Giano Intermediate School A School in the Rowland Unified School District

Why Giano Was Selected

To identify a pool of high-performing schools, we examined student and school performance data from 2003-2007. An overview of our methodology is posted on this website. Generally, we selected schools to highlight based on the following criteria:

• High poverty: 82% of Giano students are eligible to receive free or reduced-price lunch.
• Substantially higher performance than predicted: As indicated by a similar schools rank of 10, Giano students are performing well above the levels of their peers in similar schools.
• Meeting or exceeding subgroup performance standards: Giano students in all subgroups are meeting or exceeding Adequate Yearly Progress (AYP) goals, particularly in mathematics.
• Sustained performance over time: Giano has never been identified for program improvement under No Child Left Behind and, with the exception of 2005, it has met all AYP requirements. Furthermore, Giano has met all Academic Performance Index (API) targets across all subgroups.
• No selectivity in admissions: Giano serves neighborhood students within its attendance zone. Approximately 10 students per year attend the school on an intra-district permit.

Recognition of Giano's Success

Giano was named a 2007 California Distinguished School, received a Diamond Award for its counseling program, is an Advancement Via Individual Determination (AVID) National Demonstration School, and has been recognized for its efforts in closing the achievement gap.

Factors in Giano's Success

Giano staff attribute its success to a well-defined plan for instructional improvement, a professional learning community comprised of a stable and dedicated staff, and a well-established system of data use.

The Giano principal, Steven Hansen, plays a large role in its success. Hansen has been principal at the school for 15 years and has developed a school culture that is both demanding and supportive. When asked what three factors have been the most effective in achieving this high level of success, Hansen listed high expectations, a comprehensive improvement planning process, and a variety of interventions to improve student performance. Hansen emphasized that teachers and school leaders ensure that all three of these factors work together to help Giano achieve its goals.

Hansen is quick to point out that the school’s success is largely attributed to staff and district support. The staff create a community full of trust, respect, and responsibility between adults and students. The district provides the school with the flexibility needed to design an instructional program that best fits the needs of its students. These factors, along with strong leadership from Hansen, have made Giano a high performing school.

How Giano Sets High Expectations

• Create a culture of high expectations: The principal and teacher leaders consistently emphasize the belief that every student can learn and that the school can help students achieve high results.
• Set measurable goals for student achievement: Though Giano meets or exceeds overall and subgroup AYP proficiency goals, the principal and staff set specific goals that exceed the federal requirements for all students and track their progress towards those goals.
• Communicate performance goals with students: At the beginning of each school year the principal and counselor spend a full class period in each homeroom discussing performance goals. Students examine their own state test scores, proficiency levels, and individual performance goals.
• Involve parents in goal setting: Parents are invited to counseling sessions with their child to discuss student test scores and achievement goals.