Canyon Introduction

Canyon Middle School: Introduction

Principal: Mark Croghan
Community: Suburban
Enrollment: 1,294
Grade Levels: 6-8
School Schedule: Six-period, modified block (Tuesday through Friday), daily zero period
Student Demographics: 40% White; 28% Asian; 16% Hispanic/Latino; 9% African American; 3% Filipino; 1% American Indian/Alaska Native; 1% Pacific Islander; 14% Free/Reduced Lunch; 8% English Learners
Achievement Data: 2005 API Base: 827; 2006 API Growth: 842 (up 97 points since 1999-00); 2006 AYP: Met 29 of 29 criteria

Distinctive Characteristics

Academic Excellence

A zero period provides instructional time for Russian, Spanish, interventions, music, and enrichment.
A modified block schedule (Tuesday through Friday) is in place.
The California standards drive expectations and the curriculum.
Teachers use "Step Up To Writing" and "Prime Numbers" to enhance instruction.
Math teachers are coached by a district coordinator. The coaching program has enhanced rigor in the classroom and orchestrated articulation with the elementary schools.
Inquiry labs in science enhance student understanding of concepts.

Developmental Responsiveness

An advisory period allows for informal time to address student concerns. Students participate in a daily student-facilitated advisory broadcast.
Sixth-grade students are grouped into small, family-like teams to provide positive personal connections between students and teachers.
Teachers use a variety of instructional strategies to excite and motivate students. Strategies include projects, games, simulations, group activities, partner activities, hands-on activities, field trips, and student-directed learning.
The school offers a strong program of electives and exploratory classes, such as video journalism, wood shop, technology, and over five types of music classes.
Fifty percent of students participate in music classes.
Technology is used daily: computer lab, mobile computer labs, i-Movies, PowerPoint, LCD projectors, and Quizdom clicker systems.
Emphasis is placed on applying school work to real-world issues.
Many services assist students in socio-emotional growth through individual and group counseling, Youth to Youth, a Castro Valley Community Action Network counselor, and peer mediation.
The school has many supports and actively works to keep at-risk students from becoming "lost" during the transition from middle to high school.
Rules and expectations are made clear to students; a peer mediation process effectively engages students in positive behavior.

Social Equity

The reward system is designed to value diversity, civility, service, democratic citizenship, good attendance and behavior, team sports and academics.
The student Diversity Council addresses cultural differences, tolerance, and bullying.
There are many opportunities for students' voices to be heard.
Students have access to adult and high school mentors.
The library has a wide selection of materials and technology.
Community-Based English Tutoring (CBET) classes are given to teach parents ways they can assist their children with school work.
Families are offered many ways to become involved at the school site, such as the Canyon Parent Patrol that augments supervision.

Organizational Support

The Canyon Leadership Team regularly meets with administration to discuss the effectiveness and focus of the school.
Every Tuesday, staff members gather for professional development and engage in discussions about specific teaching practices and student achievement.
School staff members actively gather and analyze data from a wide array of sources.
Active community fundraising groups help the school meet additional student needs.

Focus for the Future-Continuing Improvement

Review the school vision statement and assess how it leads the school's direction.
Develop the advisory class to be more effective for student character development.
Focus on African-American students to close the achievement gap and reduce the suspension rate.
Develop true teams for all grade levels. Implement common planning, collaboration, and improved articulation and coherence across the curriculum between grade levels, departments and interdisciplinary teams.
Use professional development to focus on teaming, collaboration, and use of data-driven instruction.
Develop ways that give all students equal access to all electives, exploratory classes, and interventions.

California League of Middle Schools
6615 East Pacific Coast Highway, Suite 120, Long Beach, California 90803
Voice: 562/430-3136 or 800/326-1880 . . . FAX: 562/430-5607. . . E-Mail: info@clms.net