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Principal's Message

over 2 years ago


Dear Parents/Guardians and Students,   
I am truly honored to have been selected as the new Principal at Yucaipa High School.  As an alumnus, parent, and lifelong resident of Yucaipa, returning to YHS is an exciting opportunity.  

I am deeply committed to making a positive difference in the lives of your students. We will accomplish this by setting rigorous academic expectations for all students and providing an environment to assure they are met.

Starting with an already successful school culture, setting high standards for our own performance, increasing academic expectations through implementation of Common Core State Standards (CCSS) for all students, and engaging the community, it is our goal that every Yucaipa High School graduate is college and/or career ready.     Yucaipa High School will continue maintaining high academic and citizenship expectations for our students. Our students will continue to be expected to perform in the classroom, participate in co-curricular activities and display responsible citizenship at school and in the community.  I am asking each student to make a commitment to having Thunderbird PRIDE (Personal Responsibility In Daily Efforts) by being active participants in his/her learning and acting responsibly as an individual within our learning community. Doing so will enable all to have a successful and enjoyable school year.    High school is a time for growth and endless opportunities. It is an exciting time, but it can also be challenging with the increase in workloads and the social adjustment of being on a larger campus with additional activities.     Students, I encourage you to do the following so you can be successful during your time at YHS:


  • Contribute to our school community in a collaborative, respectful manner.  Get involved!
  • Pose questions, examine possibilities, and challenge yourself to find solutions.
  • Surround yourself with positive people.
  • Communicate with others in a respectful and meaningful way.
  • Make positive choices related to physical and mental wellness.

Parents
, please make time to:
  • Ask your student(s) specific questions about their day at school.  
  • Use the Aeries.Net Parent Portal early and often. The Parent Portal will give you important information regarding your child’s performance, attendance, demographic information and school activities.
  • Communicate with your child’s teachers and staff members to establish a successful home/school connection.
  • Encourage your student(s) to get involved with one of the many clubs, activities and/or athletic teams. 

We are looking forward to a positive, upbeat school year at YHS. I encourage all students to take pride in your school, stand up to bullying of any kind, and to avoid anything you know is not right. Remind yourself that you do not have to follow the crowd. Be yourself, and even when no one is watching, do the right thing. Parents, please help us by reinforcing school expectations at home. With your help, YHS will continue to be a school community in which every person feels respected, valued, and is encouraged and challenged to achieve at the highest levels.
Our commitment at Yucaipa High School is to provide a safe, positive, rigorous learning environment that will empower students to become creative problem solvers, critical thinkers, and inspired learners prepared for college, careers, and life in the twenty-first century. 
Let’s make this a year filled with passion, purpose, and positive memories!
 
 
Sincerely,
Shad Kirkland
Principal

Vision

over 2 years ago

Yucaipa High School is a place where all students are:

  • Challenged at their highest level
  • Responsible citizens
  • Able to develop connections between school and their future
  • Supported by school and community
  • Given access to all programs
  • Actively involved with technology across the curriculum

Mission

over 2 years ago

The students, parents, and staff of Yucaipa High School work hard to prepare students with the academic, social, and aesthetic skills needed to become responsible, successful, contributing members of our society. Our students can develop self-confidence, an appreciation for others, and proper work ethics so they may experience the best that life has to offer. Our environment, enhanced by supporting and caring relationships between students, parents, staff, and administration, provides the students with a variety of opportunities to learn, to think critically, to set goals, and to make decisions.

Professional Learning Communities (PLC)

over 2 years ago

Yucaipa High School


What are Essential Learnings?


Essential Learning; The critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction. Essential learnings may also be referred to as essential outcomes or power standards.

In a PLC, each team engages in collective inquiry to ask, “What do we want each student to learn? What are the most essential learnings of our course, each subject in our grade level, and each unit of instruction?”

Ultimately, the problem of too much content and too little time forces teachers to either rush through content or to exercise judgment regarding which standards are the most significant and essential. In a PLC, this issue is not left up to each teacher to resolve individually, nor does it deteriorate into a debate between teachers regarding their opinions on what students must learn. Instead, collaborative teams of teachers work together to build shared knowledge regarding essential curriculum. They do what people do in learning communities: They learn together.

Ultimately, the essential learnings you and your colleagues identify must be aligned with district and state or provincial standards documents. You must, however, do more than simply adopt all of the standards and district curriculum as your essential learnings. Work with your teammates to clarify what is truly essential. Answering this critical question is a professional responsibility of every faculty member, a responsibility that cannot be delegated to the state, district, or textbook publisher.

What are Norms?

Team Norms in PLC’s norms represent protocols and commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve their shared goals.

A strategy for establishing team norms: Ask team members to think of a past negative experience they have had serving on a team or committee and to identify a specific behavior that prevented that group from being effective: for example, whining and complaining, arriving late and leaving early, being disengaged during the meetings, and son on.
For each negative norm identified by members of your team establish a positive commitment statement (a norm) your team should adopt that, if everyone adhered to it, would prevent the past negative experience from recurring.

What is Collective Inquiry?

Collective inquiry is the process of building shared knowledge by clarifying the questions that a group will explore together. Teachers in a PLC work together collaboratively in constant, deep collective inquiry into the critical questions of the teaching and learning process, questions, such as: “What is it our students must learn? What is the best way to sequence their learning? What are the most effective strategies to use in teaching this essential content? How will we know when they have learned it? How will we respond when they don’t learn? What will we do when they already know it? What can we learn from each other to enhance our effectiveness?”

The focus of collective inquiry is both a search for best practice for helping all students learn at high levels and an honest assessment of the current reality regarding teaching practices and student learning. The dialogue generated from these questions is intended to result in the academic focus, collective commitments, and productive professional relationships that enhance learning for teachers and students alike.


Collaboration or Co“blab”oration?

Collaboration is a systematic process in which people work together, interdependently, to analyze and impact professional practice in order to improve individual and collective results. The fact that teachers collaborate will do nothing to improve a school. The pertinent question is not, “Are we collaborating?” but rather, “What are we collaborating about?” The purpose of collaboration—to help more students achieve at higher levels—can only be accomplished if the professionals engaged in collaboration are focused on the right things.

What distinguishes a group from a team? Much of what passes for “collaboration” is more aptly described as “coblaboration.” A collection of teachers does not truly become a team until they must rely on one another and need one another to accomplish a goal that none could achieve individually.

Establishing Essential Learnings


Collaborative teams of teachers in PLC’s always attempt to answer critical questions by first engaging in collective inquiry. They build shared knowledge by learning together. This collective examination of the same pool of information significantly increases the likelihood that members of the team will arrive at similar conclusions.

Have you and your teammates built shared knowledge on the most essential learnings for your course or grade level? If so, you are moving in the right direction on the PLC journey. If not, it is recommended you begin the process by building shared knowledge on the resources that should guide your team’s decision, such as: state and national standards, recommended standards from professional organizations, district curriculum maps, district reading and writing rubrics, released items from high-stakes assessments, data from district and state, and textbooks.

Getting Crystal Clear on “Learn What?”

A professional teacher is constantly working with colleagues to come to a deeper understanding of the first critical question: What do we want each student to learn?

The insights of Doug Reeves (2002) are particularly helpful in guiding teams as they address this first critical question. He offers a three-part test for teams to consider as they assess the significance of a particular standard:

1. Does it have endurance? Do we really expect our students to retain the knowledge and skills over time as supposed to merely learning it for a test?

2. Does it have leverage? Will proficiency in this standard assist the student in other areas of the curriculum and other academic disciplines?

3. Does it develop student readiness for the next level of learning? Is it essential for success in the next unit, course, or grade level?

Every credible school improvement model calls upon teachers to clarify what all students must know and be able to do. As teachers engage in this dialogue regarding what their students must know and be able to do as a result of this unit they are about to teach, they become more clear, more consistent, and more confident in their ability to help all students learn.

Are you and your teammates crystal clear on the answer to “Learn What?” Make a team list of the 8-10 essential learnings per semester for each course or subject area, and work interdependently with your colleagues to ensure all students learn what is most essential.


Common Pacing

It is impossible to provide students with equal access to the same essential learning unless teachers have an understanding of and commitment to common pacing. Significant disparities in time devoted to teaching a concept result in significant disparities in students’ opportunity to learn.

In PLC’s members of a collective team work together to determine the most logical sequence in which to present the content, how much time they will spend on the initial instruction of each essential learning, and when they will stop instruction to collectively ask, “How do we know each student is learning what we’re teaching?” Common pacing does not mean all teachers must teach the same concept on the same day or in the same way. It does mean that teachers have agreed to devote a certain amount of instructional time to specific content within each unit before they administer a common assessment.


What is a common formative assessment?

A common formative assessment is an assessment created collaboratively by a team of teachers responsible for the same grade level or course and administered to all the students in that course or grade level. Common formative assessments are used frequently throughout the year to identify (1) individual students who need additional time and support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) areas in which students generally are having difficulty achieving the intended standard, and(4) improvement goals for individual teachers and the team.

Frequent monitoring of student learning is an essential element of effective teaching, and good teachers use a variety of strategies to check for student understanding each day. However, while the ongoing assessment of students by individual teachers is a necessary condition for improved student learning, it is not sufficient. Teachers and students alike benefit from the use of team-developed common formative assessments. In fact, these assessments represent one of the most powerful strategies available to teachers for answering the second critical question of a PLC: “How will we know when each student has learned?”

Assessment Resources

Just as your team collectively studied research and resources before you identified the essential learnings and developed pacing guides, your team should now build shared knowledge on “best practice” in assessment. Here are some recommended resources:

  • Assessment frameworks from your district or state to identify the content, rigor, and format of summative assessments your students will be required to take
  • Released items from district or state assessments and nationally normed tests
  • Released items of different disciplines and grades from the National Assessment of Educational Progress
  • Web sites on quality assessments
  • Data on student performance from past indicators of student achievement
  • Examples of rubrics applied to performance-based assessments
  • Recommendations from assessment experts such as Rick Stiggins and Doug Reeves
  • Assessments developed and used in the past by individual members of the team
  • Unit tests from textbooks.

Avoid the temptation to shirk this task by relying exclusively on assessments created by others. Frequent monitoring of each student’s learning is an essential element of effective teaching, and no teacher should be absolved from that task or allowed to assign responsibility for it to state test makers, central office coordinators, or textbook publishers.

Developing Common Formative Assessments

Remember that a test is not formative unless (1) it is used to identify students who need additional time and support for learning, (2) students are provided with that time and support during the school day, and (3) students are given another opportunity to demonstrate their learning after the intervention. 

Tips for Developing Common Formative Assessments

Decide upon a specific minimum number of common assessments to be used in your course or each subject area during this semester.

Demonstrate how each item on the assessment is aligned to an essential learning of your course or grade level.

Specify the proficiency standard for each essential learning being assessed; for example, students must score at least 80 out of 100 possible points on each skill being assessed or at lest 3 out of 5 possible points on our team’s rubric.

Clarify the conditions for administering and scoring the test consistently in each classroom.  

Assess a few essential learnings frequently rather than assess many learnings infrequently. 

Student Achievement Goals (SAG)

over 2 years ago

Yucaipa High School


The Yucaipa High School student is expected to be:

A Responsible Citizen Who:

  • Respects cultural differences and shows concern for others
  • Demonstrates a healthy lifestyle
  • Cares for the environment
  • Participates actively in the community

An Independent Learner Who:

  • Sets and accomplishes personal goals
  • Creates and completes a personal learning plan
  • Demonstrates academic honesty and integrity
  • Prepares for the transition from high school to higher education or the workforce
  • Meets or exceeds subject-specific content standards and district requirements for high school graduates

A Critical Thinker Who:

  • Practices complex problem solving in all areas
  • Analyzes and evaluates data and applies conclusions to real-life situations
  • Utilizes technology as an academic resource
  • Demonstrates competence in mathematical applications
  • Reads fluently with understanding

An Effective and Creative Communicator Who:

  • Works collaboratively to accomplish group goals
  • Writes clearly and concisely
  • Uses technology as a tool for communication and effective presentations
  • Interprets and articulates ideas