiences for All Students

Using proficiency scales, we can design targeted learning experiences that meet the diverse needs of our students. This aligns with mastery learning, which involves planning instruction that allows students to revisit concepts until they achieve proficiency. By tailoring instruction in this way, teachers can more effectively engage all learners.

5. Assessing Student Learning and Providing Feedback

Proficiency scales provide a clear framework for assessing student learning. They enable teachers to give specific, actionable feedback that helps students understand their strengths and areas for improvement. Coupled with mastery learning, this feedback becomes a tool for guiding students toward achieving their learning goals, as they can focus on areas that need further development.

6. Developing as a Professional Educator

Engaging with proficiency scales and mastery learning encourages our staff to reflect on our practice continually. As we assess the efficacy of these approaches, we grow professionally, sharing insights and strategies with colleagues. This collaborative spirit fosters a culture of continuous improvement within our school community.

Conclusion

By integrating proficiency scales and mastery learning into our teaching practices, we are not only enhancing our effectiveness as educators but also ensuring we meet the six standards of the California teaching profession. These strategies empower our students to take charge of their learning and achieve their full potential. Let’s continue to support one another in this journey, creating an environment where every student can thrive.

Click on link below:

Below you will see a student self assessment related to the proficiency scale in Ms. Sharpers classroom. Below that you will see 2 examples of what this activity looks like in action. I will be glad to provide coverage to any teacher who would like to observe her class in action!

In the clip below you will be in the classroom with Ms. Sharper as she guides students through a review of their learning and their progression towards mastery on the proficiency scale. She finishes by asking students to set learning goals for themselves based on this progression. I asked her to comment on the lesson, this was her response: “Mastery learning has transformed the way I teach at Sem Yeto. In the past I rushed through the learning targets to keep pace with the lesson plan. This year with proficiency scales, I’m pacing class and scaffolding learning to give students the time and coaching they need to reach proficiency. Another key change is asking students to set learning goals for themselves, personalizing the class for them.”

Genesis on Mastery:

Scales and Mastery: Ms. Diaz and Ms. Sharper are a powerful example of teacher collaboration with a focus on mastery learning. Below is an example of student work that yields formative data on student progression towards mastery.

Ms. Diaz is a model for the profound impact that rituals and routines can have in a classroom setting. Establishing consistent practices not only creates a structured learning environment but also fosters a sense of safety and belonging among students.

Rituals, such as morning greetings and end-of-day reflections, help to build community and encourage positive interactions. They provide students with a predictable framework that can reduce anxiety and increase engagement. Routines, like a structured approach to transitioning between activities, promote efficiency and help students manage their time effectively.

Ms. Diaz’s classroom exemplifies how these elements can enhance learning outcomes. By integrating rituals and routines, she has cultivated an atmosphere where students feel empowered to participate actively, take risks, and support one another. This intentional approach not only facilitates academic success but also nurtures students' social and emotional development.

As we continue to support our students' growth, let us take inspiration from Ms. Diaz’s practices and recognize the crucial role that rituals and routines play in fostering a thriving educational environment. In the video below you will observe every student in the classroom engaging in the lesson by reading, writing, listening, and thinking. They do this because they know this is the expectation derived through daily repetition of the rituals and routines of powerful learning community!

By asking students to reflect daily on what they learned and how this relates to their mastery learning, Mr. Shreve brings our school mission alive by challenging learners to mindfully reflect on what they are learning and how the knowledge and skills learned will make them successful in school and life!

https://drive.google.com/file/d/1WckBv6vezPMSH80zLFFC9EixJnjvMOM9/view?ts=68d98753&pli=1

At Sem Yeto High School, Mr. Kahrimanian is setting a benchmark for effective teaching through his implementation of research-based practices in the classroom. Recently observed during a dynamic lesson, he showcased a thoughtful approach to group work that maximizes student engagement and learning outcomes.

In this particular lesson, Mr. Kahrimanian organized his students into three-member groups, assigning each member a number to facilitate task rotation. This structure not only promotes collaboration but also ensures that each student actively participates in the learning process. As students worked together, they were tasked with writing complete sentences that demonstrated their understanding of key vocabulary words critical for mastering the proficiency scale.

Utilizing whiteboards, groups collaborated on their vocabulary, writing sentences that reflected their comprehension and application of the terms. This hands-on approach encouraged creativity and critical thinking, allowing students to express their ideas freely while reinforcing their learning.

As Mr. Kahrimanian circulated around the room, he provided real-time coaching, focusing on sentence structure and definitional accuracy. His immediate feedback was instrumental in guiding students toward mastery, fostering an environment where they felt supported and encouraged to refine their skills.

Mr. Kahrimanian’s commitment to research-based practices not only enhances student learning but also exemplifies the collaborative spirit we value at Sem Yeto High School. His innovative methods are inspiring for both students and staff, reminding us of the power of effective teaching strategies in shaping student success. Let’s continue to support and learn from one another as we strive to create impactful learning experiences for all our students!

Mr. Hill and I are committed to conducting weekly walkthroughs on both campuses and posting glows and grows from our visit. These will be anonymous as the purpose is to learn from each other not to single any individual out. We noticed one critical point as we shared our observation feedback. We are very different learners. While we see very similar things happening in a classroom our interpretation of them is impacted by our learning preferences. This is significant as your room is filled with learners who have different styles of learning and levels of mastery in the subject you are teaching. The bottom line is, your job is to move all your students towards mastery depending on how they learn and where they are in their progress towards mastery. Sounds simple enough like moving a camel through the eye of a needle! To accomplish this Herculean task, proficiency scales guide us towards a common goal and the understanding needed to achieve that goal, they are the roadmap to get the various learners and their teacher to achieve mastery together! My number one take away in week 5 is the more often we have scales in the hands of learners guiding them and helping them to set personal learning goals, the more likely we are to move two dispirit learners such as Hill and McMorris to the common goal of mastery! I will follow that with pictures and video clips from our weekly visits as well as glows and grows.

Shreve models rules for engagement!

In the video footage below (sorry for poor camera work) watch how Mr. Shreve engages students in high levels of learning utilizing video and pair-share, some key takeaways:

-Every student has guided notes in front of them while the film is playing prompting students to focus on key learning points in the film

-Shreve has reflection questions shared with students prior to the film starting, to guide thinking on key themes in the film

-Every pair of students were engaged in a pair-share conversation due to the fact that it is the expectation and routine of the classroom

For a textbook example of powerful learning at Sem Yeto, on high levels, click on the link to see Shreve‘s growth mindset lesson plan. Students are challenged to think, reflect, compare, analyze, set learning goals, identify progress towards mastery, all high-level cognitive activities. In addition, students are reflecting on their life as a Yeti, Yeti is a mascot, making the lesson relevant, rigorous, and fun. His class is an example of why Sem Yeto is setting the standard for mastery learning that challenges students to learn at high levels. Students are learning, they’re taking control of their education, demonstrating mastery and Shreve is leading the way!

https://docs.google.com/presentation/d/1X6RqkZCecoNi9OtaOr6mwYoC3m05imw3RePVGBpQAHU/edit?slide=id.g385fb9e5731_0_0#slide=id.g385fb9e5731_0_0

Sem Yeto has introduced an Advisory Period this year to specifically create a college/career transition plan unique to each student! The centerpiece of this period is supposed to be an on-line college-career learning platform that helps students identify their interests and discover the most appropriate post secondary activities for those interests. Unfortunately, we have not been able to make this happen yet, so coach Aquilar created a robust program on his own and has shared it will all staff! This is an example of what makes Sem Yeto a Model School. Below is the link to the program:

https://docs.google.com/presentation/d/1tOuL_XiXgT6sfg0XHCVZTMhO50Yhn6Lpacmgfb41vZs/edit?slide=id.g381b5fab91d_0_63#slide=id.g381b5fab91d_0_63

WASC/Model Schools Process: This past week Mr. Hill led the Sem Yeto team on a data dive of CAASP Scores, MAP Scores, attendance and discipline data, Sem Yeto Grade and Credit data, as well as Student Climate Survey responses. The following big six Grows were determined by staff in our dive:

Grow Questions for Further Analysis

The implications of the data collected point towards six student learner needs:

1. Relevance of Curriculum: There is a strong need to connect curriculum to real-world applications. Programs that correlate classroom skills with career readiness should be prioritized to increase student engagement and motivation.

2. Encouragement of Participation: The data indicates that students do not feel encouraged to participate actively in class. Strategies must be developed to create a more supportive classroom environment where students feel comfortable sharing their thoughts and ideas.

3. Support for Diverse Learning Needs: With an increasing number of students with learning differences, particularly in the Science and Special Education departments, there is a pressing need for tailored instructional strategies that cater to a diverse range of learning styles and challenges.

4. What specific instructional strategies can be deployed in Math and Science to support students struggling with foundational concepts?

5. How can the school better support English Learners, especially given the recent demographic shifts towards a more linguistically diverse student body?

6. What measures can be taken to improve student attendance and participation rates, particularly among those with identified socio-economic challenges?

Glow: - Mr. Brown is a master at working the room checking in on all of his students to measure progress towards mastery

-

Lesson Planning: We have not observed significant evidence that all teachers are lesson planning for successful personal competency learning in the classroom. This process will include the following steps:

1. Teacher begins with the Proficiency Scale applicable for the lesson to determine how the lesson will facilitate progression towards mastery for every individual student (students in our classes will be on various levels of mastery on the scale). You will want to communicate this to the class when you introduce the lesson. Key question, (requires a commitment to a possible uncomfortable truth): Does this lesson fit in with student progression towards mastery? If you don't know the answer our students probably will not as well.

2. Have you identified the learning goal(s) for the day using verbs. i.e: (student will be able to understand the process of photosynthesis and be able to explain how climate change affects this process). And, how does this goal fit on the proficiency scale is it a level 1,2,3,4 activity?

3. Have your planned what kinds of questions you are going to ask students that will inform you of individual and collective student progress on their personal progression towards mastery?

4. Is your lesson organized with:

1. The learning goal for the day visible and shared with students.

2. A warm-up that will stimulate thinking towards the learning goal.

3. A bulk of the period dedicated to student engagement in activities that will reveal their understanding of the learning goals so that you can coach/facilitate their personal growth.

4. Is the room set up for the activities and allows for your ability to move quickly and easily to determine proof of learning throughout the period.

5. If you are doing a group activity such as a jigsaw (highly effective strategy) have you planned how the groups will be organized and function?

6. Do you have a closing strategy such as an exit ticket?

Glows:

One thing that we noticed while visiting a math class was the teacher using different colored markers to track steps while solving problems. This is a great strategy, not just during math problem solving, but it’s grounded in cognitive science and can be beneficial in all subject areas. It improves clarity, boosts memory, and helps students engage more effectively with instruction.

From ChatGPT: Color-coding instructional steps is more than just making lessons “look nice”—it’s a research-backed strategy that supports student learning in several ways:

1. Supports Working Memory
   According to Cognitive Load Theory (Sweller, 1988), students learn best when unnecessary mental effort is reduced. Color-coding makes steps visually distinct, which lessens the load on working memory and helps students process directions more efficiently.

2. Enhances Recall and Retention
   Studies on dual coding (Paivio, 1990) show that when information is presented both verbally and visually, students remember it better. Colors act as visual anchors, making it easier for students to recall the sequence of steps.

3. Directs Attention and Focus
   Research in visual perception (Wolfe & Horowitz, 2004) shows that color naturally draws attention. When each step is highlighted with a different color, it helps students quickly identify where they are in the process and stay on task.

4. Supports Diverse Learners
   Color cues are especially helpful for visual learners and students who struggle with organization. By breaking complex tasks into color-coded steps, teachers provide built-in scaffolds that make instructions more accessible to all students.

5. Prevents Errors and Increases Independence
   When students can visually track which step they’re on, they are less likely to skip or repeat steps. This promotes independence, as they can self-monitor by using the color as a guide.

Another thing we saw while observing English classes was common practices/strategies being implemented across similar courses. This is also a great strategy because it creates clarity, fairness, and consistency for students while giving teachers a foundation for collaborative conversations and instructional alignment between classes.

From ChatGPT:

Benefits of Common Practices in Similar Courses

1. Consistency for Students

   • When teachers in similar courses use shared routines, strategies, or activities, students experience a predictable learning environment.

   • This reduces confusion, especially for students taking multiple courses in the same subject area (e.g., English 9 vs. English 10).

2. Equity and Fairness

   • Common practices ensure that all students, regardless of teacher, receive access to the same essential skills, strategies, and supports.

   • This promotes fairness across classrooms and prevents gaps in instruction.

3. Stronger Skill Development

   • Shared practices reinforce core skills (like annotation, lab procedures, or problem-solving routines) across multiple settings.

   • Repetition and consistency strengthen mastery, as students get multiple opportunities to practice in familiar ways.

4. Collaboration and Professional Growth

   • Teachers working with common activities build a shared language and toolkit for instruction.

   • This fosters collaboration in PLCs (Professional Learning Communities), making it easier to share strategies, reflect on student work, and problem-solve together.

5. Smoother Transitions Across Courses

   • Students benefit when the instructional “throughline” is clear—for example, if math teachers consistently use the same steps for problem-solving from Algebra I through Geometry.

   • This reduces the learning curve when students move from one level or teacher to the next.

6. Efficiency in Planning and Assessment

   • Common activities (like structured note-taking, color-coded steps, or common rubrics) save time for teachers and reduce redundancy.

   • Shared assessments or performance tasks also make it easier to compare student progress across classes.

7. Stronger School Identity & Culture

   • When students see familiar practices across classrooms, it builds a sense of cohesion and community.

   • This helps reinforce school-wide academic expectations and norms.

Another strategy that we saw being implemented in multiple subject areas, but not all classes, was the use of guided notes or graphic organizers that students can use while taking notes. Although these are more common in the elementary setting, these documents are still great for high school students as they often reduce cognitive overload, strengthen critical thinking, and provide easier entry points to rigorous content for students.

From ChatGPT:

Use of Graphic Organizers and Advanced Note Organizers in High School

1. Supports Cognitive Processing

   • According to Cognitive Load Theory (Sweller, 1988), students can become overwhelmed by too much information at once.

   • Graphic organizers help by chunking and visually structuring information, making it easier for students to process and retain key ideas.

2. Enhances Comprehension and Retention

   • Dual Coding Theory (Paivio, 1990) shows that students remember information better when it’s represented both verbally and visually.

   • Organizers connect words, images, and structures, improving recall and deeper understanding.

3. Promotes Higher-Order Thinking

   • Tools like Venn diagrams, cause-effect charts, or concept maps push students beyond memorization.

   • They encourage analysis, synthesis, and evaluation—skills emphasized in Bloom’s Taxonomy.

4. Scaffolds Complex Tasks

   • Advanced organizers (Ausubel, 1960) prepare students for new learning by giving them a framework to connect prior knowledge to new concepts.

   • This is especially helpful in high school, where content is more abstract and layered.

5. Improves Organization and Study Skills

   • Graphic organizers provide a structured way to capture main ideas, supporting students who struggle with notetaking or executive functioning.

   • They also serve as ready-made study tools, giving students a clear outline of key concepts for review.

6. Supports Equity and Accessibility

   • Visual representations benefit English learners, students with learning differences, and struggling readers, who may need additional scaffolds to access content.

   • At the same time, they challenge advanced learners to extend and organize their thinking at a higher level.

7. Increases Engagement and Participation

• Students are more likely to stay engaged when they are actively mapping out relationships between ideas, rather than passively listening or copying notes.

• Organizers invite active learning and make abstract ideas more concrete.

Another area of growth that could be beneficial in all classes is ensuring that teachers are not only planning what they are going to present to students, but also pre-planning what they are going to say during the lesson, including anticipating student questions, and planning their own physical movement during a lesson. This helps to create a well-orchestrated lesson that strengthens clarity, boosts engagement, prevents misbehavior, and ensures every student feels both seen and supported.

From ChatGPT:

Why Teachers Should Pre-Plan Talk and Movement in a Lesson

1. Maximizes Clarity and Flow

   • When teachers plan what to say and how to move, they reduce pauses, confusion, or backtracking.

   • Clear explanations combined with intentional positioning help students stay focused on the learning task.

2. Supports Student Engagement

   • Movement isn’t random—it can be used to draw attention, signal transitions, or emphasize key points.

   • Strategic placement (e.g., moving closer to students during discussions) increases engagement and participation.

3. Enhances Classroom Management

   • Proximity control (staying physically close to students) is one of the most effective nonverbal management strategies (Marzano, 2003).

   • Pre-planning movement ensures the teacher can monitor the whole room, reduce off-task behavior, and keep students accountable.

4. Creates Accessibility for All Learners

   • Movement allows the teacher to check in with different groups or individuals, providing quick support where needed.

   • Planning ensures that all areas of the classroom receive equal teacher presence, preventing students from feeling overlooked.

5. Reinforces Instructional Routines

   • Just like consistent verbal cues, consistent movement patterns (e.g., where the teacher stands to introduce new material, circulate during group work, or close the lesson) build predictability.

   • Students learn to associate teacher positioning with certain stages of the lesson, which reduces transition time.

6. Models Confidence and Purpose

   • Thoughtful movement communicates confidence and authority, while aimless wandering or standing still can signal uncertainty.

   • Students are more attentive when teacher movement appears purposeful and aligned with instruction.

7. Improves Teacher Awareness

   • Circulating the room helps teachers catch misconceptions early by glancing at student work or quietly supporting struggling learners.

   • This makes formative assessment more natural and responsive.

Glows:

We observed meaningful warm-up activities that smoothly transitioned students into learning. A great warm-up gets students thinking and engaged mindless busy work detracts.

Timers: Visible Timers pace the class and keep students and teacher on task and focused.

Classroom Structure: Organized, structured well paced classrooms keep students on task and focused. Many of our students come from environments that are unstable and unpredictable, sometimes with nerve racking chaos. Stable, structured, nurturing environments provide the support our students need to focus and learn.

Proficiency Scales in the Hands of Students: We observed higher levels of student engagement in classrooms where students had scales in front of them and were using the scales to gauge their level of master and set learning goals to improve

Proximity: We observed much higher levels of student engagement in classrooms where teachers moved around the room checking in on every student throughout the period

Student Choice: We observed a teacher who gave students choice on how to demonstrate mastery in an essay of an informative poster!

Personalizing Instruction: We observed a teacher skillfully using Project Base Learning to personalize instruction for students

Vocabulary Instruction: We observed most teachers emphasizing key vocabulary as a foundation for literacy.

Grows:

Using scales to identify and improve student levels of mastery: We encountered classrooms where students did not know where they were on a scale that measured levels of learning as they did not actively use them.

Proximity: Teachers in one space for a relatively long period of time not knowing which students were on task learning.

Checking for Understanding: Some teachers need to be mindful regarding timely checking for understanding. Knowing what students are thinking is the only way to correct that thinking

Vocabulary Instruction: We are emphasizing the Marzano Six Step Method of Vocabulary instruction identified earlier in this newsletter. In some classes this is not happening.

In the picture below you will see Sem Yeto Social Studies students in Mr. Kahrimanian and Ms. Sharpers classes engaged in a learning visit to the State Capitol in Sacramento. Notice students with folders in their hands to record notes and reference the scale relevant to this trip! Personalized Mastery Learning should be interesting, fun, relevant and rigorous!

What to look for in video of Mr. Hart's class 9/18/25:

-The room is organized for students to worked in pairs or individually, they can see each other and the teacher as well as lesson on the scree. The teacher can move effortlessly to teach, and gather critical formative assessment information on where each student is on the progression towards mastery

-Key vocabulary is front and center as are the Proficiency Scales

-Lesson slides on screen are color coded for students to easily access key information

-A timer is fixed on the wall so that Mr. Hart can pace his lesson to maximize student engagement

-The Learning Objective/Target is phrased as a verb letting students know exactly what they should know/do at the end of the lesson

-This lesson is the result of group planning by the Math department under Ms. Arteaga's direction. The teacher is prepared with what he will do and say so that when things go wherever he is prepared to go with the students

-The room is organized, neat and informative with learning prompts visible throughout the room

As we move Sem Yeto to a Personalized Competency Based Education System we emphasize Project Based learning to individualize the knowledge and skills students are gaining proficiency in. Coach Aguilar is a model for personalizing proficiency learning through student projects. In the video below, you will see an example of Coach working with a student to move towards mastery on her project.

Progress Reports Due/Minimum Day Friday, September, 19.

Progress Reports Due/Minimum Day Friday, September, 19.

I am thrilled to share exciting news that marks a significant milestone in our school's journey toward excellence and equity in education. Sem Yeto Continuation High School has officially been designated as a Title I school! This designation highlights our commitment to ensuring that every student has access to high-quality education and resources, regardless of their background.

What Does Title I Mean for Our School?

Title I is a federal program designed to provide additional support to schools serving students from low-income families. This support can come in various forms, including increased funding for educational resources, specialized staff, and programs aimed at improving student achievement. As a Title I school, Sem Yeto will benefit from additional funding that will enhance our curriculum, provide professional development for our teachers, and offer targeted interventions for our students who need them most.

Opportunities Ahead

With this new designation, we are excited to explore various initiatives that will positively impact our students, such as:

1.Enhanced Academic Programs: We will implement programs that focus on reading and math skills, as well as other critical areas to ensure all students can meet and exceed state standards.

2. Additional Resources:Title I funding will help us acquire modern educational materials, technology, and resources that cater to different learning styles, ensuring a more personalized learning experience. In December we amended our Single Plan for Student Achievement to add new Title One Funds for credit recovery programs such as after-school boot camps and expanded elective credits in on-line learning. In the coming months we will roll out our expanded learning offerings for our students when traditional school is not in session such as June and/or during breaks.

3. Parental Engagement: We understand the importance of family involvement in education. With Title I support, we will organize workshops and events to empower parents with the tools and knowledge to support their children’s learning at home.

4. Professional Development: Our dedicated staff will have access to ongoing training and professional development opportunities, enabling them to implement best practices in the classroom.

Community Collaboration

This achievement would not have been possible without the unwavering support of our students, families, and community. Together, we will continue to foster a learning environment where every student feels valued and motivated to succeed. We encourage you to stay engaged and share your thoughts and ideas as we embark on this exciting journey.

Looking Ahead

In the coming months, we will keep you updated on the specific programs and initiatives we will be implementing as a Title I school. We believe that this designation will not only enhance the educational experience for our students but also strengthen our entire Sem Yeto community.

Thank you for your continued support and dedication to our school. Together, we can make a lasting impact on the lives of our students and their futures.

Team,

Chris and I will be in classrooms frequently checking on our implementation of mastery learning through Proficiency Scales, we expect them to be physically in the hands of students. Please let us know if you need help with this! Below is a refresher on Mastery Learning and Scales:

As we continue our journey of educational excellence at Sem Yeto, I want to take a moment to highlight a powerful tool that has the potential to transform our teaching and learning environment: proficiency scales.

At its core, a proficiency scale is a clear and structured framework that outlines specific learning goals and the levels of mastery associated with each goal. By breaking down complex skills into manageable parts, proficiency scales empower both teachers and students to understand the expectations for success and to measure progress in meaningful ways.

Enhancing Clarity in Learning Objectives

One of the most significant benefits of proficiency scales is the clarity they bring to learning objectives. When students understand what is expected of them at each level, it fosters a sense of ownership over their learning. They can see exactly what they need to do to reach their goals, whether that’s mastering a specific writing skill, analyzing a text, or developing critical thinking abilities. This transparency not only motivates students but also helps them set realistic and achievable goals.

Encouraging Personalized Learning

Proficiency scales also support personalized learning. With a clear understanding of where they stand on the scale, students can identify their strengths and areas for growth. This self-awareness allows them to take charge of their learning journey, seeking out resources and support tailored to their individual needs. Teachers can also use this information to provide targeted instruction, ensuring that every student receives the support necessary to progress.

Fostering a Growth Mindset

Implementing proficiency scales encourages a growth mindset among our students. Rather than viewing learning as a fixed destination, students can see it as a continuous journey. They learn that mastery is achievable through effort and perseverance. When they make progress on the scale, it becomes a celebration of their hard work and determination, reinforcing the idea that they can develop their skills over time.

Aligning Instruction and Assessment

For our teachers, proficiency scales provide a roadmap for aligning instruction and assessment. With clear criteria for each level of proficiency, educators can design lessons and assessments that are purposeful and focused. This alignment ensures that students are being taught the necessary skills and are assessed in ways that accurately reflect their understanding and abilities.

Building a Collaborative Community

Finally, proficiency scales facilitate collaboration within our school community. Teachers can engage in meaningful discussions about student progress, share strategies for instruction, and celebrate successes collectively. Additionally, parents can become active partners in the learning process, as they gain insight into their child’s progress and how they can support their learning at home.

In conclusion, the implementation of proficiency scales at Sem Yeto has the potential to transform our teaching and learning experiences. By fostering clarity, personalization, a growth mindset, instructional alignment, and community collaboration, we can create an environment where every student thrives.

Thank you for your continued support as we strive to enhance our educational practices. Together, we can empower our students to reach their full potential. (Below is a sample proficiency scale for English Language Arts, note that a score of 3 is proficient in the standard and 4 is above and beyond.

Link to Scale:

https://docs.google.com/document/d/1DobptHnvjIFOQvXHOqD0L-j2FpSV4ahfudoiZrsyVIM/edit?tab=t.0#heading=h.7rcsjshp820

Caregivers: We understand the vital role you play in your child's education and are committed to providing you with the tools necessary to support their success. What follows is a proficiency scale designed specifically for caregivers, outlining the key indicators of mastery in various subjects. This scale will not only help you understand what your child is expected to learn but also offer strategies to reinforce these concepts at home. By collaborating with you, we aim to create a strong support system that empowers your student to achieve their academic goals and develop a lifelong love of learning. Together, we can make a meaningful impact on your child's educational journey!

https://docs.google.com/document/d/1TGcPQ-Lo9Vplk5CO8m685hEX2asXB6LyHoNKN0VPL8E/edit?usp=sharing

Is our campus safe? What are we doing to make it safe?

To address the first question I want to assure the community that I believe we have a very safe campus; I would not work in a school I did not believe was safe. There are no guarantees that any place is always safe, and that is why it is incumbent upon the school leadership to constantly work to ensure the safety of the school.

That leads to the second question; what are we doing to make it safe? The most important ingredient in school safety is a common commitment among all stakeholders to respect and contribute to a safe campus. This commitment is identified in large part in the rules and regulations we have in place to ensure the safety of all on our campus. Sometimes these rules are brushed aside as nuisances, ignored or simply rejected. It is important to emphasize that these rules/guidelines are in place to protect all of the people who work and study on the Sem Yeto campus everyday. Some of these include:

1. Every student and staff member are required to wear a photo Identification (ID) on campus at all times. It is critical to identify every person on campus to ascertain if they should be on our campus. Please support this policy by making sure your student has their ID with them every day when they leave for school.

1. If you suspect it, report it! It is critical that every student, parent and staff member report any safety threat to our campus to our administration. We follow up on every report of a weapon or other safety threat.

1. There are a number of ways to report a possible safety threat. Tell a staff member or administrator. Call the office and report your suspicion. Use the STOPit APP (Discussed below in the news letter), to report your suspicion.

Working together we can make sure Sem Yeto is the safe campus our community deserves!

Care Solace: https://www.caresolace.com/site/fsusdfamilies/

Solano County Behavioral Health: https://www.solanocounty.com/depts/mhs/default.asp

NAMI Solano County Teens and Young Adults: https://namisolanocounty.org/your-journey/teens-and-young-adults/#:~:text=For%20Psychiatric%20Emergencies%2C%20please%20call,%2C%20confidential%2C%20free%20crisis%20counseling.

Fairfield - Suisun Unified School District Virtual Wellness Center:

https://sites.google.com/fsusd.org/fsusdvirtualwellnesscenter/home?authuser=0

California Department of Education Mental Health Supports: https://www.cde.ca.gov/ls/mh/index.asp

Crisis Services

If you or your family member is experiencing an acute mental health emergency call 911 or go to the nearest emergency room.

• National Suicide Prevention Lifeline: 988 or 1-800-273-8255

or 1-888-628-9454 for the Spanish line

• The Crisis Text Line: Text HOME to 741741.

• Solano County Mental Health Crisis Stabilization Unit at 1(707)428-1131

• Trevor Lifeline at 1(866)488-7386

• Trevor Text Line text START to 678678 Mon-Friday 12pm-7pm.

• 24/7 Kaiser Mental Health Crisis Line - 707-428-1131

• National Domestic Violence Hotline: 1-800-799-7233

• CA Youth Crisis Line (800) 843-5200 Anonymous help/advice for ages 12-24

• North Bay Medical Crisis Line: 707-646-4235

• Fairfield Police: 707-428-7300

• Suisun Police: 707-421-7373

https://docs.google.com/document/d/1amitATp2nyiTuDpwb8cxkgQoymczlfa7QC2XPpbELAY/edit?usp=sharing

https://www.fsusd.org/page/parent-student-handbook