# data[].attributes.body
Please see the google drive link below for additional documents.
https://drive.google.com/drive/folders/1mISgPiHUkPyBQgtaTQYBt_m7jQuDJ1Fz?usp=sharing

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ALL STAFF WILL:
1. Have a learner created evaluation/feedback completed by a learner(s).
Purpose: To engage learners in the process of constructive feedback and helping teachers to improve and reflect on their teaching.
Q5 Final Metrics & Reporting:

The learners have continue to identify ways to contribute to their own processes. Although the last Capstone project shed a lot of information regarding the learners perspective related to teacher effectiveness and feedback, this year is looking different. We have 4 brand new teachers, and one of the teachers from last school year is now our academic coach. However, I have used observation data from the learners to discern how they are with their teachers. For example - We have heard comments in passing how much they enjoy being with "so and so" teacher. For this school year, we are looking at starting a new process to include the K-8 learners and how to engage them in the process of helping teachers to improve and reflect on their teaching. The first initiative is to form a small committee of learners.

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MOST PARENTS/GUARDIANS/FAMILIES WILL:

1. Complete a “STEM and Leadership Perceptions” Survey (pre, quarterly, post)
Purpose: Gain insight how we can better prepare and inspire the learners to pursue STEM subjects.
Q5 Metrics & Reporting:

Parents survey was sent the first week of March with only 1 response received, another reminder was sent in Mid-April with no replies. A new parent survey was sent in September with the following responses. Survey results here.

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All LEARNERS WILL:
1. Complete an “Understanding of STEM & Leadership” Survey (pre, quarterly, post)
Purpose: Gather learner perspectives, self-assessment information, and to create learner profiles for teachers to identify strengths, challenges, and create learner goals.

Q5 Metrics and Reporting:

The learners completed a survey at the beginning of the year. We did not complete a survey at a retreat because most of our learners moved to another school in a different area and we were not able to hold a retreat. We asked our current learners to complete the survey for the 21-22 school year. Survey results available here.

2. Complete a “Portrait of a GIA Learner” levels of autonomy or single point rubric
Purpose: Learner will identify where they are needing improvement and or evidence for exceeding in the areas of collaboration, communication, resiliency, empathy, and innovator
Q5 Metrics & Reporting:

The learners have continued their "plays of the week". The plays of the week offers them a positive experience to share what they are proud of from the prior week. We expect the learners beginning of the school year summative information to look different than last year and throughout this school year since we have a larger population.

3. Engage in diverse demonstrations of learning in which personalized, competency based assessment pathways are provided as a means of allowing learners  to demonstrate mastery on individualized timelines and through multiple modalities.
Purpose: Increase student agency, intrinsic motivation, and personalized learning to ensure students progress based on mastery of objectives, not seat-time.
Q5 Metrics & Reporting:

Learners are using self-assessment grading to further identify where they are, what they did well, and what they can do in the future. Pictures of their self-assessment sample rubric is in the google folder.

Learners engaged and experienced several Project Based Learning experiences for the 1st quarter of school in the 21-22 school year to include:

1) Let's Rocket Together: Rockets is an excellent opportunity for learners to practice the engineering design process and history of rockets. They are learning motion and force. They were then challenged to modify the design to see how the changes impact the rocket performance. Length, fin shape or angle can be changed–one variable at a time–to see how the rocket launch performs, and compares to the control design. Essential Question - How do rockets work? Why do rockets exists?

2) Light Up My Name: The learners began experimenting to gain an understanding of open and closed circuits. Their learning goals is to understand the GIA Design Process, Project Based Learning, and Engineering with Circuits. Essential Question - How do we make Circuits? What do circuits do and how they they work?

3) Kindness Rocks: Each class identified a spot at the school for a rock garden. They read a story to identify meaningful friendships and when kids start to navigate complex social situations. The rocks will be a daily reminder to learners that no matter what, they are special and they have the power to change the world. Essential Questions - How did this story help you to understand STEAM and the GIA Design Process?

4) Once Upon a STEAM Tale: Each class read a fairy tale (Rapunzel or Robin Hood). Learners were given one of the following STEAM challenges: Rapunzel: Engineer an escape and Robin Hood: Aim for Success . They used the GIA Design Process to prototype/create.

5) Shrinking Our Footprint: In this project, learners will use measurement, data, and fraction concepts to develop, implement, and monitor an action plan for reducing their family’s impact on the environment. Each learner team focuses on one resource: water, garbage, food waste, electricity, or car gas use. Teams research information, such as the amount of water per minute of shower or the number of miles per gallon used by a family car, and then they conduct home inventories of their family’s use of these resources for 1 week (e.g., timing the length of showers, the weight and volume of garbage, or the number of watt hours used by key household devices). learners graph their individual family data and collective team data on line plots. After measuring their families’ current use of resources, learners set goals for reducing resource use by a given fraction and identify strategies to help their families achieve these goals (e.g., “We will reduce our use of water by one-quarter through taking shorter showers and making sure the dishwasher is full before running it.”) learners communicate these strategies and goals to their families in the form of an informative/explanatory letter and then measure and graph changes in their families’ resource use as they implement their action plans. As an alternative, if there are barriers to measuring data about resource use at home, learners might consider measuring the use of resources in the classroom or across the school. Essential questions - What is a carbon footprint and how does it relate to climate change?

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1. Mentor & Mentee Goal Setting and Number of Times collaborating:
Purpose: To ensure the mentor/mentee process is aligned and effective for our community partners and the learners.
Q5 Metrics & Reporting:

We have 10 mentors for the 21-22 school year, with 3 additional starting in the next month after their mentor orientation.

Based on the end-of-the-year survey given to mentors in May we made adjustments to further refine the schedule and purpose. GIA Mentor Orientation -available in the drive. For the first mentor time with the learners they created a flipgrid on "What is Your Spark", if you have a moment please take a look at the mentors videos. The learners formulated their questions to ask their mentors for their first meet and greet session.

Our website has a section for individuals who might be interested in mentoring to submit an interest sheet. Found here.

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Learners who participate in Girls Scouts will be evaluated by the following
Girl Scouts: Badging and a STEM Outcomes Survey

Purpose: To quarterly evaluate the impact of the Girl Scout STEM program on girls’ progress towards four STEM Outcomes

Q5 Metrics & Reporting:

The Girl Scouts Troop has met over 15 times in the course of the year since it began.

We are currently continuing to enroll new girls scout members, and for tall prior enrollees and new enrollees paid for their membership dues and access to badges with the grant funding.

At the end of Quarter 4 we were down a troop leader. As of right now we have another volunteer, and the grant funding paid for their volunteer training and dues for troop leader certification.

ASU Prep Digital: Mini online courses and STEM Electives
Purpose: To determine the effectiveness of our learners’ impact with digital courses related to mini courses on elective topics and STEM. Course completion data, quiz scores from Canvas, Mastery Scores, STEM elective course grades, and Feedback survey (student proficiency/comfort with digital learning) data will be collected.
Q5 Metrics & Reporting:

We have had to pause the use of ASU Digital Prep. We had maintained our partnership with them to further ideas on using online platforms. However, Alhambra Elementary School District acquired our very on online system. Currently, our learners are accessing the online learning system through our digital platform, called Canvas.

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Please see the google drive link below for additional documents.
https://drive.google.com/drive/folders/1mISgPiHUkPyBQgtaTQYBt_m7jQuDJ1Fz?usp=sharing

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Girls Innovation Academy - Q4 - Presentation (16:9) by Sang Hee Kim

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ALL STAFF WILL:
1. Have a learner created evaluation/feedback completed by a learner(s).
Purpose: To engage learners in the process of constructive feedback and helping teachers to improve and reflect on their teaching.
Q4 Metrics & Reporting:

The 4th quarter end of the year capstone project and exhibition was to share their experiences at Girls Innovation Academy how they have grown from what they have been taught. On May 21, 2021 mentors, teachers, district staff, and others outside our community attended the "How I Am a #GIAneer" exhibition. In the folder you will find the presentations. Data and information was pulled from the learners slides, more specifically the slide "What I Learned at GIA". Data is available in the drive linked above.

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All LEARNERS WILL:
1. Complete an “Understanding of STEM & Leadership” Survey (pre, quarterly, post)
Purpose: Gather learner perspectives, self-assessment information, and to create learner profiles for teachers to identify strengths, challenges, and create learner goals.

Q4 Metrics and Reporting:

The learners will receive the post survey over the summer during a retreat.

2. Complete a “Portrait of a GIA Learner” levels of autonomy or single point rubric
Purpose: Learner will identify where they are needing improvement and or evidence for exceeding in the areas of collaboration, communication, resiliency, empathy, and innovator
Q4 Metrics & Reporting:

The learners have been completing "plays of the week". The plays of the week offers them a positive experience to share what they are proud of from the prior week. What we found from the beginning to the end of the plays of the week the learners were getting better at sharing more about themselves. Initially the learners shared more about what they were doing and the progression over time. However, between January 2021 to May 2021 they are sharing more details and more about themselves. See documentation in google drive link.

3. Engage in diverse demonstrations of learning in which personalized, competency based assessment pathways are provided as a means of allowing learners  to demonstrate mastery on individualized timelines and through multiple modalities.
Purpose: Increase student agency, intrinsic motivation, and personalized learning to ensure students progress based on mastery of objectives, not seat-time.
Q4 Metrics & Reporting:

Learners finalized their Quarter 4 Goals and Vision Board from Quarter 3. This is available in the google drive.

Learners engaged and experienced several Project Based Learning experiences for 4th quarter to include:

1) Solar Carnival Final Prototype and Presentations.(in partnership with ASU QUESTT). The Essential Question: How much power can a solar panel charge?

2) Mask project: the learners used the fabrication lab to  deepen their understanding of math concepts related to sewing. Essential Question: What do individuals like about masks?

3) Escape Room: The learners use psuedocode to design their own escape room. In this lesson they were able to accurately use measurements (including feet, inches, and degrees) to help their "human" robot get from one place to another using Code.

4) Binary Bracelets:  The majority of computers today store all sorts of information in binary form using coding. This lesson helped to demonstrate how it is possible to take something that we know and translate it into a series of ons and offs.

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MOST PARENTS/GUARDIANS/FAMILIES WILL:

1. Complete a “STEM and Leadership Perceptions” Survey (pre, quarterly, post)
Purpose: Gain insight how we can better prepare and inspire the learners to pursue STEM subjects.
Q1 Metrics & Reporting:

Parents survey was sent the first week of March with only 1 response received, another reminder was sent in Mid-April with no replies. We have decided as a team along with our advisory committee to wait until the summer to re-engage new parents in this survey.

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1. Mentor & Mentee Goal Setting and Number of Times collaborating:
Purpose: To ensure the mentor/mentee process is aligned and effective for our community partners and the learners.
Q1 Metrics & Reporting:

The number of mentors continue to stay the same of a total of 11 for the 20-21 school year.

We sent out a end-of-the-year survey to help us further reflect, refine, and determine what is working or not. Data is available in the google drive folder.

We have posted on Educator ProConnect to engage more volunteers and since then we have added an additional 2  for the 21-22 school year and will continue to track data into the new school year.

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Learners who participate in Girls Scouts will be evaluated by the following
Girl Scouts: Badging and a STEM Outcomes Survey

Purpose: To quarterly evaluate the impact of the Girl Scout STEM program on girls’ progress towards four STEM Outcomes

Q4 Metrics & Reporting:

The Girl Scouts Troop has met 10 additional times since the last quarter progress. The girl scout troop continues to discuss ways to support their community and earn badges.

Unfortunately, we be down one troop leader. It is required to have two. The good news is that we have engaged a new mentor volunteer and she is currently in the process to get here training and troop leader certification.

ASU Prep Digital: Mini online courses and STEM Electives
Purpose: To determine the effectiveness of our learners’ impact with digital courses related to mini courses on elective topics and STEM. Course completion data, quiz scores from Canvas, Mastery Scores, STEM elective course grades, and Feedback survey (student proficiency/comfort with digital learning) data will be collected.
Q1 Metrics & Reporting:

ASU Digital Prep added learners to the Canvas platform in mid-February. However, due to the low numbers in girls scouts the platform was not fully utilized this school year. In addition, the Alhambra school district has purchased Canvas for our learning purposes, and it has been determined to keep in house. During the summer time the troop leaders will work through creating the content through our own Canvas system.

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We have even more to share for the 3rd quarter. Thank you for watching this video along with the information shared in the google drive.
https://drive.google.com/drive/folders/1mISgPiHUkPyBQgtaTQYBt_m7jQuDJ1Fz?usp=sharing

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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ALL STAFF WILL:
1. Have a learner created evaluation/feedback completed by a learner(s).
Purpose: To engage learners in the process of constructive feedback and helping teachers to improve and reflect on their teaching.
Q2 Metrics & Reporting:

We decided to break down the evaluation feedback per individual course. We began with advisory, and it is available in the google drive and linked below. We will complete surveys for the Engineering course and lab course in the coming quarter.

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All LEARNERS WILL:
1. Complete an “Understanding of STEM & Leadership” Survey (pre, quarterly, post)
Purpose: Gather learner perspectives, self-assessment information, and to create learner profiles for teachers to identify strengths, challenges, and create learner goals.

Q2 Metrics and Reporting:

Learners completed this survey in the 2nd quarter (Survey Results here)

We will complete another post survey in the 4th quarter.

2. Complete a “Portrait of a GIA Learner” levels of autonomy or single point rubric
Purpose: Learner will identify where they are needing improvement and or evidence for exceeding in the areas of collaboration, communication, resiliency, empathy, and innovator
Q1 Metrics & Reporting:

The learners have been completing "plays of the week". We worked through a rubric, but they were struggling with self-identifying. The plays of the week offers them a positive experience to share what they are proud of from the prior week.

3. Engage in diverse demonstrations of learning in which personalized, competency based assessment pathways are provided as a means of allowing learners  to demonstrate mastery on individualized timelines and through multiple modalities.
Purpose: Increase student agency, intrinsic motivation, and personalized learning to ensure students progress based on mastery of objectives, not seat-time.
Q2 Metrics & Reporting:

Learners engaged in Quarter 3 Goals and Reflection from Quarter 2. The learners created goals and created a verbal reflection for each course section. This is available in the google drive.

Learners engaged in several Project Based Learning experiences from last quarter to include:

1) Solar Panel (in partnership with ASU QUESTT)-  how much power can a solar panel charge. They prototyped and practiced how they power a device. This is leading up to a much bigger project for the 21-22 school year where the learners will get to prototype a much larger scale cart to create energy.

2) Leprechaun Traps - the learners had to research leprechauns, design a trap, prototype, and create. They then shared their prototypes with a mentor who helped them to re-design to make it better.

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MOST PARENTS/GUARDIANS/FAMILIES WILL:

1. Complete a “STEM and Leadership Perceptions” Survey (pre, quarterly, post)
Purpose: Gain insight how we can better prepare and inspire the learners to pursue STEM subjects.
Q1 Metrics & Reporting:

Parents survey was sent the first week of March with only 1 response received. We will be sending another reminder in the coming weeks to present outcomes from the survey for Quarter 4.

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1. Mentor & Mentee Goal Setting and Number of Times collaborating:
Purpose: To ensure the mentor/mentee process is aligned and effective for our community partners and the learners.
Q1 Metrics & Reporting:

We have increased our total number of mentors from 7 to 11. 5 mentors supporting leadership advising, and 6 mentors  supporting with project advising. There have been at least 60 contacts thus far with our learners with at least a minimum of 30 minutes and maximum of 60 minutes spent per mentor time.

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Learners who participate in Girls Scouts will be evaluated by the following
Girl Scouts: Badging and a STEM Outcomes Survey

Purpose: To quarterly evaluate the impact of the Girl Scout STEM program on girls’ progress towards four STEM Outcomes

Q1 Metrics & Reporting:

The Girl Scouts Troop has met 7 additional times since the last quarter progress. The girls have discussed the following to earn their badges - Global goal themes, Climate change for people

ASU Prep Digital: Mini online courses and STEM Electives
Purpose: To determine the effectiveness of our learners’ impact with digital courses related to mini courses on elective topics and STEM. Course completion data, quiz scores from Canvas, Mastery Scores, STEM elective course grades, and Feedback survey (student proficiency/comfort with digital learning) data will be collected.
Q1 Metrics & Reporting:

ASU Digital Prep added learners to the Canva platform in mid-February. A scheduled training will occur late March to begin the digital platform. With distance learning, there have been barriers to access and upload between the ASU portal and Alhambra's portal. We have, since then, able to work through it so it can be accessed.

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We are very excited to share with you the 2nd quarter updates. Here is the link to access videos of the car challenge presentations, the entire STEM & Leadership survey response, and fun coding videos.

https://drive.google.com/drive/folders/1mISgPiHUkPyBQgtaTQYBt_m7jQuDJ1Fz?usp=sharing

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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ALL STAFF WILL:
1. Have a learner created evaluation/feedback completed by a learner(s).
Purpose: To engage learners in the process of constructive feedback and helping teachers to improve and reflect on their teaching.
Q2 Metrics & Reporting:

Current draft form created, Next steps: Vet with GIA Advisory Committee and the learners

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All LEARNERS WILL:
1. Complete an “Understanding of STEM & Leadership” Survey (pre, quarterly, post)
Purpose: Gather learner perspectives, self-assessment information, and to create learner profiles for teachers to identify strengths, challenges, and create learner goals.

Q2 Metrics and Reporting:

Learners completed this survey.

Survey Results here

2. Complete a “Portrait of a GIA Learner” levels of autonomy or single point rubric
Purpose: Learner will identify where they are needing improvement and or evidence for exceeding in the areas of collaboration, communication, resiliency, empathy, and innovator
Q1 Metrics & Reporting:

Delayed to 2nd semester due to better identify the effectiveness with distance learning and in-person. The GIA team is currently completing the rubric. Next steps: once complete vet with the GIA Advisory Committee, edit/revise based on their feedback, and implement with the learners by no later than February 2020.

3. Engage in diverse demonstrations of learning in which personalized, competency based assessment pathways are provided as a means of allowing learners  to demonstrate mastery on individualized timelines and through multiple modalities.
Purpose: Increase student agency, intrinsic motivation, and personalized learning to ensure students progress based on mastery of objectives, not seat-time.
Q2 Metrics & Reporting:

All learners completed GIA Design Process templates with their project based work to identify how they are learning, what they are learning, and assessing their own learning. During their presentations to the class, the recordings serve as an artifact to identify mastery of the content. 80% of learners are able to successfully identify the GIA Design Process Steps and explain each step to other learners and the community.

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MOST PARENTS/GUARDIANS/FAMILIES WILL:

1. Complete a “STEM and Leadership Perceptions” Survey (pre, quarterly, post)
Purpose: Gain insight how we can better prepare and inspire the learners to pursue STEM subjects.
Q1 Metrics & Reporting:

The sharing if the parent survey has been delayed in order to first send out the learner surveys and results have been shared with Advisory Committee. Next steps: vet with the GIA Advisory Committee, edit/revise based on their feedback, and implement with the learners by no later than February 2020.

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1. Mentor & Mentee Goal Setting and Number of Times collaborating:
Purpose: To ensure the mentor/mentee process is aligned and effective for our community partners and the learners.
Q1 Metrics & Reporting:

We have a total of 7 mentors. 3 mentors supporting leadership advising, and 4 mentors  supporting with project advising. All mentors have participated, at minimum, of 30 minutes per week since October 2020.

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Learners who participate in Girls Scouts will be evaluated by the following
Girl Scouts: Badging and a STEM Outcomes Survey

Purpose: To quarterly evaluate the impact of the Girl Scout STEM program on girls’ progress towards four STEM Outcomes

Q1 Metrics & Reporting:

First Girls Tech Savvy Troop held on 11/09/2020 with 4 girls. They have met 4 up until 12/17/2020.

ASU Prep Digital: Mini online courses and STEM Electives
Purpose: To determine the effectiveness of our learners’ impact with digital courses related to mini courses on elective topics and STEM. Course completion data, quiz scores from Canvas, Mastery Scores, STEM elective course grades, and Feedback survey (student proficiency/comfort with digital learning) data will be collected.
Q1 Metrics & Reporting:

ASU Digital Prep is preparing to add the learners to the platform for implementation in January 2021.

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Thank you for watching the video. Here is the link to access the catapult videos, if you are interested in watching them as well - https://drive.google.com/drive/folders/1hgeqiArq_tXo6E3O9Yi7bO9VxhNnrY79?usp=sharing

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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All LEARNERS WILL:
1. Complete an “Understanding of STEM & Leadership” Survey (pre, quarterly, post)
Purpose: Gather learner perspectives, self-assessment information, and to create learner profiles for teachers to identify strengths, challenges, and create learner goals.

Q1 Metrics & Reporting:

The GIA team created the survey, and currently in the review process by the team. Next steps: vet with the GIA Advisory Committee, edit/revise based on their feedback, and implement with the learners by no later than November 2, 2020

2. Complete a “Portrait of a GIA Learner” levels of autonomy or single point rubric
Purpose: Learner will identify where they are needing improvement and or evidence for exceeding in the areas of collaboration, communication, resiliency, empathy, and innovator
Q1 Metrics & Reporting:

The GIA team is currently completing the rubric. Next steps: once complete vet with the GIA Advisory Committee, edit/revise based on their feedback, and implement with the learners by no later than November 2, 2020

3. Engage in diverse demonstrations of learning in which personalized, competency based assessment pathways are provided as a means of allowing learners  to demonstrate mastery on individualized timelines and through multiple modalities.
Purpose: Increase student agency, intrinsic motivation, and personalized learning to ensure students progress based on mastery of objectives, not seat-time.
Q1 Metrics & Reporting:

All learners completed the iReady diagnostic to determine their current competencies, specifically in the areas of English Language Arts and  Math (see pictures below). The diagnostic indicates the learners below 1, 2, or 3 grade levels below. Next steps: Teachers to dig deeper into the data to determine their competencies and adjust the learners for more personalized learning opportunities based on what they can do and how to get to the next learning level.

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ALL STAFF WILL:
1. Have a learner created evaluation/feedback completed by a learner(s).
Purpose: To engage learners in the process of constructive feedback and helping teachers to improve and reflect on their teaching.
Q1 Metrics & Reporting:

The Director of Girls Innovation Academy is researching and reviewing forms that has already been created for this type of feedback. Next steps: compile a pros and cons between the various feedback forms, create from the combination of the forms, vet the forms with district, vet with the learner, share with the teachers for review, and implement throughout the course of the school year.

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MOST PARENTS/GUARDIANS/FAMILIES WILL:

1. Complete a “STEM and Leadership Perceptions” Survey (pre, quarterly, post)
Purpose: Gain insight how we can better prepare and inspire the learners to pursue STEM subjects.
Q1 Metrics & Reporting:

The GIA team created the survey, and currently in the review process by the team. Next steps: vet with the GIA Advisory Committee, edit/revise based on their feedback, and implement with the learners by no later than November 2, 2020

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1. Mentor & Mentee Goal Setting and Number of Times collaborating:
Purpose: To ensure the mentor/mentee process is aligned and effective for our community partners and the learners.
Q1 Metrics & Reporting:

The GIA Team is collaborating with Ticketmaster, Intel, and leaders, Ms. Arizona USA 2020, and college students to mentor our learners. Currently we have 12 total mentors committed. The first GIA Mentor Orientation was held virtually on Tuesday, 09/22. The learners created their very own #goals on their iPads. Next steps: Mentors sign up for 30-45 minutes per week, schedule meet and greets, and share the learners goals with their assigned mentors.

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Learners who participate in Girls Scouts will be evaluated by the following
Girl Scouts: Badging and a STEM Outcomes Survey

Purpose: To quarterly evaluate the impact of the Girl Scout STEM program on girls’ progress towards four STEM Outcomes

Q1 Metrics & Reporting:

GIA Girls Tech Savvy Troop recruitment is currently open. Next steps: Schedule a GIA Team with Girl Scouts to determine the timelines of the survey.

ASU Prep Digital: Mini online courses and STEM Electives
Purpose: To determine the effectiveness of our learners’ impact with digital courses related to mini courses on elective topics and STEM. Course completion data, quiz scores from Canvas, Mastery Scores, STEM elective course grades, and Feedback survey (student proficiency/comfort with digital learning) data will be collected.
Q1 Metrics & Reporting:

GIA Team spoke with the ASU Prep Digital team to work on the Canva platform and the courses. Next steps: implement the course alongside the girl scout troop.