BONITA VISTA HIGH SCHOOL MID-CYCLE PROGRESS REPORT 751 Otay Lakes Road Chula Vista, CA 91913 Sweetwater Union High School District
February 26, 2018
Accrediting Commission for Schools Western Association of Schools and Colleges
Mid-cycle Progress Report Rev. 3/15
Bonita Vista High School ACS WASC Mid-cycle Progress Report
CONTENTS
I:
Student/Community Profile Data ..............................................................
1
II:
Significant Changes and Developments ....................................................
14
III: Ongoing School Improvement ...................................................................
29
IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan ............
31
V:
48
Schoolwide Action Plan Refinements ........................................................
ii
Bonita Vista High School ACS WASC Mid-cycle Progress Report
I: Student/Community Profile Data SCHOOL Bonita Vista High School (BVHS), home of Baron Pride, boasts a 52-year tradition of academic excellence and supports a rich set of extracurricular programs, including clubs and teams with championship athletes as well as award-winning performers. Bonita Vista High School, a four-year comprehensive high school, has a student population of approximately 2,425 students (CALPADS Census enrollment as of October 2017). Located in Chula Vista, a suburban community of 244,000 people, the school lies between San Diego, fifteen miles to the north, and the international border seven miles to the south. The school, in its 52-year history, has emphasized academic excellence through the rigorous International Baccalaureate (IB) program and Advanced Placement (AP), as well as extensive academic support programs. In May 2017, BVHS was recognized as a California Gold Ribbon school for its afterschool peer tutoring program, entitled Tutor, Educate, and Motivate (T.E.A.M.) The Gold Ribbon designation replaces the former, well-known, California Distinguished Schools Program. The school's last WASC accreditation visit was in March 2015. The WASC visiting committee awarded BVHS with a six-year accreditation, with a one day mid-cycle review visit scheduled for February 26, 2018. Bonita Vista High School has earned a well-deserved reputation for exemplary academic and extra-curricular programs. Students may choose from a rigorous A-G program reflected in our general education, IB, AP, Honors and Accelerated courses. Many students also take advantage of the opportunity to participate in our performing arts programs, as well as a variety of sports. Additionally, BVHS supports over 60 active student clubs and organizations. Moreover, students with an eye to the workplace, may choose from an array of Career Technical Education (CTE) pathways: Design, Visual and Media Arts; Systems Diagnostic and Services (Transportation); Sports Medicine; as well as Computer Science courses. Bonita Vista High School offers flexibility in the school schedule with 90% of the population operating on a period 1-6 schedule (7:10 am - 2:15 pm). Approximately 10% of the populations operates on a period 2-7 schedule (8:20 a.m.3:20 p.m.) and about 1% of the population operates on a period 1-7 schedule (7:10 am - 3:20 pm). Fifteen days are allotted as student minimum days; these occur on the day school opens and closes, the day after Open House, for final exams first and second semester and for SBAC testing days. Beginning in 2018-19, BVHS will function on a new bell schedule which will expand the time available for PLCs to meet weekly for 90 minutes of collaboration time rather than the current 10 meetings per year for 57 minutes of collaboration time. As BVHS transitioned into the full California Assessment of Student Performance and Progress (CAASPP) accountability program, the following assessments are administered annually: Smarter Balanced English language arts/literacy and mathematics (11th grade) California Alternate Assessments for English language arts, mathematics, and science (10th and 11th grades) California Science Tests (10th grade) 2017 CAASPP (SBAC) CELDT (new ELPAC to replace CELDT which is scheduled for administration in February 2018) Bonita Vista High School continues to ensure excellence in teaching and learning as the school offers opportunities to prepare all students to succeed in college and career, build a culture of equity, and create a positive school climate. Numerous opportunities exist for students to enrich and accelerate their academic preparation for college. Since 1985, Bonita Vista has been one of 668 International Baccalaureate (IB) Diploma Schools in the country and one of 111 schools in California earning recognition as an IB school. Administrated from Cardiff, Wales, the IB program is a comprehensive, rigorous course of study including English, Foreign Language, Social Science, Science, Math and an IB elective. The IB diploma is valued worldwide for college entrance and advanced standing. Additionally, the school offers Advanced Placement (AP) courses and exams to enhance college readiness.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Since 2014-15, BVHS has had to adjust to changes in our funding and implementation of new school programs. With the adoption of the Local Control Accountability Plan (LCAP), the school’s focus is on the implementation of school programs to increase student achievement. LCAP requires the school to involve all stakeholder input in decisionmaking and its annual review; therefore, LCAP brings greater school accountability. Although LCAP benefits all students, the LCAP target student population gives priority to English Learners, low-socio economic, and foster youth students. The school goals are aligned to the district LCAP goals which are outlined in the school’s Single Plan for Student Achievement (SPSA): Goal 1: Ensure excellence in teaching and learning so each student is prepared to succeed in college and career Goal 2: Create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district Goal 3: Foster and honor parent and community engagement to support excellence in each student’s success Goal 4: Develop coherent and transparent systems for operational excellence to support each student’s success Ongoing professional development, at both district and site levels, has been a major focus in supporting teachers with the implementation of the state standards, curriculum, instruction, assessment, and best practices. Site Curriculum Specialists provide professional development in all subject areas to support the work of PLCs. A focus on a schoolwide collaborative culture ensures that all teachers use district common language and implement district initiatives, i.e., Effective First Instruction (EFI), Structured Student Interaction (SSI), Rigor and Relevance Framework, Checking for Understanding, Rhetorical Approach, Daily Learning Target (DLT), Instructional Format, Checking for understanding, Academic Language Development, and Research-based instructional strategies. Over the last three years, there has been an increased focus of A-G completion of graduation requirements and improving the success of our students. For students that are at-risk of failing courses, there is great emphasis on remediation to ensure students succeed. BVHS offers various schoolwide academic support programs to assist students in dire need of additional academic support. These programs include instructional day peer tutors, instructional assistants, support classes in English and math, afterschool targeted/assigned and voluntary T.E.A.M., voluntary teacher tutoring, Homework Center, peer counseling, and student support groups. COMMUNITY Bonita Vista High School has become the hub of the local school community whose support we value in upholding our traditions of excellence. Bonita Vista is located in the city of Chula Vista; however, students living in the county area of Bonita also attend. The school is located in a middle to upper-middle income area, with single-family dwellings as well as apartments and condominiums. Our primary feeder school is Bonita Vista Middle School, located less than a quarter mile to our north. The culture of BVHS meets the needs of our students by providing a rich academic program, a positive social environment, and an extracurricular environment. As one of the top academically performing high schools in the Sweetwater Union High School District, BVHS draws students from outside the district boundaries. Many of these students come to our school to participate in our IB program and Special Education Transitional program. BVHS continues to enhance collaborative relationships among families, community members, educators, and students to accomplish our school’s mission and goals. BVHS fosters and honors parent and community engagement to support excellence in each student’s academic success. Our partnerships with students, staff, families, and community members include various parent and community committees and organizations: Parent Teacher Student Association (PTSA) School Site Council (SSC) English Learner Advisory Committee (ELAC) Parent Boosters: Club Blue (Band), Vocal Music Dept., Football, Water Polo, Cross Country
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Bonita Optimist Club (Community organization that supports our students.) Chula Vista Rotary Club (Community organization that supports our students.) Other community partnerships include our monthly “Career of the Month" alumni guest speaker presentations. Guest speakers present their profession, level of education needed, salary, employment outlook, and preparation for a career in that specific field. Various guest speakers include fields in Computer Science, Border Patrol/U.S. Customs, Probation, Registered Nurse, Computer Video Engineering, Culinary Arts, Educators, etc. Additionally, community guest speakers present in classes to reinforce subject area concepts and give insight to future employment opportunities. The Special Education Transitional program collaborates with the community providing moderatesevere students community work opportunities with offsite jobs at the Bonita library, Subway, Marshalls, YMCA. Students also learn how to take public transportation and shop. Since 2015, there was refinement of the state’s priorities and LCAP goals. As of 2016-17, there was planned implementation from the district to revise and rewrite the district’s mission statement aligned to the LCAP goals. In December 2017, the Board of Trustees adopted the new Mission and Belief Statements for the Sweetwater Union High School District. The new district Mission and Belief Statements were developed by a team of 40+ Sweetwater community stakeholders. The new district Mission and Belief Statements will result in the overarching language for BVHS to develop its new Mission Statement and Learner Outcomes scheduled to be drafted in Spring 2018. Bonita Vista High School Current Mission Statement and Learner Outcomes Mission Statement The mission of Bonita Vista High School, a distinctive and vibrant international community of leaders, is to ensure all students thrive and successfully contribute to a global society through a system of learning distinguished by: Rigorous, comprehensive, and enriching academic programs Diversified extra-curricular programs designed to engage and inspire all students A safe learning environment A culture that fosters intellectual risk-taking and the exploration of new ideas Individuals whose actions are guided by integrity, honesty, and respect Partnerships with students, staff, families, and community members A tradition of excellence and Baron Pride Learner Outcomes 100% of students at BVHS will complete an enriching academic program and graduate with the skills necessary to succeed in their future endeavors. Each student will be self-reliant and possess the skills necessary to contribute to a global society. District Mission and Belief Statements (Adopted December 2017) Mission Statement Located in the heart of an international border community, the Sweetwater Union High School District ensures a safe, inclusive, collaborative culture that empowers each student to actively engage in a meaningful educational experience to pursue personal and academic success. Belief Statements We believe each student can succeed. We believe in a welcoming community that is inclusive, equitable, and promotes positive academic, social, and emotional well-being. We believe relationships and collaboration matter. We believe resources shall be equitably distributed to ensure the success of each student. We believe in the value of community voice in decision-making. We believe in a culture of trust based on integrity and transparency.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Student and Faculty/Staff Demographics
As of October 2017, the total school student enrollment is approximately 2,425 students (CALPADS Census enrollment as of October 2017). ) In 2014-15 and 2015-16, during “open enrollment” district Board policy, enrollment was steady (higher than prior years). In 2016-17, enrollment declined for various reasons: 1) the establishment of newer neighboring high schools, 2) open enrollment closed per new Board zoning in 2015-16, and/or 3) population changes, fluctuation, transportation issues, etc. BVHS continues to be “open enrollment” strictly for the IB program and intra-district transfer students. Enrollment by grade level for the past three years has been fairly consistent. In 2015-16, there was a large senior class and subsequent classes were fairly consistent.
Enrollment by Ethnicity Year
Amer. Indian or Alaska
Asian
African American
Filipino
Hispanic or Latino
Native/Hawaiin or Pacific Islander
White
Two or more races
None Reported
2016-17 (2,326)
6
46
74
162
1609
10
254
162
3
( < 1%)
(2%)
(3%)
(7%)
(69%)
(< 1%)
(11%)
(7%)
(< n 1%)
2015-16 (2,496)
4
57
77
195
1691
10
0
(2%)
(3%)
(8%)
(68%)
(< 1%)
288 (12%)
174
(< 1%)
(7%)
2014-15 (2,487)
6
62
70
191
1671
17
(< 1%)
(67%)
(< 1%)
(2%)
(3%)
(8%)
314 (13%)
156
0
(6%)
Bonita Vista High School, reflective of our Chula Vista community ethnicity, serves a predominately Hispanic student population and has reflected an average of 68% over the last three years. For the 2017-18 school year, our student demographics by ethnicity includes 69% Hispanic, 10% White, 9% Asian, 3% African American, 8% two or more races, and less than 1% American Indian/Pacific Islander and none reported. Thus, 90% of the student population is ethnically diverse. The percentage of Hispanic/Latino students has increased by 2% in the last three years. There has been a slight decrease in the Filipino and White population. Other populations have remained fairly steady.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
• LTEL: Long Term English Learner (In the U.S. four or more years). • STEL: Short Term English Learner (Newcomers: less than 4 years)
For 2017-18, our English learner (EL) enrollment is 174 students at 7%: 129 Long Term English Learners (LTELs) and 45 Short Term English Leaners (STELs). The enrollment of ELs has remained steady at 7% over the last three years. EL students are supported by classes in English Language Development (ELD Levels 1-4) and Structured English Immersion (SEI) in all core classes. The CELDT (which will be replaced with ELPAC Spring 2018), has been administered as an initial assessment to determine language proficiency, placement, and reclassification. The new ELPAC will be administered two times a year: upon enrollment, initial assessment to determine language proficiency/placement and in February as a summative assessment to measure growth for appropriate placement and reclassification.
Predominate Languages of English Learners
2016-17 (172) 2015-16 (169) 2014-15 (181)
Arabic
Farsi
Filipino
Japanese
Korean
Mandarin
Samoan
Spanish
All Other
2
**
9
**
1
**
1
157
2
1
**
8
2
**
2
**
155
1
3
1
12
2
**
**
**
162
1
Languages represented by the English Learner student population include Spanish, Japanese, Filipino, Korean, Mandarin, and Arabic. In the past three years, the languages of English Learners show a fairly consistent trend in the predominate languages spoken, primarily Spanish. The reclassification of English Learners has increased over the last three years by over 50%. The increase of our ELs reclassifying measures the progress of English Learners. BVHS reclassifies students annually based on reclassification criterion: • Score of Early Advanced or higher on the CELDT and/or new ELPAC • “C” or better in core classes/GPA of 2.0+ • Teacher recommendation • Parent Consultation As of 2017-18, new state/district guidelines require student monitoring of four years to ensure academic success. The reclassification designation varies from year to year because of the mobility rate of EL students and start at different levels of ELD. As of 2017-18, the RFEP current student count for 5 monitoring is 255.
Bonita Vista High School ACS WASC Mid-cycle Progress Report
For 2017-18, Special Education enrollment includes 295 students: 111 in RSP, 78 in mild-moderate, 45 in moderate, 55 in moderate-severe (grade 13) students, and 6 in LSH. Over three years, the Special Education program has seen minor changes in RSP and more fluctuation in the other three levels. RSP students are served in co-teach classes with added support of two teachers; mild-moderate are served in Fundamental courses; and moderate students identified with specific learning disabilities are placed in mainstream classrooms with the added support of two teachers working collaboratively to scaffold instruction and provide the necessary modifications and accommodations necessary for student success. The moderate-severe programs participate in various skill-based, social and physical opportunities, including a car wash program, recycling program, popcorn sales, dances, and choir shows. Furthermore, the moderate-severe program hosts a one-day, competitive soccer tournament where all other district moderate-severe programs participate. The Sped Transitional program collaborates in a communitypartnership to provide moderate-severe students employment opportunities with offsite jobs at the Bonita library, Subway, Marshalls, YMCA, etc. In preparation for the workplace, students do job interviews, prepare resumes, learn to handle money, ride public transportation, and shop in stores. For 2017-18, the enrollment of Foster Youth (FY) is 12 of 2,425 total enrollment. This is less than 1% of total FY student population. Foster Youth enrollment has gradually increased over the last three years but still less than 1% of student population. The CIS Coordinator the progress and needs of foster youth students.
Year 2016-17 2015-16 2014-15
Foster Youth Enrollment # of Students 2,326 8 2,496 6 2,487 6
% of Students Less than 1% Less than 1% Less than 1%
BVHS has never been a Title I school, averaging 29% Free and Reduced (F&R) meal eligibility in the last three years. However, BVHS met its goal this year in reaching 40% F&R becoming a designated Schoolwide Title I school for the 2018-19 school year. This is an increase of 13% from 2016-17. BVHS has made huge gains under the new administration to meet this goal. Planned implementation of Title I for 2018-19 will begin Spring 2018. BVHS will implement its Title 1 program in July 2018. Title I program benefits to students include free meals, reduced-fee AP/IB, SAT/ACT exams, and eligibility for college application 6 fee waivers.
Bonita Vista High School ACS WASC Mid-cycle Progress Report
For 2017-18, Bonita Vista High School is staffed with 120 certificated personnel including 108 teachers, 1 teacherlibrarian, 6 counselors, and 5 administrators. Classified personnel includes 16 instructional aides, 26 health care assistants, 1 psychologist, 1 speech-therapist, 1 registered nurse, 13 clerical, 10 custodial, 3 campus assistants, 1 Bilingual Tester, 1 Informational Technology Tech, 1 Community Relations Facilitator, and 1 Vocational Educator. The diverse BVHS faculty includes (2017-18) 35% Hispanic, 44% White, 7% Asian, 6% Black, and 4% ‘other’ with 4% declining to state ethnicity.
Certificated Teaching Staff by Ethnicity TOTAL Staff
Hisp anic
Asian
Filipino
African American
White
Other
No Response
2016-17
112
40
4
3
6
56
2
1
2015-16
111
41
4
9
6
54
1
2
2014-15
109
39
4
4
6
55
**
1
The diverse teaching staff includes 108 teachers: 33 Hispanic, 61 White, 4 Asian, 3 Filipino, 6 Black, 1 ‘other’. Bonita Vista High School teaching staff is predominately White and Hispanic. Over the last three years, teacher diversity has remained steady in other ethnicities.
Teachers Years of Experience 2017-2018 Fully Credentialed = 108
Number of years in education
Number of Teachers
0 – 9 years
33
10 – 19 years
39
20 – 29 years
32
30 – 39 years
1
40 + years
3
The majority of our teachers have 10-19 years of teaching experience, followed by teachers with 0-9 and 20-29 years of experience. All teachers are highly qualified, fully credentialed, meet NCBL compliance, CLAD certified, teach within their core area of expertise, and are trained to provide Structured English Immersion (SEI) specialized instruction which enables English Learners to acquire English language skills so that they succeed in an English-only class and become fluent English proficient within a year. The current level of education for certificated staff includes 2 Doctoral degrees, 63 Master’s degrees, and 47 Bachelor’s+30 units/ Bachelor’s Degrees. All teachers hold a Bachelor’s or Master’s degree in the field of study, are CLAD certified, and meet NCLB compliance.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
STUDENT ACHIEVEMENT DATA
At least 78% of students scored “MET or EXCEEDED” on the ELA portion as measured by the CAASPP Spring 2017. This represents an increase of 5% from the 2015-16 scores and overall 15% increase from the 2014-15 baseline scores. The ELA dept. annual goal is to increase the amount of students who MET/EXCEEDED the standards by 5% and decrease the percentage of students score at/or below “Standards NOT Met”. For students not currently meeting ELA standards, the annual goal is for each student to make significant progress toward growth and/or meeting the standards each year.
There is a 4% increase of students who scored “EXCEEDED” on the math portion as measured by the CAASPP Spring 2017. Overall, at least 44% of students scored “MET or EXCEEDED” on the Math. Thirty percent of students “Nearly Met” and 26% of students did Not Meet the standards. Significant factors that contribute the low rates in math performance would be the transition to Common Core, movement to Integrated Math (IM) math courses, and implementation of CPM math textbook adoption. For students not currently meeting the math standards, our yearly goal is for each student to make significant progress toward growth and/or meeting the standards each year. The math department’s goal is to increase the number of students who MET the standards by 5% and decrease the number of students scoring at/or below “standards NOT met”.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Advanced Placement (AP) Exams Results Year
Number of AP Exams Taken % Overall Pass Rate earning 3 or higher
2016-2017
777
62%
2015-2016
900
61.4%
2014-2015
774
61.8%
Since 2014-15, the number of AP exams administered increased by 95 exams in 2015-16 and decreased by 123 exams in 2016-17. The decrease in number of exams taken can be attributed to the fact that students are attempting to maximize the return on their investment (students pay for the tests unless they qualify for free/reduced lunch) selecting those test subject areas in which they feel confident they will be successful. Although the number of exams decreased in the last year, the overall exam pass rate increased close to 1%.
International Baccalaureate (IB) Exam Results Year
Number of IB Exams Taken
% Overall Pass Rate earning 4 or higher
2017-2018
320
2016-2017
268
85%
2015-2016
399
75%
2014-2015
410
66%
IB Diploma Candidates and Diplomas Awarded Year
Number of IB Candidates
Number of Diplomas Awarded
2017-2018
44
2016-2017
36
30
2015-2016
66
40
2014-2015
44
27
Over the last three years, the number of IB exams taken has decreased by 142; however, the pass rate has increased by 19%. Since the AP/IB programs were formally separated in 2016-17, this is a probable reason for the decrease in number of IB exams taken within the last two years; students choosing to take the AP route instead of IB. This year, there are 320 scheduled IB exams to be taken in April 2018. Students are showing great gains in IB exams pass rates. IB candidates attempting to earn an IB Diploma must average a 4 on each of the six exams. The CSU/UC acceptance of IB scores from higher level exams requires a 5 before college credit is granted, but some colleges are more generous in granting credit for a 4 on standard level exams. Over the last three years, the number of diplomas earned has shifted. There was a decline in diplomas earned in 2016-17 by 10. Since 2015, there have been personnel changes within the IB program. During the transition period of hiring new IB personnel, additional IB study guides were purchased and the program was separated from the AP program to support higher pass rate in both IB and AP programs. As of 2016-17, all IB teachers have appropriate IB training. The program is currently restructuring support for IB students for the extended essay which was identified as one main reason why some students did not receive their diploma.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
California English Language Development Test (CELDT) All English Learner Assessment Results
In 2016-17, our English Leaner population scored 78 % in Advanced/Early Advanced/Intermediate proficiency levels. For the past three years, the trend shows overall progressive growth of English Learners from lower to higher proficiency levels on the CELDT. EL students in need of additional academic support to move up levels on the CELDT are assigned a peer tutor in core classes and are enrolled in targeted after school interventions which specific bilingual support in EL T.E.A.M. The New ELPAC exam will replace the CELDT in Spring 2018.
COLLEGE AND CAREER READINESS DATA In 2016-17, the A-G graduation completion rate was at 56%. This is a decrease of 4% from 2014-15. BVHS has numerous systems in place for ongoing professional development to increase A-G graduation rates. There is a schoolwide focus on Effective First Instruction, best practices, and interventions to help students succeed and improve A-G rates. All students may choose from a rigorous A-G program in our (61%) general education, IB, AP, Honors and Accelerated courses. As of 201718, all science and math courses in the regular and advanced curriculum are A-G approved. Stronger programming in the master schedule allows regular students to take all A-G classes. Beginning in 2018-19, the expanded PLC collaboration time will allow for a stronger focus on increasing A-G graduation rates.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
54%
60% 26%
23%
The number of students taking the Scholastic Aptitude Test (SAT) increased from 2014-15 to 2015-16 with a decrease in 2016-17. Nearly 50% with an increase to 60% of students have taken the SAT in the last three years, showing overall improvement growth in test scores. From 2014-15 to 2015-16, there was increase of 3% in the students who scored Greater than or equal to 1500. For 2016-17, there is no data available. The percentage of students being tested shows an upward trend with more seniors qualifying to attend a four-year college. The PSAT/SAT tests are being highly promoted and more students are motivated to take the SAT and attend college. There is a schoolwide testing day in October during which time sophomores take the PSAT, and juniors take the preliminary SAT/National Merit Scholarship Qualifying (NMQT) test. Furthermore, the school offers various SAT prep workshops throughout the school year.
Over a three-year period, the average score of students who have taken the American College Testing (ACT) is 20%. The number of students who have taken the ACT increased from 2014-15 to 15-16 by 5%, with a slight decline in 2016-17 by 1%. Student composite mean scores have remained steady at 23 or higher during the past three years. At this point, approximately 23% are testing and scoring a 62 percentile. The ACT is being newly promoted and more students are motivated to take the ACT and attend college. There is a schoolwide testing day in October during which time freshman take the practice ACT. The percentage of students being tested shows interest for students who prefer to take it over the SAT.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
SCHOOL CLIMATE DATA For the past three years, student attendance rates have had minor changes within .6%, ranging from 95.53% to 95.71% with a slight decrease in 201516 to 95.12%. The school Attendance Plan is now administered by a full-time Attendance Coordinator whose primary goal is to capture and remediate attendance problems for students with chronic absenteeism and tardies. The Attendance Coordinator monitors attendance data and works with students and their families to improve attendance.
Chronic Absenteeism by Ethnicity 2016-2017 Ethnicity
Total Enrollment
Absenteeis m Count
Absenteeism Rate %
African American
86
15
17.4%
Asian
49
5
10.2%
169
9
5.3%
1,711
215
12.6%
11
2
18.2%
White
263
37
14.1%
Two + Races
167
15
9%
Filipino Hispanic or Latino Pacific Islander
Chronic absenteeism data will be added to the California School Dashboard in March 2018. Data is based on the latest state data available as of Fall 2017. A student is considered a chronic absentee if he or she is absent 10 percent of the days they were enrolled in a school. A chronic absence is different from truancy which counts only unexcused absences in need of prevention and early intervention. The charts above indicate chronic absenteeism rates of the school and by ethnicity. In 2016-17, there were 299 chronic absent students, 12% of the student population. The school has a full-time Attendance Coordinator and systems in place which includes monitoring, prevention, and intervention activities to remediate chronic absenteeism.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
The Truancy data shows the count of students who were truant at least one time during the academic year. A student is classified as truant when he or she is absent or tardy without a valid excuse for more than 30 minutes three times in a school year. Since 2013-14, our student truancy rates have declined overall by 4%. CDE Data is not available for 2016-17. The school Attendance Plan is now administered by a full-time Attendance Coordinator whose primary goal is to capture and remediate truancies. The Attendance Coordinator monitors truancy data and works with students and their families to decrease truancies and improve overall attendance. Over the last three years, the number of suspensions changed from year to year, with the highest suspensions at 90 in 2015-16, then declining to 64 (26 fewer suspensions) the subsequent year. Targeted school prevention and intervention programs are in place to support the social, emotional, and mental health of students to improve conduct. These programs include Counseling, Student Study Team (SST), Peer Counseling, and Peer support groups. Expulsion rates were not included in this report as there were NO (zero) expulsions within the last three years.
Surveys o CHKS
13
The number of suspensions by offense shows that that the use and possession of illicit drugs is the highest cause for suspensions over the last three years; suspensions were highest in 2015-16 at 41 with a significant decline in 2016-17 to 24. For first offense suspensions and upon the return to school, students are encouraged to join a support group for the nature of their offense. Administration is working toward a proactive policy in which student interactions will help develop more open communication with an attempt toward prevention rather intervention. Administration is moving toward Restorative Practices and will be implemented once training is complete.
Bonita Vista High School ACS WASC Mid-cycle Progress Report
II: Significant Changes and Developments BVHS Administrative Leadership Change or Development: Since the last WASC Self-study visit in March 2015, Bonita Vista High School (BVHS) has undergone many significant changes in the administrative leadership. As of July 2017, Bettina Batista, former BVHS principal since 2005, was promoted to a districtwide position, Principal on Special Assignment to provide mentoring support to principals in the Leadership Development and Systems Innovation Department. As of July 2017, the new principal of BVHS is Dr. Roman Del Rosario who comes to the site with a wealth of leadership experience. He earned his doctorate degree in education in a joint UC San Diego-California State University San Marcos program and worked in the Los Angeles Unified School District for eight years before returning to San Diego/SUHSD ten years ago. He was assistant principal at Castle Park Middle School from July 2007 through June 2010. Principal at Sweetwater High School from July 2010 through June 2014, and Executive Director of Curriculum and Instruction for Sweetwater Union High School District (SUHSD) from July 2015 through June 2017. Additionally, there are three out of four new assistant principals: Mr. Carlos Siragusa, Ms. Jennifer Barker-Heinz, and Mr. Charles Quillin. Mr. Christopher Alvarez has been with BVHS since 2011-2012 as the assistant principal in charge of the Associated Student Body (ASB). Impact: The school infrastructure allowed for seamless transition to the new administrative staff. The new administration team is smoothly and effectively continuing with existing programs, identifying and implementing new programs, and cultivating a positive transformative culture.
Sweetwater Union High School (SUHSD) Board of Trustees Change or Development: In the three years since the last WASC visit, SUHSD has undergone a number of changes including a new Board of Trustees and Superintendent. In June 2014, the district board was composed of one elected board member and four interim board members from the San Diego County Board of Education (SDCBE). The SDCBE had selected to place Superintendent Dr. Ed Brand on paid administrative leave starting July 2014 and ending when his contract expired on October 2014. The SDCBE replaced Dr. Brand with interim appointed Superintendent, Dr. Tim Glover, whose contract expired in February 18, 2015. In November 2014, a new Sweetwater Union High School District (SUHSD) Board of five members was elected under a new Board member election system, the “SUHSD Board of Trustees area lines,” where Board members are elected from each trustee area by registered voters in that area. In June 8, 2015, the newly elected SUHSD Board of Trustees appointed Dr. Karen Janney to be the permanent Superintendent. In July 2017, Superintendent Janney’s contract was extended to June 2021 as she had succeeded in “Putting Students First”. SUHSD Board trustee, Frank Tarantino, stated that Janney had changed the trajectory of the district, “You are the superintendent that this district always needed but never had.” Her success has had a positive systemic effect for all school sites. Impact: This new district vision has impacted BVHS with a new focus on School Site Leadership and Effective First Instruction which ultimately leads to student achievement. With direction from Superintendent Janney, the district and school vision is to create and sustain a dynamic organizational capacity through educational equity and the district’s LCAP goals: Teaching and Learning, Equity and Culture, Parent/Community engagement, and Systems of Excellence.
School Site Leadership Team (SLT) Change or Development: In 2016-2017, under the direction of the Superintendent Janney, school Site Leadership Teams (SLT) were formed at all sites. At BVHS, SLT team includes the principal, one assistant principal (rotating), lead counselor, CIS Coordinator, four curriculum specialists, four content area teachers and one classified staff member. Most of the SLT team members also serve on the site’s Faculty Advisory Committee (FAC). The SLT, which receives training and support from the District Leadership Team, develops a structure for school-based planning and shared
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
decision-making based on curriculum and instruction issues which align to effective PLC collaboration, development of the master schedule, and other curricular and instructional practices. The SLT meets four times throughout the school year at district professional development days and two times a year at the site to continue collaborating toward shared school goals. Impact: The work of the SLT disseminates to PLCs. The SLT serves as the professional development to support PLCs at the site as they implement the district and school vision to create and sustain dynamic PLC work and increase student achievement based on the four LCAP goals: teaching and learning, equity and culture, parent/community engagement, and systems of excellence.
Professional Development Change or Development: From 2014-2017, the district offered various professional development opportunities through Zones (three schools), content area-alike, and PLCs teams. The numerous amount of district meetings resulted in teachers missing classroom instructional time with their students. In 2017-2018, the district removed all district zone, subject area-alike, and PLC professional development during the school day. They extended the contract to included three additional professional development days throughout the school year. The site SLT became the new professional development team. In addition, the district allotted site funds for two full Pull-Out days per content area to continue professional development. Also in 2017-18, the reduction in state and federal funds resulted in limited opportunities for external professional development opportunities. Professional Learning Communities (PLCs) continue monthly, ongoing formal and informal meetings to share best practices and improve Effective First Instruction. Due to the limited number of meetings per year (ten meetings), teachers have communicated the need for additional meeting time, which was included in the WASC Critical Areas for Follow-up in March 2015. In 2018-19, BVHS will function on a new bell schedule which will expand the time available for PLCs to meet weekly for 90 minutes of collaboration time rather than the current 10 meetings per year for 57 minutes of collaboration time. Impact: SLT and PLC collaboration continues toward truly becoming a learning team. PLCs are working toward truly becoming learning teams where teachers are in constant, structured communication with one another, offering a consistent and reliable means for teachers to find support, problem solve, and grow as a result of working with expert peers.
New Bell Schedule Proposal for Extended PLC Time Change or Development: Since the last Self-study in March 2015, PLCs have continued to collaborate regularly on monthly basis to share best practices and improve Effective First Instruction; however, with the removal or district professional development and limited PLC site meeting times per year, the need for extended PLC time is high priority. Schoolwide discussions and actions are moving forward to propose a new bell schedule to take effect 20182019. The new bell schedule will expand the time available to PLCs to meet weekly for 90 minutes of collaboration time rather than the current 10 meetings per year for 57 minutes of collaboration. In November 2017, a committee of teachers proposed schedule options to be voted on in December by SEA members. The teachers, who are all SEA members, determined the new bell schedule which was placed on the official ballot. The official vote took place December 13, 2017. In the official vote, teachers determined that the school will implement the new schedule July 2018. Impact: A new bell schedule will allow for more expanded PLC time to collaborate more regularly and effectively on best practices, improve Effective First Instruction, and improve the culture and climate of school.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Staffing Change or Development: Since 2015, there has been a significant turnover in staffing. There are now 4 out of 5 new administrators (including the principal and 3 assistant principals), 5 teachers moved to another site, 1 teacher became a counselor at our site, 3 teacher retirees, and 20 new teachers which were either new hires or replaced a retiree or teacher that moved. One teacher moved to the district office and accepted a position as the SUHSD Security Manager. Other positions with new personnel include an AP/IB Coordinator, Registrar Technician, Attendance Clerk, and Bilingual Tester. Two new positions were created this year: a new certificated position a fulltime Attendance Coordinator and a part-time classified position of Community Relations Facilitator. Impact: Teachers have been hired with the new curriculum and program changes in mind so they fill gaps and bring positive additions to staffing. The new teachers selected are highly qualified, research-oriented established during interview. With the two new positions in place this year, the school has the opportunity to increase operational practices, parent/community involvement, and student attendance. The new administration team is smoothly and effectively continuing with existing programs, identifying and implementing new programs to develop, and cultivating a positive transformative culture.
Attendance Coordinator Change or Development: The school’s average daily attendance rate has remained steady over the last three years at approximately 96%. A continued schoolwide best practices focus is on Effective First Instruction to achieve student academic success; therefore, it is crucial that the school makes every effort to ensure students attend school every day. This year, a new position at BVHS is an Attendance Coordinator whose primary goal is to identify and remediate attendance problems of students with chronic absenteeism and tardies. The Attendance Coordinator assists students and families in improving student attendance by overseeing and enforcing the attendance plan, monitoring attendance data to improve attendance, developing strategies and attendance improvement programs, and working with individual students and their families with regard to attendance issues. Impact: Students who attend school regularly results in higher levels of student success than students who have excessive absences or tardies. The site will continue to make progress in improving attendance to increase student achievement and successful high school graduation. Master Schedule Development: Implementation of a data-driven master schedule for 2018-2019 is currently being planned by the principal and assistant principal overseeing the master schedule, in collaboration with, two lead counselors, AP/IB Coordinator and department chairs. This will create a student, data-driven master schedule to ensure increased A-G placement. Each department is exploring multiple measurements to determine appropriate placement based on successful completion of prior course, test scores, skill level, and teacher recommendation. Changes for 2017-18 are that all seniors must now have a minimum of 6 classes. One of those classes could be a college class or Work-Based Learning Internship in which the senior student has the opportunity to have a paid job in his or her intended career pathway. There are several additional planned changes to the master schedule: increase full sections of SEI classes; increase Advanced Placement through the NMSI program; and, add five full sections of Sports Medicine, and four full sections of Computer Science. Evidence: 2017-18 and 2018-19 master schedule, master schedule team ongoing collaboration Impact: The impact will increase A-G graduation completion rates, increase academic programs, and maximize student achievement.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Awards/Recognition A proud moment for BVHS occurred in March 2017, when Bonita Vista High School was designated a California Gold Ribbon Award recipient, formerly the California Distinguished School Award. The school achieved this recognition for its model program entitled Tutor, Educate, and Motivate (T.E.A.M.). The T.E.A.M. program (formerly ARC) is our afterschool peer tutoring program which provides academically at-risk students with tutoring, academic counseling, and mentoring. Since the last WASC visit, the program has grown significantly, now driven by over 80 top academic volunteer peer tutors who must clear an academic screening and interview before they tutor students. The backgrounds of our T.E.A.M. tutors include students from various rigorous programs: International Baccalaureate (IB), Advanced Placement (AP), Honors, and Accelerated. T.E.A.M. provides both assigned (targeted) and voluntary (non-targeted) tutoring in all content areas. Currently, T.E.A.M offers five student assigned satellite classes which includes one specialized English Learner (EL) T.E.A.M. class and one voluntary walk-in location. All T.E.A.M. classes are staffed with a credentialed teacher and multiple peer tutors. T.E.A.M. pairs tutors, one-on-one, or in small focus groups. Seven focus study groups include Chemistry, French, Italian, AP World History, Biology, Integrated Math 1, and CFA Interventions. These focus groups, led by peer tutors, support specific instructor-generated skill reviews or class assignments. The Gold Ribbon award reflects T.E.A.M's success in creating a positive learning atmosphere for our students. This success is a direct result of our dedicated, creative, and supportive T.E.A.M. peer tutors, staff, and school community. Impact: The ultimate goal of T.E.A.M. is that students earn fewer Ds and Fs on progress reports and semester grades; however, T.E.A.M. also addresses the social-emotional and behavioral needs of students in that it helps build relationships, student connections, and shared success between tutors and tutees.
State & Federal School Budgets As of the 2017-18 school year, the site’s State and Federal budgets were significantly reduced. Decision- making on spending allocated LCAP funds is now primarily at the district level rather than the site level. Only three budgets were allotted to the site: Interventions Services, Library, and Parent Involvement (see chart below). LCAP site dollars were not received (which was received the past three years). For the past three years, LCAP site dollars were used for school programs, extended day tutoring, classroom technology equipment, classroom/student supplies and materials, supplemental curriculum for teachers, and staff professional development opportunities. BVHS LCAP Supplemental and Concentration Budget 2017-2018 Total Allocations S/C Intervention Services Dollars to pay for extra-duty afterschool, five TEAM tutoring teachers
$35,037
S/C Library Dollars to pay for extra-duty teacher-librarian who manages and tutors at the Homework Center in library
$10,000
S/C Parent Involvement Dollars to pay for parents’ professional development opportunities
$4,905
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$8,000 for extra duty tutoring $2,000 for student supplies
Bonita Vista High School ACS WASC Mid-cycle Progress Report
Per new district guidelines, in order for sites to receive LCAP site dollars, the site is to conduct a school needs assessment based upon collected "evidence" of site programs and practices in place around the LCAP. These new plans will be included in the 2017-2018 school action plan. Additionally, the new Title II (federal dollars) regulations under ESSA (Every Student Succeeding Act) preclude the district from providing sites with dollars; therefore, BVHS did not receive the $5,000 allocation which had previously been allotted the past two years for staff professional development. Impact: The last two years the site made a great effort to ensure the purchase of technology such as digital projectors and doc cams. Since the removal of LCAP site funds, the site had to remove several after school programs including teacher tutoring and enrichment programs. Also, the site is limited in purchasing technology, supplies and materials, and supplemental curriculum for teachers and students. Furthermore, the removal of funds has limited our staff from attending professional development opportunities this year. Title I Initiative As the new administration was looking at school demographics the last three years, administration realized that the school demographics had changed in terms as to where students were living and living in multiple family dwelling as a result of the 2008 financial crisis; therefore, the administration found that students had limited educational resources at home. The new principal set a goal to become a Title I school to provide more resources for the economically disadvantaged, as well as the rest of the school population. In order to do this, the site had to change the attitudinal culture of the school regarding free and reduced lunch. In addition to free and reduced lunch, this effort would allow BVHS extensive opportunities: expand school programs reduce class sizes purchase technology such as laptops, computers, projectors, etc. purchase software and web-based programs expand Credit Recovery and summer school classes free PSAT for 10th and 11th graders offer Saturday and after school tutoring and interventions hire additional personnel to increase student achievement At the start of August 2017, BVHS began a campaign to increase the number of meal applications submitted by Bonita Vista High families. Meal application information determines the eligibility for student free/reduced lunch status and used for student eligibility for waivers such as reduced-cost on AP, IB, SAT, ACT, and college applications. Furthermore, the information on the applications is used to determine how much additional funding the school and district will receive from both the federal and state government. Based on the percentage of household applications submitted and “qualify” for free and reduced meals determines the school’s Title I status for the following year: 35% targeted and 40% schoolwide. Historically, BVHS has never been a Title I school, only reaching on average 27% Free and Reduced status. The initial goal was to reach the economically disadvantaged students; however, once the applications were tallied, BVHS qualified for Schoolwide Title I status reaching close to 43% Free and Reduced status. This percentage will determine the school’s Title I status and funding for the 2017-2018 school year. Impact: Title I funds will expand opportunities for students to ensure academic success. The effective use of Title I funds will allow for school resources to improve student achievement.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Parent and Community Engagement ● Newsletter, The Baron Times As of 2017-2018, the school publishes and distributes a weekly online newsletter entitled, The Baron Times, which serves as a form of communication and engagement with all parents, community members, and staff. This replaced the monthly Baron Banner print newsletter mailed monthly to parents. The newsletter is emailed to approximately 2,400 school community members including parents, staff, district personnel, and community members to keep them well-informed about school events on an ongoing basis. Information in the newsletter includes school/community announcements, stories, highlights, photos/videos of the past week and/or future announcements for the upcoming two weeks. Statistics show that approximately 1,700 viewers access the weekly newsletter. The Baron Times weekly newsletter can be accessed at: https://www.smore.com/u/bvhbarons. Parent Resource Center To increase the involvement and engagement of parents at BVHS, in 2017-18 the Parent Resource Center (PRC) was developed as a new department for the site. The PRC is a location where parents will gain greater access to information and services that will help the academic success of their children. The PRC is staffed with an Integrated Services Coordinator (CIS), Interventions Coordinator, Community Relations Facilitator, and Bilingual Tester. The PRC is located in room 1203, next to the Counseling Center which makes these two neighboring departments an ideal and convenient location for visiting parents. The PRC has a COW of 30 laptops and one desktop computer and printer. Office supplies are available as needed. Individual Parents as well as those representing campus booster clubs can use resources as needed. The goal of the PRC is to serve all families of BVHS as a vehicle of support, encouragement, and engagement. The PRC is open from 7:30 a.m. to 3:30 p.m., Monday through Friday.
• Community Relations Facilitator This year, a new staff position at BVHS is the Community Relations Facilitator (CRF). The role of the CRF is to serve as the community liaison between the school, parents, students and school community. The CRF assists students, parents, teachers, and community members in efforts to improve student attendance, provide limited or non-speaking parents with translation, support parents in applications for services, orients families for the purpose of establishing familiarity with school programs, services, and required processes. Provides parents and students with referrals (e.g. medical/clinic appointments, student eyeglasses, clothing, books, etc.) for the purpose of fostering community resources, conducts home visits for the purpose of determining the causes of poor attendance, communication of truancy findings to parents, and locating truant students, and/or counseling family on issues affecting student attendance. Impact: BVHS has a greater focus on parent/community involvement which will better engage, support, and involve our parent community. Maintaining a positive partnership between BVHS and parents will have a significant impact on student achievement. Program Changes or Additions Advancement via Individual Determination (AVID) The Advancement via Individual Determination (AVID) program is in its third year of re-implementation. In 2015-16, BVHS offered one 9th grade AVID section. In 2016-17, it expanded to two sections: one 9th and one 10th grade. In 2017-18, two sections remained; however, they have been combined into one 9/10th and one 11/12th grades combo classes. There has been smooth progression every year with the AVID program. The AVID college readiness program prepares students to develop the academic skills they need to be successful in high school and college i.e., academic behaviors, organization, time management and goal setting, as wells
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
literacy skills, critical thinking, reading, writing, and communication skills. An AVID Team is in place to ensure the success of the program; the team includes the AVID coordinator, an AVID site administrator, two AVID teachers, two AVID college tutors and two peer tutors. An annual certification process takes place annually to ensure a successful and effective program. AVID professional development includes an annual three-day training of teachers and other school professionals in the use of specific instructional strategies focused on writing, inquiry, collaboration, reading and AVID tutorial Process. Impact: As the program has grown in the last three years, the school is better preparing more students to gain these skills so they are successful in their other classes and after high school. AVID’s (additional) focus is college and career awareness. All AVID students benefit from meeting college Admissions counselors from various higher learning institutions both private and public. AVID 9/10 will receive financial literacy curriculum by partnering with Junior Achievement. All AVID students will visit 2 local college campuses and attend the National College Fair in April 2018. BVHS will continue to will investigate flexible scheduling to increase AVID courses offered.
AP and IB Division In 2016-2017, the AP and IB division occurred in biology and environmental science last year. Chemistry and physics are still a combo because only a few (2-4) go IB for those courses. APUSH has not been separate for several years. Almost all classes are split now. This year is the first year division of the English AP/IB program. There are currently 8 courses of English AP and 6 courses of English IB. Reasons for the divisions are multiple. The test itself is different so it really is like teaching two courses in one to properly prepare students for the two different exams. Although, there are excellent teachers, the pass rate, especially for English did not reflect that junior year as those teachers were trying to prepare student for AP language test but also had to prepare them for the year one literature for IB. Now, the students who want AP are being prepared for the AP language test with some literature that feeds into the Grade 12 AP literature test. English students who want to go the IB route are prepared junior year for the essays, oral exams, and literary analysis that is expanded on and tested grade 12 in. IB II. History of the Americas (HOTA) did the same division starting this year. Course I prepares the students with the basic background with HOTA and course II prepares them on recent time periods in depth. This also occurred in biology.
Peer Mediation Program The Peer Mediation program has undergone several developments since the last WASC visit in March 2015. One counselor manages the program and has provided training to student peer counselors the last three years. As of 2016-2017, the program has expanded to offer two courses: Peer Mediation Introduction (Sem 1) and Peer Mediation Advanced (Sem 2). Peer Mediation Intro is a prerequisite one semester, curriculumbased course, prior to students enrolling in Peer Mediation Advanced where students serve as peer mediation counselors. After completing the Peer Mediation Intro course, students must have the desire to become a peer mediation counselor and undergo an interview with the Peer Mediation program counselor prior to enrolling in Peer Mediation Advanced. Peer Mediation Intro covers a variety of topics: effective communication, active listening, conflict resolution, self-awareness, equity in education, privilege and oppression, stress and anxiety, depression, mental/psychological health, life balance, coping strategies, meditation, resource leadership, support group facilitation, goal setting, and more. Students practice leading mediations, one-to-one conversations, and support groups regularly. In Peer Mediation Advanced, also a one semester course, students serve as peer mediation counselors where they provide social and emotional support in both one-on-one sessions and peer support group sessions. Both groups are staffed with a credentialed teacher and/or counselor. With the structured curriculum learned in PMI, peer counselors are better prepared to deal with the intense struggles of teenagers at Bonita. The program has grown in the number of peer counselors which means more support for students and the school is more effective at
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
publicizing the program and important announcements. More students are attending support groups and peer counseling sessions. Impact: The school believes that the transformation of the peer mediation program will impact school culture positively, especially as the site continue to make progress.
National Math and Science Initiative (NMSI) The Sweetwater Union High School District was presented with an $8 million Department of Defense grant to begin implementation of the National Math and Science Initiative (NMSI) program, a nationally-recognized STEM education program at BVHS and an additional nine high schools. NMSI’s College Readiness Program 3 year grant designed to increases the number of students taking and excelling in college-level math, science and English classes. Advanced math, science and English courses provide students the knowledge and skills they need to succeed in the 21st century economy, regardless of the careers to which they aspire. The NMSI program includes a team of a NMSI administrator, AP teachers (6 science, 2 English, 1 math) and NMSI program managers in the planning and organization of the student study sessions. The NMSI site-coordinator at BVHS is responsible for the logistical needs and smooth operation of the NMSI Student Saturday Study Sessions. Study sessions run for 4 hours each on Saturdays (nonconsecutive). The NMSI Coordinator works with AP students and teachers in the next three years as we work with NMSI in growing our AP program and encourages growth of and access to AP courses for all students. The coordinator facilitates promoting attendance for Saturday AP review sessions.
NMSI AP Courses Teacher
Subject
Class
B. Bane
English
AP Language
G. Garcia
English
AP Literature
J. Ekstein & A. Marriott
Science
AP Environmental Science
M. Mardahl
Science
AP Biology
J. Rivera
Science
AP Chemistry
E. Hiller
Science
AP Physics
O. Gracias
Science
AP Comp Science
B. Chan
Math
AP Calculus
Impact: Over the next three years, a collaborative effort between the site NMSI Coordinator, AP students/teachers, and NMSI will encourage growth and access to AP courses for all students.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Counseling Center Significant Changes: Since March 2015, the Counseling Center has undergone significant changes. In 2015-2016, there were 6 full-time counselors and 1 part-time counselor. In 2016-2017, there were 7 full-time Counselors and then back to 6 counselors in 2017-2018. The use of technology implementation changed throughout the last three years. Jupiter grades (2015-2016); returned (2017-2018), Infinite Campus (2016-2017); replaced PowerSchool Student Information System. In 2016-2017 to present, the counselors use social media as including Twitter and Instagram to dissemination information about Scholarships and College and Careers. In addition to 5 desktop stations in the counseling center, the center now has a COW (Computers on Wheels). In 2015-16, Counselors used iPads. In 2016-17 the counselors now use Lenovo laptops. In 2016-17, the counseling center programs offered included the return of Career of the Month Speakers. In 2016-17, the district offering 10th grade SDSU Library Field Trip to Compact eligible students. This year, there are more college and Financial Aid workshops offered, two times a week this year; previously only one time per week. From 2016-17 to present, the department added Scholarship Night for Seniors. Impact: The number in student caseload varied per year depending on student enrollment and number of counselors. There is an increased awareness about College and Careers which includes more participation in college and career events.
Technology Progress As of 2016-2017, a site Technology Committee was formed and Technology Plan was in the early development stages. A comprehensive technology needs assessment to include the input of all staff members which will identify site and technology needs. The Blended Learning Specialist (BLS) and teacher-librarian will develop and oversee the administration of the Technology Needs Assessment (TNA) which will be administered in January 2018. Meanwhile, the technology committee is working with a needs assessment based on the input from the department reps in the newly formed technology committee. The chart below illustrated the TC organizational chart and next steps for 201718.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
The following are technology hardware and online platform developments within the last three years. Projection Devices: ScreenBeams, Classroom Commander, iPads, Laptops, webcams, projection hardware Online Platforms: o Assessment Databases: In 2015-2016, the online assessment database changed from Data Director to Illuminate Education. Illuminate Education allows for teachers to create assessments and answer sheets, scan/score answer sheets, access and analyze data, and provide display immediate student feedback. o Online SIS: In 2015-16, the online student information system (SIS) changed from PowerSchools to Infinite Campus. o Online LMS: In 2014-15 limited use of CANVAS and Google Drive; increased use in subsequent years. In 2015-16 the use Google Classroom to the present. As the district adds textbooks with a digital component, most have a digital LMS. For example, Spanish and French languages, math, APUSH, AP bio, regular world geography have a digital online LMS. o Online Grading: changed from Jupiter Grades to Infinite Campus and back to a combo of the two. Official grades have to be entered into IC. CANVAS, Google Classroom, district Google Drive o Online Communication: Outlook, Infinite Campus Messenger, SchoolMessenger, Jupiter Messenger, In 2016-17, a SMORE newsletter emailed monthly to staff and in 2017-18 the circulation increased from monthly to weekly and to include all staff, parents/guardians, and other district administrator o Online Instruction Tools: Youtube, Skype program and many others
School Committees Technology Committee: This year, a Technology Committee was developed. The committee is comprised of an administrator, IT Site Technician, Blended Learning Specialist, Librarian, five teachers and students. The committee’s provides technology PD to staff, contributes to the TC plan, and addresses technology issues that contribute to the academic program of the school and support teachers with their technology needs in specific curricular areas. A schoolwide technology needs assessment survey will be administered Fall 2017 to determine the technology needs of the school, staff, and students. Meetings are monthly after school. Impact: Schoolwide technology support provides instructional strategy support in the classroom to enhance 21st century skills, Effective First Instruction, and student engagement.
Safety and Culture Committee This year, a Safety and Culture committee was developed. The committee is comprised of two administrators, 6 teachers, Attendance Coordinator, School Resource Officer, and a classified member. The committee’s purpose is to address safety issues that contribute a voice to our Comprehensive Schoolwide Safety Plan. We discuss emergency drills and current safety trends related to the Safety and security of the school. We also seek to keep all stakeholders informed of new developments that occur during the course of the year. In addition, the committee addresses issues related to the school culture and climate. For example, the committee, with all stakeholder input, engages in meaningful dialogue regarding topics such as dress guidelines, parking issues, attendance trends, and tardy sweeps. We take on current issues/concerns in order to improve and enrich the values and culture of our school. Meetings are monthly after school. The work of the Safety and Culture committee supports District/School LCAP goal 2: Impact: The Safety and Culture committee create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Race to Submit Initiative To support our college going culture, BVHS will participate in the statewide “Race to Submit” campaign to encourage seniors to complete the Free Application for Federal Student Aid (FAFSA) - the first step towards college success and helps eligible students qualify for federal, state, and campus-based aid, as well as some private scholarships. Between now and Cal Grant deadline of March 2nd, the site work toward encouraging all seniors to submit their FAFSA applications. The California Student Aid Commission has developed a “Race to Submit” dashboard that will allow the site to track our progress on this important goal. In order to increase FAFSA submission participation, the site will develop and offer student incentives. Impact: The Race to Submit Initiative will enhance our college going culture and increase opportunities for students to attend college. CORE CONTENT AREAS English Language Arts English Levels 9 – 12 Significant Changes or Developments: Technology has been a major shift in our PLC as teachers use technology to deliver and guide instruction. Ninth grade – 11th grade students were issued laptops and Screen Beam for the classroom this year, and teachers are working to integrate technology in meaningful ways that complement and supplement the curriculum. Refined pacing/curriculum guide, integration of new texts outside of class textbook, aligned weighted categories for grades. Since the recent change with the separation of AP and IB, English 10 has informed students about the difference. New staffing changes have presented our 10th grade teachers to be trained to teaching AP and/or IB courses. English 10 grading policy has changed to the no "D" policy. In 2015-16, the curriculum changed from English 12 to ERWC (Expository Reading and Writing Course), and the curriculum focus changed from fiction to non-fiction expository text which is outlined by the state universities. It was based on world literature which was about 60%-75% fiction (Holt publisher). There is greater focus on written assessments including essays and research papers and presentations. Impact: English PLCs are more cohesive and unified. There is primary focus on Effective First Instruction, feedback and reflection is more effective concerning common assessments, and PLC can better use and align assessments and results.
English Language Development (ELD) Significant Changes or Developments: In 2015-2016, ELD I and II was combined. The PLC team included Special Education and ELD. Five periods of ELD were offered. Classroom technology included the Cart On Wheels (COW) of 14 MAC Laptops which were very outdated; however, each 9th grade student had a school iPad. Formative Assessments were administered as a weekly Journal prompts. One bilingual instructional aide was placed in the ELD classroom the entire day to support language development and provide academic support. ELD tutoring sessions were offered during lunch every day. In 2016-2017, ELD I was not combined with ELD II; ELD III and ELD IV was a combined class. The PLC team included Special Ed and ELD. Six periods of ELD were offered. Classroom technology included the Cart On Wheels (COW) of 14 MAC Laptops remaining in the classroom; however, each ninth and tenth grade student received a Lenovo laptop. The instructional aide was removed from ELD to support other core classes with English Learners. Tutoring option to attend ELD Tutoring Session or regular tutoring sessions. ELD students participated in Peer Counseling Groups with bilingual peer counselors and also attended after school Sports Activities. Formative Assessments were administered as a weekly Journal prompts. This was an option for students to redo D and F grades.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
In 2017-2018, ELD II and III are a combined class. The PLC team included ELD and the CIS coordinator who supports EL student monitoring. Five periods of ELD were offered. The newly improved technology includes a classroom housed COW of 15 new Lenovo student laptops and each ninth, tenth, and eleventh grade student received a Lenovo laptop. The instructional aide was placed back into ELD the entire day. Tutoring option to attend TEAM tutoring Session or regular tutoring sessions. ELD students participate in Peer Counseling Groups with bilingual peer counselors. Bilingual student peer tutor is placed in one section of ELD. Due to LCAP budget change, the school Sports Activities was removed. Formative Assessments were administered as a weekly Journal prompts. This was an option for students to redo D and F grades. In regards to tutoring, there is more inclusion and targeted to meet the needs of ELs. AP English Significant Changes or Developments: During the 2017-2018 school year, the AP/IB professional learning community split into two sections—AP and IB. This resulted in two paths for the student interested in advanced levels. The international baccalaureate component, which was initially compressed into the first year of AP Language and Composition has become its own course, HL1. Consequently, IB English is a two-year program (HL1/HL2). Similarly, AP has also become a two year program with AP Language & Composition during junior year and AP Literature during the 12th grade. Impact: The split has resulted an increase in overall enrollment in AP English. This is due, in part, to Bonita Vista High School’s partnership with the National Math & Science Initiative (NMSI). This partnership has resulted in more APrelated professional development as well as, more funding for supplies and test-fee subsidies.
IB English Significant Changes or Developments: The two year IB English Literature HL program will allow us to move into compliance with the IBO. We are on the first year of implementation so there will be no results of the change until after June 2019 testing; however, given student’s ability to interact more fully with the assigned texts, we expect the number of 5’s, 6’s and 7’s to increase. IB English has revisited the two year syllabus and made significant changes to the reading list. The department is retiring works that have been taught at the 11th grade level for twenty years. In IB Philosophy, they are going to model the learning behaviors expected in students by periodically, but consistently, changing texts to their reading list. In creating a syllabus, IB English needed to consider genre, author, gender, region, works in translation, and time period. Impact: The impact to the school is the goal is to increase the number of students who pursue the IB Diploma while making the rigor more manageable. Two roadblocks exist: NMSI and its paying students to pass AP Exams are a disincentive to register for IB classes, and the decision to split senior year AP and IB rather than moving AP to sophomore year like other IB schools. An MYP program 7th through 10th would help overcome these two obstacles. An obstacle to creating an IB Middle Years Programme (MYP) is faculty buy-in. With a shift in administration, perhaps it is time to target 9th and 10th grade teachers to establish a program at BVHS in collaboration with middle school teachers. The Impact of this would be more students enrolled in the most rigorous college preparatory program available, thus increasing the number of college ready students seeking four year university placement. Technology access to a world of information and research, translator, pronunciation, online dictionary, word processing (grammar check, type papers), prepares students for the future and provides individualized learning. Mathematics Significant Changes or Developments: Math is in its third year of a new textbook adoption, CPM curriculum, which has been fully implemented for all three levels of Integrated Math. The textbook and supplementary materials are available online from College Preparatory Mathematics (CPM), the publishing company. Due to the change in the adopted curriculum, PLCs have spent more time planning to align curriculum, focused on structured student
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
interaction (SSI) and re-aligning assessments to our spiraled curriculum. Since grades 9-11 have laptops, students can work online if desired during their math class. There is a larger emphasis on group work where classes have been organized in collaborative learning groups of four, and there is a larger focus in learning through investigations. Most math teachers provided afterschool tutoring hours through LCAP funding during the 2015-16 and 2016-17 school years. Funding changes eliminated paid teacher afterschool tutoring. Many students that are identified either by teacher recommendation or through performance on department CFA’s attend our TEAM tutoring with peer tutors afterschool. This tutoring has worked well in conjunction with our teacher supported tutoring afterschool. With our recent change to a Title I school, we are looking forward to bringing back teacher tutoring for these students in the 2018-2019 school year. Teachers continue working with the counselors to get proper placement for students in math classes based on previous teacher recommendations. As a department we have begun to implement a placement guideline with multiple measures for students in order to ensure accurate placement for student success. This guideline is being developed with input from our PLC members, support from our administration and counseling department. These guidelines will be articulated to our feeder school for incoming freshman placement. The district has added more wifi access points so that most classrooms on campus now have an access point. In December, several higher capacity access points to accommodate up to 200 devices will be added in key locations on campus so that there is greater emphasis with the use of technology in class. With the added reliability of internet connectivity, teachers are able to use the technology pieces embedded in the CPM curriculum (Desmos activities), give Quizlets, and use Shmoop as supplements to lessons. With the addition of student laptops for all underclassmen we are looking forward to using the CAASP Interim block assessment with all students in Integrated Math I, II and III. Another significant change that has occurred in the past few years is the addition of 4 th year course options for students and pathways that emphasize student’s future academic goals: STEM/Non-STEM pathways. Previously most pathways were focused on students being prepared to either take AP Calculus in high school or being prepared to take it as their first college level course. While this pathway remains popular and appropriate for students planning on further studies in STEM fields, we now have students making purposeful decisions about other course options: Discrete math, financial algebra, IB Math Studies and Mathematics SL, AP Statistics. Discrete: this course is in its pilot year, developed in conjunction with SDSU that focuses on non-traditional fields in mathematics such as graph theory, game theory, cryptography, iterations and recursions, and combinatorics. Financial Algebra: this course is designed to further student’s algebra skills through mathematics involving real world situations students will encounter after graduation (ie: loans, credit card interest, mortgages, interest rates, appreciation and depreciation of assets) IB Math courses: Where previously these courses were an end goal for diploma candidates, they are now key pieces in multiple pathways for students both in and out of the IB diploma program. Underclassmen choosing IB Math SL are generally STEM majors preparing to go to either AP Calculus or IB Math HL. Underclassmen choosing IB Math Studies SL are generally non-STEM majors preparing for AP Statistics or to be better prepared for IB Math SL. IB Math HL: This higher level IB course is now taught separately from AP Calculus and is a broader course for students who are intending on pursuing an undergraduate degree in pure mathematics. Impact: The additional pathways will allow us to help students to have more focused preparation for their future plans. The additional pathway of IB Math Studies to AP Statistics is in line with our NMSI partnership to increase student access to AP courses. These new conversations around intentional pathways help students to understand why they are taking the courses they have chosen instead of it being “just the next level”.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Science Significant Changes or Developments: A district decision was made to embed information from the existing Earth Science course into appropriate places in Biology, Chemistry and Physics (3-course model with Earth Science Embedded). Several teachers are piloting the course during the 2017-2018 school year. This would add three new staff members to the science department with more sections of Biology to accommodate incoming freshmen. BVHS eliminated Honors Physics at our site. It was replaced with the two-year AP physics program: year 1 and year 2 so that students have the opportunity to take the AP test at the end of year two. Separated AP Biology and IB Biology which has supported curriculum aligned to appropriate tests which enables students to earn AP or IB credit. To increase the rigor in Sped Fundamental courses, science is using the regular biology textbook in addition to the Prentice Hall Life Science textbook. Similarly, Fundamental Physical Science course is using the Earth Science textbook in place of the Prentice Hall Science Explorer textbook. Impact: NMSI allows teachers to collaborate with other schools/teachers in the district (labs, ideas, lessons) - ESP (Engineering and Science Partnership) – several teachers on site participated, collaborated with teachers throughout district on embedding engineering practices, NGSS and teaching to phenomena. Social Science Significant Changes or Developments: Beginning in the fall of 2015, Social Science no longer offers a traditional World Geography course for freshmen. A contemporary approach to teaching geography is being implemented in which the department now teaches human geography (AP Human Geography is offered as well). AP Human Geography is now being offered and is a course open to incoming freshmen. IB History is now a two year course. Seniors are required to take six periods a day from a five period day. Social Issues in Film is open enrollment including freshmen. Ninth grade Geography PLC has increased supplemental and incorporated secondary sources into the curriculum, and there has been more focus on the application of current events to the curriculum. Social science is has worked to increase rigor via inference analysis and critical thinking skills and have taken the first steps towards cross-curricular and vertical alignment. CFA development has been a focus in order to develop equity within the PLC. There has also been more focus on literacy and writing development. Impact: By offering Human Geography, it exposes students to multiple disciplines and current global issues. Skills and content knowledge that is learned in 9th grade is helping students to advance in other H/SS courses. By offering AP Human Geography, students have the opportunity to earn college credit as freshmen and more students to take AP and IB classes in the Social Sciences upper grades. Freshman are enrolled in AP courses and getting credit for these courses. A need for more courses to be offered because of seniors having to take six periods. Open-enrollment to freshmen in social issues in film course is challenging due to the content of the course. Social Issues in Film class Support for English Learners The elective course, Social Issues in Film, has undergone a change within the last three years. There are two course sections with two different emphasis offered to all grades 9-12. One course is entitled, Social Issues in Film. This course is one semester in length with an interdisciplinary emphasis in history, economics, government, sociology, and psychology. The other is entitled, Social Issues through Film; however, one year in length with the same interdisciplinary emphasis yet designed specifically for our Long Term English Learner (LTEL) population student population. This course is designed has a special emphasis in developing oral communication and language development while they access, analyze, evaluate and communicate in a variety of forms while. World Languages Significant Changes or Developments: Starting in January 2017, new textbooks were adopted for all World Languages. The district provided the option to start using them second semester of the 2016-17 school year or to wait and implement at the beginning of the 2017-18 school year. The French teachers opted to implement second
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
semester of the 2016-17 school year and the other language instructors opted to wait until July 2017 to implement the new adoption. A major component of the textbook package is digital access to the textbook, supplemental materials, and online grading program. Since students in grades 9-11 are issued Lenovo laptops, the online is accessible through campus wifi in all the classrooms. The district recently upgraded our campus wifi to accommodate the increased need for student access which was an issue in a few classrooms at the beginning of the school year. Impact: As teachers are adjusting to the new adoption. They are having students submit homework online and students can submit on their laptops or desktop computers at home or school. Physical Education Significant Changes or Developments: Physical Education has incorporated CFA’s for 9th and 10th graders. They have included a couple of “new” sports (i.e. hockey and Lacrosse). They have moved to an online grading system for P.E. Since it is a requirement for all 9th and 10th graders to take P.E., we have reached the whole school at some point or another. The introduction of new sports encourages kids to go out for athletic teams they may not have tried in the past. The online grading system has helped us and kids understand where they stand at all times. It also allows parents to check on their students’ progress at any time as well as allowing us to communicate with all of our students and parents. Special education students are now mainstreamed with P.E. Impact: The mainstreaming of Special Education students has helped both students and teachers. It has taught the students in the regular program empathy as well as ways to adapt to students with special needs. It has helped teachers develop patience and understanding and challenge them to use multiple approaches to teach physical education skills. Special Education Significant Changes or Developments: One math special ed teacher who has been onsite for over a decade is working with two new math sped instructors. One started Fall 2017 and one started mid-semester, Fall 2018. The newest instructor was an instructional assistant on campus and was hired based on strong recommendations from the teacher that she was replacing as well as recommendations from other special ed teachers as her temperament, ability to work with others, and teaching ability should ensure a smooth transition in the program. The two language arts special ed instructors are long time Bonita teachers who have co-taught with teachers in regular classes. They incorporate new ideas that they gain from those classes as well as well as all of the special support techniques that appeal to various learning channels and those techniques that best help the auditory, visual, and K-T learners. Impact: Continuity in the special ed program is desirable but some change is unavoidable. Returning adult instructional assistants are placed with new instructors to better support them in the classroom. All teachers are credentialed in special ed and are proactive in seeking any assistive technology available for their students.
Career Technical Education (CTE): Sports Medicine Significant Changes or Developments: Sports Medicine has added a capstone course titled CTE Sports Medicine II. Students receive 2 semester units at SWC for ES/T 250 Care and Prevention of Athletic injury. At the conclusion of this course, students are CTE completers and receive a cord at graduation. In addition, students also receive a CPR and AED Card through the pathway. Students also have internship opportunities providing medical coverage to the sporting events at Bonita and in the physical therapy hours after school in room 911. Impact: The additional classes to the program have allowed students to learn additional medical skills and provided valuable on-the-job training at sports events. Furthermore, the program enhances community partnerships.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
III: Ongoing School Improvement The process of engagement in review of student achievement data involved all stakeholders. At the beginning of the school year staff meeting, general achievement data is presented every year presented to all staff. Then Department Chairs and curriculum specialists work with the PLCs to focus on appropriate, targeted data for monthly analysis. The academic core departments also are given a once a full day Pull Out each semester to work together to assess achievement data and then adjust their curriculum or teaching strategies appropriately. There are quarterly district admin as well as the weekly site Administration Team meetings when student achievement data is analyzed. The general consensus of the certificated staff was that the PLCs needed more time for analysis of achievement data. The new administration which started in July 2017, worked with a team of campus leaders to build extra minutes into the daily bell schedule to bank enough minutes to add additional PLC work time. Then the staff voted on the proposed bell schedules and approved one that added enough banked minutes to the bell schedule starting next year to enable the entire staff to have a minimum day weekly which allowed a 90-minute PLC work meeting every Friday. Individual teachers are trained to use and have access to Illuminate Education to review individual student data so they can aggregate or individual achievement scores. Each department administers CFAs periodically, varying for each course as needed. Other achievement data that is analyzed includes: End-of-Course exams twice a year, SBAC annually, CELDT with ongoing monitoring, and grades three times a year semester. The School Site Council is the governing body that approves and therefore officially oversees the implementation and monitoring of the school-wide action plan where the WASC areas for follow up are embedded. The School Site Council is composed of the principal, teachers, other staff, parents, and students. The School-wide action plan is submitted online for district review followed by board approval twice a year, once in November and once in May. There are several groups that give input toward and work on the implementation of ongoing school improvement. The Site Administration Team, referred to as Admin Team, generally initiates changes, reviews, data, and does longterm and short term planning; then those Admin Team members work with other teams on campus such as the Faculty Advisory Committee, Site Leadership Team, ELAC, site Technology Committee, site PLCs, and School Site Council. The Admin Team is composed of the following: principal, Roman Del Rosario; the four assistant principals, Jennifer Barker-Hines, Carlos Siragusa, Chris Alvarez, and Chuck Quillin, IB Coordinator, Jared Phelps; CIS Coordinator, Michele Godoy, site attendance coordinator Leonardo Lopez, Jr. and the lead counselors, Reynila Calderon and Lorena Serrano. In weekly meetings, they review the rough draft of the SSC agenda the Friday before each SSC monthly meeting the following Tuesday. If there is something that needs to go to the SSC for approval, one of the admin team is added to the agenda for the next meeting. Process used to prepare the progress report: The Principal and site WASC Coordinator meet regularly with the Site Leadership Team to analyze data, determine professional development needs, provide student support structures, and address other curricular issues. Although there have been several admin changes in the past couple years, the transition has remained smooth for data evaluation and review of the progress on the WASC long-term goals since we have the same WASC coordinator from the WASC Self-study in 2015. The WASC Coordinator is also the CIS Coordinator who supports the principal in updating the school site plan that is submitted to the district twice a year. The WASC/CIS Coordinator has ready access to all the school achievement data. The work on the mid-cycle progress report began in May 2015. The Administrative Team assessed the school’s progress on the Critical Areas of Follow Up in June of 2015 and again in September of 2015. Some items required input from departments, so information was requested from Department Chairs to gather during their department meetings in the fall 2015, 2016, and more in-depth feedback to compile the mid-cycle review was completed in small
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
chunks at meetings throughout the Fall Semester 2017. The data collected was initially maintained in the site Single Plan for Student Achievement (SPSA). To begin writing the WASC Mid-cycle report, the WASC coordinator worked with the principal and the rest of the administrative team to determine dates when each of the site committees could discuss and give feedback for the progress on each of the goals that needed to be addressed. A portion of nearly every Dept./PLC and faculty meeting in fall 2017 was devoted to a small chunk of feedback and data collection for the mid-cycle report. Google docs were used by the committees to send the feedback electronically to the WASC coordinator. The WASC coordinator reviewed the format of the mid-year progress report and discussed the timeline for completing the necessary tasks at a July meeting with the entire staff. The individual data from the PLCs data was compiled and integrated into section IV of the Mid-year Progress Report by Michele Godoy with editing assistance from Mary Anderson and the department chairs were asked to share the draft with the PLCs so that final edits could be made. The individual feedback was also gathered and discussed at the School Site Council, SLT, FAC, Technology Committee, and ELAC meetings. Revisions were made, data was updated, and each portion of the Mid-cycle report data was emailed to appropriate staff for revision in November and December. Using data gathered through the PLCs, each section was finalized and ready for review by the principal and Administrative Team and finally by the entire staff.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan The progress on the Critical Areas for Follow-Up from the last self-study in March 2015 have been thoroughly and adequately incorporated and addressed in the schoolwide action plan under the revised LCAP Goals. In 2015-16, the district revised the LCAP goals from five to four goals. The action plan receives ongoing input from staff, Site Leadership Team, English Learner Advisory Committee (ELAC), and reviewed, updated, and approved two times a year by the School Site Council. The WASC Visiting Committee concurs with the school’s identified critical areas that are outlined in the schoolwide action plan. These are the first three Critical Areas for Follow-up summarized below:
1. The school will increase A-G graduation rates of all students including subgroups: English learners, students with disabilities and low socio-economic students. This critical learner need correlates to the schoolwide learner outcomes that 100% of students at BVHS will complete an enriching academic program and graduate with the skills necessary to succeed in their future endeavors and contribute to a global society. At BVHS, a college-going culture shapes the expectation and mindset of higher education for all students. We believe that all students should have the opportunity to succeed and attend college. This belief evolved from the site’s Framework for Teaching and Learning. In order to achieve this goal and increase A-G college entrance requirement rates of all students, the school provides all students, including English Learners, students with disabilities, and low socio-economic students, the opportunity to successfully complete their courses and graduate academically prepared for college.
Action Plan Section Referencing the Critical Area for Follow-up LCAP Goal 1 Ensure excellence in teaching and learning so each student is prepared to succeed in college and career. School Goal 1 Provide Effective First Instruction with a focus on planning and teaching to mastery.-------Effective First Instruction to Increase A-G At BVHS, a schoolwide goal is to provide Effective First Instruction with a focus on planning and teaching to mastery. Students receive effective, Effective First Instruction with the initial classroom presentation prior to interventions. Teachers provide carefully planned, rigorous curriculum and instruction to meet the instructional goal of mastery. To ensure that students succeed in class, teachers implement best practices including: focused and rigorous lessons, clear daily learning targets/objectives, student involvement and engagement in the learning, structured-student interactions, teacher questioning, modeling and explaining, checking for understanding, student connections, and motivational practices.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Evidence: Admin walkthroughs and walkthrough forms check for Effective First Instruction, Curriculum Specialist follow-up to support and calibrate Effective First Instruction. Impact: In the three year period, the school has increased by 4% of A-G completion graduation requirements. The goal is to increase the number of A-G completion rates by 10% each year, students to successfully complete A-G courses with a C or better. Data-Driven Master Schedule: Implementation of a data-driven master schedule for 2018-2019 is currently being planned in collaboration with the principal, assistant principal overseeing the master schedule, two lead counselors, AP/IB Coordinator and department chairs. This will create a student, data-driven master schedule to ensure appropriate A-G placement. Each department is exploring multiple measurements to determine appropriate placement based on successful completion of prior course, test scores, skill level, and teacher recommendation. Evidence: 2017-18 master schedule and 2018-2019 master schedule in progress Impact: Increased student success in A-G courses and A-G completion rates
College Preparation courses to increase A-G: In addition to increasing A-G rates in regular classes, BVHS offers college preparatory and rigorous courses that prepare students for the mindset, structure, and rigor of post-secondary education. AVID: The AVID college readiness program prepares students to develop the academic skills they need to be successful in high school and college i.e., academic behaviors, organization, time management and goal setting, as well as literacy skills: critical thinking, reading, writing, and communication skills. BVHS will continue to expand AVID course offerings to increase AVID enrollment as well as A-G rates and prepare students for AP and IB courses. Evidence: Master schedule, course syllabi, AVID site plan and annual AVID site certification Impact: Students display cross-curricular organizational skills, time management, note-taking techniques, and positive academic behaviors.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Advanced Placement (AP): Since the last WASC visit the AP program continues to grow at BVHS. In 2015-2016, there were 21 AP course offerings and in 2016-17/2017-18, the program grew to 24 course offerings. To further expand the AP program, new course proposals are in place for 2018-2019. These courses include AP psychology, AP science elective, and an additional two sections of AP Computer science. Evidence: Master schedule, AP testing schedule, AP coordinator records, AP number of tests, and AP test pass rates Impact: Students who successfully pass AP courses generally earn higher ACT scores, have higher GPAs, and earn college credit if they take the AP exam. Expanding the AP program increases student participation and performance in additional rigorous courses, completion of A-G college requirements, and improve college admission. NMSI: In 2017-2018, the implementation of the National Math and Science Initiative (NMSI) program, a nationally-recognized STEM education program at BVHS is a College Readiness Program, three-year grant, was implemented at BVHS. NMSI is designed to increase the number of students taking and excelling in college-level math, science and English classes. Advanced math, science and English courses provide students the knowledge and skills they need to succeed in the 21st century economy, regardless of the careers to which they aspire. The NMSI program encourages growth of and access to AP courses for all students and success in meeting A-G college requirements. Evidence: Master schedule, NMSI Saturday workshops Impact: The NMSI program will further enhance the school’s AP program and increase AP exam pass rates, International Baccalaureate (IB): Since the last WASC visit the IB program continues to grow at BVHS. In 20152016, there were 12 IB course offerings and in 2017-18 there are 13 course offerings. Highly motivated students are taking weighted IB courses which have a very high pass rate of all students earning an A or B in the course. Evidence: IB master schedule and enrollments, grades, IB test scores, IB diplomas earned Impact: IB courses increase A-G rates and the number of college ready students seeking four year university placement. Instructional Support for Students to Increase A-G: Special Needs Dept. Support: The school creates a master schedule to promote inclusion by offering multiple co-teach classes in the core for special education students. Concept level special education students are fully mainstreamed into regular education classes in a co-teach environment with one regular and one special education teacher in the core: English, math, science and social science. Teachers work collaboratively to provide extra support, Effective First Instruction, and rigorous curriculum aligned with Common Core. In some instances, students are provided with a one-on-one instructional assistant as outlined in the student’s IEP. Co-teach classes maintain the rigorous academic standards in the class and support students to meet A-G requirements. The school currently offers 18 co-teach classes in all core subject areas. Impact: Students in co-teach classes receive additional academic support from sped teacher, regular teacher, and some instances an adult instructional assistant.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Structured English Immersion Support for English Learners: The school is staffed with 108 qualified SEI teachers who specialize in using Structured English Immersion (SEI) strategies in the classroom for English Learners mainstreamed into designated SEI classes. SEI strategies targets instruction in all core content areas (support, regular and accelerated) to address the linguistic and academic needs of English learners. Teachers develop lessons using the new 2017 ELD standards, SDAIE scaffolds, primary language supports, and effective EL strategies. Teachers use English proficiency levels and academic performance data to deliver instruction to meet English Learner student needs. Impact: SEI courses exist to accelerate English language acquisition and access to core content. Workshop Courses Literacy Workshop: The Literacy workshop course was omitted from Fall semester schedule; however, will be offered Spring semester for students who earned an F first semester grades 9 or 10 ELA. The course has a specially designed curriculum to accommodate students retaking the first semester course. The Literacy Workshop is limited to 25 students maximum and peer tutors are assigned to every section to assist students as needed. The site uses multiple measures and data points to place students into Literacy Workshop: These measures and data points include: Earned a grade of F* in ELA first semester Teacher Recommendation ELA SBAC Performance Bands of Standards Not Met or Nearly Met Other factors to consider for success in workshop: motivation, attendance, and conduct Evidence: Master schedule, ELA Workshop course proposal, multiple measures Impact: The impact is that students earn C or better in core English class. Math Workshop: The Math Workshop class is a support numeracy course aimed at supporting student success in the Integrated Mathematics (IM) courses. The coursework of math workshop is aligned to support the IM course. The site uses multiple measures and data points to place students into Math Workshop: These measures and data points include: earned a grade of D* or F* in prior year/semester math course(s) Student has repeated math courses in the past Teacher Recommendation Math SBAC Performance Bands of Standards Not Met or Nearly Met Other factors to consider for success in workshop: motivation, attendance, and conduct Evidence: Master schedule, Math Workshop course proposal, multiple measures Impact: The impact is that students earn C or better in core integrated math class. IEP and 504 Support to Increase A-G: The Individual Education Plan (IEP) and 504 plans makes teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. Teachers continually evaluate and monitor student performance and progress using the IEP and 504 goals along with common formative assessments. Teachers also differentiate instruction as outlined in the plans to support students’ academic needs and achieve student success. All special education students with an IEP meet yearly with teachers, counselors, and parents to review the student’s progress and make changes to the learning plans as needed. Evidence: As of 2017-18, BVHS is 100% compliance of IEPs. Impact: Students receive individualized support to earn a C or better in all their classes.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Peer Tutors: Since 2016-2017, BVHS implemented the Peer Tutor program where senior students take a Peer Tutoring class as an elective course. The responsibility of a peer tutor is to support at-risk students in reaching academic success through one-on-one tutoring during class. The Peer Tutor program consists of approximately 50 tutors who serve as additional support to students in core content classes. The Peer Tutor course is offered to seniors who meet the criteria of a 3.0 GPA or higher, receive approval of the Peer Tutor teacher, and receive parental or guardian approval. The peer tutor provides support for a successful learning experience in the classroom. Evidence: Peer Tutor roster, student schedules, student grades Impact: The coursework requires Peer Tutors to support students who are in need of academic assistance: course content, skill review, problem solving, organizational skills, language support, improve grades, and motivation to succeed in their class. Intervention Supports to increase A-G: T.E.A.M: BVHS continues to offer after school interventions to ensure student achievement. Since the last WASC visit in March 2015, the school’s after school program was entitled Academic Recovery Center (ARC), now entitled Tutor, Educate, and Motivate (T.E.A.M.). The program has grown significantly over the past three years, now driven by over 80 top academic volunteer peer tutors. T.E.A.M. provides targeted at-risk (earning D or Fs) students with one-on-one academic support so they succeed in their classes. Currently, T.E.A.M offers five student assigned satellite classes which includes one specialized English Learner (EL) T.E.A.M. class and one voluntary walk-in location. All T.E.A.M. classes are staffed with a credentialed teacher and multiple peer tutors. T.E.A.M. pairs tutors, one-on-one, or in small focus groups. Seven focus study groups include Chemistry, French, Italian, AP World History, Biology, Integrated Math 1, and CFA Interventions. These focus groups, led by peer tutors, support specific instructor-generated skill reviews or class assignments. Impact: T.E.A.M.s ultimate goal for students is to increase A-G rates, earn Cs or better on progress reports and semester grades; however, T.E.A.M. also addresses the social-emotional and behavioral needs of students in that it helps build relationships, student connections, encouragement, and overall a shared student success. Library Homework Center: In addition to TEAM, the Library Homework Center is accessible to all students to complete homework, study and conduct online research. Students have access to library resources, computers and printers. TEAM tutors are available for class reviews and /or upon request at the Library Homework Center. Homework Center is open daily until 4:30 p.m. for tutoring, homework, group projects, and computer use. Studies show that students who read perform better on standardized tests. Saturday Academies are designed for targeted math students to offer multiple opportunities to gain the numeracy skills necessary to meet proficiency on upcoming math CFAs, PTs, EOCs or SBAC. BVHS offers ongoing Math Saturday Academies which are designed to help students review math skills and key concepts they did not support so they acquire mastery of skills and improve their assessment scores. Students have the opportunity to re teach, retake and re-calculate the assessment score to ensure student success. Credit Recovery: BVHS provides the opportunity for student to recover credits for students who are not on track to meet graduation requirements. Credit recovery is offered through online APEX which all must be completed within a specific time frame. For students in need of recovering A-G course credits, the school offers multiple credit recovery opportunities. Credit recovery classes are offered through the afterschool sessions, summer school sessions, or through the school’s Learning Center APEX program. A credit recovery proposal for 2018-19 is to offer remediation of classes during the regular school day either per. 5, 6, or 7. A student may lose an elective credit or be assigned a per. 7.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
College-Going Culture to increase A-G: (LCAP Goal 2) At BVHS, creating a college-going culture shapes the expectation and mindset of higher education for all students. We believe that all students should have the opportunity to attend college. BVHS is making greater efforts in creating a college-going culture within our school and community. Expect that all students, including English Learners, Foster Youth, Low-socio economically disadvantaged, and Students with Disabilities, are prepared to enroll and succeed in college. Provide a range of quality, rigorous college-preparatory classes, tools and resources for students and families. Parent outreach and collaboration between school and parents is vital, especially in families where pursuing college is not a common track. AVID: In its 3rd year of implementation, the AVID program continues to support the school’s collegegoing culture. AVID better prepares students to gain the skills and motivation to attend college. Parent Involvement and Outreach: At BVHS, we believe that parents are equal partners in the education of their children and there is a greater impact in overall post-secondary educational outcomes of students whose parents are highly involved in their school. The following outreach and resources are available to parents that promote college awareness and opportunities: o Weekly online parent newsletter and BVHS website o PTSA, School Site Council, English Learner Advisory Committee parents o Parent Resource Center o Community Resource Facilitator o Counseling Center Resources: Career of the month, Career Fair, College Night, Scholarship and Financial Aid workshops, College Presentations, and Educational four-year plan, etc. Counseling Four-year plan: Counselors actively use the four-year educational plan for students at the start of their freshman year. The plan serves as a blueprint for mapping out their school graduation requirements, A-G college requirements, college admission course recommendations, and individual student interests. Counselors attempt to meet at with their students at least two times a year to monitor progress towards the four-year plan, A-G/graduation status, and post-secondary goals. Similarly, the Coordinated Integrated Services (CIS) Coordinator supports all counselors in the progress monitoring and graduation status of English Learners, Foster Youth and all at-risk
“College Bound” SWC Partnership: Since the last WASC visit in March 2015, BVHS continues to partner with SWC and the College Bound program. Every semester, an average of 40 BVHS students enhance their high school education and are earning college credit at the same time through SWC. This is a unique collaborative effort between the district and Southwestern College. As part of the College Bound program, BVHS students are receiving a greater benefit from these "two-for-one" classes which allow students to earn elective credits at the high school level and build up college credits that are transferable to Southwestern College or any University of California or California State University campus. Students have the opportunity to take certain Southwestern Community College courses on campus for both high school and college credits. The school offers several courses on campus and taught by a Southwestern (on campus) College professor. The course offerings at BVHS change from year to year. In 2018-19, BVHS plans to offer SWC Mexican-American Studies on our campus in addition to one of the current offerings. The dual program is gaining popularity at BVHS, not only because students earn college credit, but also because tuition and textbook fees are waived for high school students.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
College Bound SWC course offerings the last three years: 2015-2016
2016-2017
2017-2018
Sem 1: Psychology
Sem 1: Criminal justice
Sem 1: Criminal justice
Sem 2: Sociology
Sem 2: Social Psychology
Sem 2: Social Psychology
Race to Submit: To support our college going culture, BVHS is participating in the statewide “Race to Submit” campaign to encourage seniors to complete the Free Application for Federal Student Aid (FAFSA) - the first step towards college success and helps eligible students qualify for federal, state, and campus-based aid, as well as some private scholarships. Between now and Cal Grant deadline of March 2nd, the site work toward encouraging all seniors to submit their FAFSA applications. The California Student Aid Commission has developed a “Race to Submit” dashboard that will allow the site to track our progress on this important goal. In order to increase FAFSA submission participation, the site will develop and offer student incentives. Evidence: Data last 3 years D/F, A-G data, college entrance data, school profile Impact: Students will have additional financial resources to attend college.
2. The school will expand opportunities for cross-curricular lessons to allow reinforcement of Common Core State Standards across disciplines. This critical learner need correlates to the schoolwide learner outcomes that 100% of students at BVHS will complete an enriching academic program and graduate with the skills necessary to succeed in their future endeavors and contribute to a global society.
LCAP Goal 1 Ensure excellence in teaching and learning so each student is prepared to succeed in college and career.
School Goal 1 Provide Effective First Instruction with a focus on planning and teaching to mastery.--------
School Site Leadership Team: In 2016-2017, the school Site Leadership Teams (SLT) was formed which includes the principal, assistant principals, two lead counselors, CIS Coordinator, four curriculum specialists, eight content area teachers and one classified staff member. Most of the SLT team members also serve on the site’s Faculty Advisory Committee (FAC). The SLT, which receives training and support from the District Leadership Team, develops a structure for school-based planning and shared decision-making based on curriculum and instruction issues which align to effective work of PLC collaboration. The SLT meets four times throughout the school year at district professional development days and two times a year at the site to continue working with PLCs toward shared school goals and student achievement. Impact: The work of the SLT disseminates to PLCs. The SLT serves as the professional development to support PLCs at the site as they implement the district and school vision to create and sustain dynamic PLC work and increase
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
student achievement based on the four LCAP goals: teaching and learning, equity and culture, parent/community engagement, and systems of excellence.
PLC Collaboration: Since the last Self-study in March 2015, PLCs continue to collaborate regularly on monthly basis to share best practices, learning opportunities, and improve Effective First Instruction to address curriculum instructional strategies, teaching to mastery and intervention improvements. During PLC collaboration, teachers analyze assessment data, LCAP feedback data, and other student data to ensure appropriate student placement, modify instruction, and recommend support classes, tutoring, interventions or support groups in order to improve student achievement. All teachers collaborate during PLC monthly meetings, Pull-Out professional development days, and previous district Zone meetings. The School Leadership Team, Department Chairs, and Curriculum Specialists serve as PLC resources to support the work of PLCs. PLCs are working toward truly becoming learning teams where teachers are in constant structured communication with one another and grow as a result of working with expert peers. As an identified need and per a WASC recommendation of March 2015, PLCs have communicated the need for additional meeting time to become more effective PLCs. Effective First Instruction and Mastery through the lens of Equity: The work of the SLT and PLCs continues a focus on improving Effective First Instruction, instructional planning and teaching to mastery through the lens of equity. The PD district provided was through NCUST… how will we plan and deliver effective instruction that leads all students to engagement and mastery? In 2016-2017, the site began a study of these critical characteristics in order to enact true Mastery through the Lens of Equity: o Positive transformational culture o Access to challenging curricula for all students o Effective instruction that results in engagement and mastery o A system for excellence and equity: Where do we begin? Pull Out Days for Cross-Curricular Lessons: A data-driven master schedule requires that cohort teachers have shared prep for optimum planning. The master schedule planning for 2018-2019 includes student cohorts courses: a combo between English 9/Geography/Biology and possibly AVID. The cohorts would ensure crosscurricular thematic units and teacher common preps. PLC Expanded Time: Under the new administration this year, schoolwide discussions and actions took place for the need of additional PLC collaboration time. A schoolwide effort moved forward to propose a new bell schedule to take effect 2017-2018. The new bell schedule will expand the time available to PLCs to meet weekly 90 minutes of collaboration time rather than the current 10 meetings per year for 57 minutes. The new schedule will take effect in 2018-19.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
English Language Arts
Pull Out days to share best practices, learning opportunities. Evidence: PLC and Department agenda and minutes, AP and IB trainings and meeting agendas, CFAs, Performance Tasks, and Curriculum Pacing Guides Impact: There are targeted interventions in place based on common assessments and a review of best teaching practices based on class results. Accessibility of tutoring- Teachers in the PLC are teaching simila r material (skills, texts, etc.).
Math
Accomplishment: In addition to scheduled PLC meetings, the Math department/PLCs also meet during lunch or after school. PLC work includes work toward Effective First Instruction, creation of CFAs (Common Formative Assessments), sharing best practices, instructional strategies, and intervention refinement. Evidence: PLC agendas and minutes, data from CFAs and other common assessments Impact: Teachers implement strategies and best practices discussed during PLC meetings. Discussion of assessment results informs future instruction to increase student pass rates. Teachers use data to drive instruction and identify students for targeted interventions.
Science
Accomplishment: Science PLCs share best practices, department specific days this year, and two course specific pullout days per year. Teachers participated in a MSP grant and school has joined NMSI. Evidence: Monthly PLC’s for all department PLC’s have resulted in the development of CFA’s for all core (on level) subjects. PLC’s are working to calibrate CFA’s and design strategies for remediation/intervention. 4 teachers participated in a MSP partnership grant with faculty from the University of San Diego and Southwestern College that focused on integration of engineering practices in core science courses. Impact: There is a better understanding of scientific concepts via lab ideas. Science data has not been accessible the past three years. One of our issues is not being able to access test scores the last 3 years. All core courses have also moved toward implementation of NGSS science standards with the CFA’s integrated.
Social Science • Accomplishment: Social science PLCs create and administer CFAs, district Performance Tasks. Utilize California and district dashboard Data Insights to access and analyze data; Illuminate to create and administer CFAs and access to data from Illuminate, performance task collaboration; some monthly revision of instructional guides for 9th grade geography. Evidence: PLCs create and follow agendas set by administrator, Department Chair and/or PLC leads. Minutes are taken at every meeting. Plan and participate in 2 professional development days, one per semester. Impact: PLC work allows for teachers to collaborate to ensure student achievement; equitable access to materials; and implement best practices. Social science will be analyzing data in the future from CFA’s to be given this month; increase mastery and provide interventions
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
World Languages Accomplishment: Collaboration has improved. The departments are working together to create pacing guides in French and there are pacing guides in progress for Spanish and Italian with a new textbook adoption. Evidence: PLCs create and follow agendas set by administrator, Department Chair and/or PLC leads. Impact: There are higher proficiency levels and easier transitions for students changing teachers. Special Education Accomplishment: For the past three years, Special Education (Sped) department meets in PLCs during district Zone meetings, PLC site Pull-Out days, and district PLC professional development days. Information acquired is disseminated at the school site. Sped department is applying the new special education instructional strategies. The Mild/Mod area is receiving ongoing information via Google drive with district curriculum specialist. Special education teachers are assigned to department PLCs and also ongoing collaboration with fundamental teachers at other school sites. The dept. continues to share best practices with co-teach classes. Embedded rigor from co-teach classes are applied to fundamental classes. T.E.A.M. tutoring is assigned to students failing core classes. Evidence: Curriculum and other information received from district PLC to site PLC. The Mild/Mod dept. uses a shared Google drive between PLCs, department, and district support teachers. Student successfully transition from fundamental classes to co-teach classes. High self-esteem among students knowing that their curriculum is the same as general education curriculum. Co-teach classes benefit the general education and sped populations. There is ongoing email communication between teachers, case carriers, teachers and district support staff. Impact: Students have a more effective school experience with most current best practices being implemented during instruction. Physical Education Accomplishment: PLCs meet and collaborate monthly to discuss common assessments but have needed more time. Evidence: PLCs create and follow agendas set by administrator, Department Chair and/or PLC leads. Impact: Students have a more effective physical education experience with most current best practices being implemented during instruction. VAPA, CTE, Other… Accomplishment: The VAPA and CTE departments work together with other VAPA fields. In the Visual and Performing Arts field, students provide sample work for ArtsFest, an all day event held in the gym sponsored by the VAPA teachers. The visual arts classes provide drawings, paintings, and craft projects. Photo and computer arts classes provide appropriate visual displays. Performing arts classes including vocal and instrumental music, dance, and drama provide entertainment. Classes are inviting to attend through Social Science and English Language Arts on alternating years. The feeder elementary and middle schools are invited. The students arrive on buses. The drama students greet them with offers of face painting. VAPA students from that period are assigned as guides and escorts through the art displays. The teachers submit student work for the district Art competitions. Band, dance, and vocal music participate in interscholastic performance competition. The performing groups such as Club Blue, Mariachi, Music Machine, Baron Choir, Sound Unlimited, Lady Tones, and Get to the Point (GTP) dance troupe, also perform in ArtsFest and community events, such as BonitaFest, parades, and Christmas events.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
3. The school will increase college- and career-readiness programs to benefit students, industries and the workforce. This critical learner need correlates to the schoolwide learner outcomes that 100% of students at BVHS will complete an enriching academic program and graduate with the skills necessary to succeed in their future endeavors and contribute to a global society. In addition, the Visiting Committee has identified areas that need to be strengthened:
CTE/School-to-Career: Increase College & Career readiness programs: The school will investigate flexible scheduling to increase student course opportunities and participation in specialized programs such as Career Technical Education (CTW) and School-to-Career opportunities, and other Science Technology Engineering Art Math (STEAM) and other academies BVH College and Career Readiness activities, workshops and meetings will provide support for students to explore and build skills for post-secondary educational and career opportunities. BVH will investigate flexible scheduling to increase courses offered that provide students with rigorous CTE pathways and curriculum, i.e., Sports Medicine, Digital Media, Automotive, AVID, Computer Science, Cross Age Tutoring, Peer Tutoring, Peer Mediation, Yearbook and Journalism. BVH will investigate flexible scheduling to offer career and life skills embedded in the core curriculum. [WASC Recommendation 1, 2, 3, 4]
Increase pathway in Engineering 2018-19: BVHS is offering the first of three courses starting in 2018-19 for this pathway. The intro to Design in Engineering follows the Project Lead the Way (PLTW) model. The model follows a constructivist real world approach in which students are encouraged from an early age to have hands on learning opportunities that empowers them to discover and explore their interests and design solutions for real world projects as they become independent and confident problem solvers. Increase pathway in Computer Science 2018-19: The Computer Science pathway will be fully implemented in 2018-19. 9th grade students will take Exploring Computer Science (ECS) and 10th/11th grades will take AP Computer Science principals, and 12th grade student complete a Capstone project in which they solve a substantial real-world problem with the knowledge accumulated in their experience in other three computer courses. The Capstone could be interdisciplinary project. The students can work individually or in teams, identify a problem, create a solution, and produce a tangible product as evidence of their learning. They present the Capstone project and explain to an audience. BVHS currently offers four sections of AP Computer Science Principles.
4. The administration and faculty should review the distribution of resources, identify areas of inequity, and develop an action plan to increase Rigor and Relevance and address the growing discrepancy between academic levels to maximize achievement for the entire student population. This will support an increase in A-G graduation rates (#1), cross-curricular lessons (#2), and college and career readiness (#3). From 2015-2017, the distribution of resources were annually reviewed and have been equitably distributed throughout the site to enhance academic programs, maintenance, and other services. For the past three years, LCAP site funds financially supported school programs, extended day tutoring, classroom technology equipment, classroom/student supplies and materials, supplemental curriculum for teachers, and staff professional development opportunities. As of July 2017, the site’s State and Federal budgets were significantly reduced which limited distribution of resources this year thus far. Decision-making on spending allocated LCAP funds is now primarily at the district level rather than the site level. Only three budgets were allotted to the site: Interventions Services $35,000, Library $10,000, and Parent Involvement $4,900. LCAP site dollars were not received (which was received the past
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
three years an average of $90,000 a year. In 2017-18, the site discretionary budget was cut by 15%. These funds were previously used to support academic programs and services, professional development, and purchase technology equipment, supplemental curriculum and classroom supplies. As BVHS become a Title I school in 2018-19, the funds will provide more resources for the economically disadvantaged, as well as the rest of the school population. In addition to free and reduced meals, Title I funds will provide students with extensive opportunities to increase Rigor and maximize student achievement: expand school programs reduce class sizes purchase technology such as laptops, computers, projectors, etc. purchase software and web-based programs expand Credit Recovery and summer school classes free PSAT for 10th and 11th graders offer Saturday and after school tutoring and interventions hire additional personnel to increase student achievement To address the areas of inequity since the last WASC visit in March 2015, a data-driven Master Schedule has been in place since 2016-17 to ensure equity and access for all students. Master schedule placement criteria is based on data points such as curriculum guidelines, EOC scores, SBAC scores, grades, and teacher recommendations. Administration, counseling, special education, and general education departments are working together in a timely manner to develop an effective, data-driven master schedule support all students in order to increase student opportunities and student achievement. In the last three years, administration realized that the school demographics had changed in terms as to where students were living and living in multiple family dwelling as a result of the 2008 financial crisis; therefore, the administration found that students had limited educational resources at home. As of 2017-2018, the new principal set a goal to become a Title I school to provide more resources for the economically disadvantaged, as well as the rest of the school population. In order to accomplish this, the site had to change the attitudinal culture of the school regarding free and reduced lunch. In addition to free and reduced lunch, this effort would allow BVHS extensive and equitable opportunities: expand school programs reduce class sizes purchase technology equipment: laptops, computers, projectors, etc. purchase software and web-based programs expand Credit Recovery opportunities free PSAT for 10th and 11th graders expand Saturday and after school tutoring and interventions hire additional personnel to increase student achievement
At the start 2017, BVHS began a campaign to increase the number of meal applications submitted by Bonita Vista High families. Meal application information determines the eligibility for student free/reduced lunch status and used for student eligibility for waivers such as reduced-cost on AP, IB, SAT, ACT, and college applications. Furthermore, the information on the applications is used to determine how much additional funding the school and district will receive from both the federal and state government. Based on the percentage of household applications submitted and “qualify” for free and reduced meals determines the school’s Title I status for the following year: 35% targeted and 40% schoolwide. Historically, BVHS has never been a Title I school, only reaching on average 26% Free and Reduced status the last three years. This year, the initial goal was to reach the economically disadvantaged students; however, once the applications were tallied, BVHS qualified for Schoolwide Title I status reaching close to 43% Free and Reduced status. BVHS is very proud
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
in reaching this goal. This percentage will determine the school’s Title I status and funding for the 2018-2019 school year. Impact: Title I funds will expand opportunities for students. The effective use of Title I funds will allow for school resources to improve student achievement.
Additionally, to address areas of inequity, in September 2016 the school administered a Student Equity & Engagement panel interview. The purpose of the student panel interview was to gather honest, constructive feedback on the realities of being a student at BVHS and to identify and improve areas of inequity. The student panel interview was conducted and video recorded by staff and organized as a Socratic seminar of 15 students of all performance levels, grade levels, and ethnicity. Questions elicited qualitative information regarding equity, school experiences, preparation for college, experiences after high school, and school support systems for students. As a result of the student panel interview, the video was shared with staff for self-reflection. This year, the next step is to present the student seminar live at a Schoolwide staff meeting and record for future reference. Evidence: Presented student interview at staff meeting. Student feedback video recording, shared with all staff. Impact: The information gathered from students will result in staff analysis and identification of areas of inequity. The staff will move forward to enact a positive transformation culture that will address site areas of inequity.
PLC collaboration continues to focus on increasing Rigor and Relevance across grades and academic levels so that all students receive an equitable rigorous and relevant instruction which is a true reflection of the instructional focus and mastery of skills. Instructional practices and assessments are more skill-based, interdisciplinary, and challenging which examine the level of rigor and relevant lessons. Students are moving up the levels of intellectual thinking. In the lower and regular levels, teachers are challenging students so they are more prepared for the rigor of AP, IB, and CSU and UC and IVY League schools. With the work of a datadriven master schedule, students are continuously identified and placed into the program to increase AVID participation rate and increase A-G rates. Two AVID sections are offered at BVHS: one section grade 9/10 and one section grade 11/12. AVID prepares students for preparation to continue with Advanced Placement and International Baccalaureate courses. Evidence: Data results, end-of-course exams, CFAs, AVID notebooks Impact: The administration of ongoing CFAs allows teachers feedback on rigor. Academic language and other skills should show in a cross-curricular, interdisciplinary manner. For example, physics students should be able to apply math formulas and research skills learned in English Language Arts should be evidenced in Social Science. The elective course, Social Issues in Film, has undergone a change within the last three years. There are two course sections with two different emphasis offered to all grades 9-12. One course is entitled, Social Issues in Film. This course is one semester in length with an interdisciplinary emphasis in history, economics, government, sociology, and psychology. The other is entitled, Social Issues through Film; however, one year in length with the same interdisciplinary emphasis yet designed specifically for our Long Term English Learner (LTEL) population student population. This course is designed with a special emphasis in developing oral communication and language development while they access, analyze, evaluate and communicate in a variety of forms. Evidence: Class assignments and notebooks
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Impact: As a Social Science elective, Social Issues in/through Film, is giving students the ability to be analytical thinkers. Films, along with hands-on activities, reading and annotating, in-class discussion groups and research projects give students a well-rounded opportunity to discover different mediums of learning. The goal of the class is to use high engagement topics to further develop language and writing skills. Having a yearlong class for a homogenous population of LTELs gives a safe place to students to develop oral communication while learning new concepts, language and skills. Admin Daily walkthroughs: A school protocol is in place to determine the measurable effect of professional development, coaching, and mentoring on the implementation of rigor across academic levels. Teacher daily administrative walkthroughs show evidence of the effectiveness of the professional development in implement rigor across levels notating concepts addressed through the Rigor and Relevance model, Bloom’s Taxonomy, and student comprehension. AP Learning & Equity Walks: Through the district’s department of Professional Growth, AP Learning & Equity Walks are conducted on a monthly basis at the site. The district’s Director of Professional Growth, Dr. Amy Illingworth, visits the site once a month to collaborate with administration and the team conducts full day learning and equity walks. The purpose of learning walks is to conduct classroom walkthroughs for the purpose of calibrating, gathering evidence, and providing feedback to teachers on the implementation of best practices, rigor and relevance, and structured student interactions. Teachers continue to pursue professional development opportunities (Common Core, NGSS, MNSI, AP, IB training, other conferences, workshops, PLCs, Pull-Out days, etc.) that are specific to courses and enhance best practices which has created more focused instructional goals to ensure that all student have receive Effective First Instruction and access to an equitable and rigorous curriculum across all academic levels. Furthermore, administrators monitor teacher progress by attending and collaborating with their respective PLC departments. At PLC meetings, data results and other common/formative/summative assessments are examined by teachers to guide instruction and ensure student learning. Teachers will continue to collaborate with their PLCs to deepen their knowledge in best practices, instructional planning and the Common Core State Standards. Evidence: The administration conducts ongoing classroom observations and colleague evaluation walkthroughs to ensure the inclusion of equity and rigor and relevant lessons. Professional development meeting agendas and information from trainings and PE uses sweetwaterpe.org website to support teacher instruction. Impact: The increase in the implementation of best practices and Rigor and Relevance ensures that students are experiencing appropriate learning to student achievement. Core content teachers administer Common Formative Assessments (CFAs) on a weekly and/or monthly basis, district Performance Tasks (PTs) on quarterly basis, and End-of-Course (EOCs) at the semester. CFAs ensures equity, providing larger snapshots of what students are actually learning and allows for timely interventions, scaffolding and support. Illuminate Education is the online assessment data platform used to create, administer, and assess assessment data. Illuminate Education has the capability for teachers to identify students’ areas of weakness and provides immediate student feedback. During PLC collaboration, discussions of assessment results inform future instruction, identifies the educational needs of students, and the implementation of intervention supports to increase student learning and mastery. For example, in math in order for students to be successful in any course, high school or college, weaknesses need to be identified and worked on so that students do not fall further behind. CFA's allow students to understand how foundational skills can affect their success in advanced concept classes. Evidence: CFA creation, Data results, pacing guides
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Impact: The administration of ongoing CFAs students should acquire proper skills to be successful in EOC, SBAC, and all other achievement tests.
5. The entire teaching staff with the support of the school administration needs to clarify measurable schoolwide learner outcomes and use data derived from the analysis of common assessments to change or modify instructional practices in all classrooms leading to greater student achievement for all students. This will support an increase in A-G graduation rates (#1) and college and career readiness (#3). Since the last WASC visit in March 2015, there have been significant changes in the district Board of Trustees, superintendent and site administration. The refinement of the state’s priorities and LCAP goals have also been revised within the last three years. In December 2017, the Board of Trustees adopted a new Mission and Beliefs Statements. The site will then move forward to re-evaluate and revise its Mission Statement and student learner outcomes to clearly define the vision for BVHS students. (Current Mission Statement and Schoolwide Learner Outcomes which will be revised in Spring 2018) Mission Statement The mission of Bonita Vista High School, a distinctive and vibrant international community of leaders, is to ensure all students thrive and successfully contribute to a global society through a system of learning distinguished by: Rigorous, comprehensive, and enriching academic program Diversified extra-curricular programs designed to engage and inspire all students A safe learning environment A culture that fosters intellectual risk-taking and the exploration of new ideas Individuals whose actions are guided by integrity, honesty, and respect Partnerships with students, staff, families, and community members A tradition of excellence and Baron Pride
Schoolwide Learner Outcomes 100% of students at BVHS will complete an enriching academic program and graduate with the skills necessary to succeed in their future endeavors. Each student will be self-reliant and possess the skills necessary to contribute to a global society. Core content teachers administer Common Formative Assessments (CFAs) on a weekly and/or monthly basis, district Performance Tasks (PTs) on quarterly basis, and EOCs at the semester. CFAs ensures equity, providing larger snapshots of what students are actually learning and allows for timely interventions, scaffolding and support. Illuminate Education is the online assessment data platform used to create, administer, and assess assessment data. Illuminate Education has the capability for teachers to identify students’ areas of weakness and provides immediate student feedback. During PLC collaboration, discussions of assessment results inform future instruction, identifies the educational needs of students, and the implementation of intervention supports to increase student learning and mastery. For example, in math in order for students to be successful in any course, high school or college, weaknesses need to be identified and worked on so that students do not fall further behind. CFA's allow students to understand how foundational skills can affect their success in advanced concept classes.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
Critical Areas for Follow-up #6: PLCs, with the support of administration and district IT, should investigate educational technologies that can add to the academic program, enhance overall student engagement, and support under-performing students in both core and non-core courses.
Technology Progress
Since March 2015, there has been significant progress in the use, upgrades, and implementation of technology. In 2016-17, a Technology Committee was in its early stages of development. The need for upgrading technology and providing technology training to teachers were next steps for the site. In 2017-2018, a formal Technology Committee was developed. The committee is comprised of an administrator, IT Site Technician, two Blended Learning Specialists, Library-Teacher, five teachers and two students. Meetings are held monthly after school. The committee’s purpose is to provide technology professional development to staff, support teachers with their technology needs, and develop and monitor the site technology plan. In January 2018, a comprehensive technology needs assessment will be administered to all staff members which will identify site technology needs. The BLS and Library-teacher will develop and oversee the administration of the needs assessment. Meanwhile, the technology committee is working with a shorter needs assessment version based on the input from department reps. The chart below illustrates the Technology Committee organizational chart and future progress for 2017-18.
Evidence: The following are technology hardware and online platform developments within the last three years. Projection Devices: ScreenBeams, Classroom Commander, webcams, projection hardware, iPads, Lenovo Laptops issued to grades 9-11 and all 9-12 will receive them in 2018-19. Online Platforms:
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
o Assessment Databases: In 2015-2016, the online assessment database changed from Data Director to Illuminate Education. Illuminate Education allows for teachers to create assessments and answer sheets, scan/score answer sheets, access and analyze data, and provide display immediate student feedback. o Online SMS: In 2015-16, the online Student Information System (SIS) changed from PowerSchools to Infinite Campus. o Online LMS: In 2014-15 limited use of CANVAS and Google Drive; increased use in subsequent years. In 2015-16 the use Google Classroom to the present. As the district adds textbooks with a digital component, most have a digital LMS. For example, Spanish and French languages, math, APUSH, AP bio, regular world geography have a digital online LMS. o Online Grading: changed from Jupiter Grades to Infinite Campus and back to a combo of the two. Official grades have to be entered into IC. CANVAS, Google Classroom, district Google Drive o Online Communication: Outlook, Infinite Campus Messenger, SchoolMessenger, Jupiter Messenger, In 2016-17, a SMORE newsletter emailed monthly to staff and in 2017-18 the circulation increased from monthly to weekly and to include all staff, parents/guardians, and other district administrators. o Online Instruction Tools: Google Classroom, Youtube, JotOnce, Skype program and many others o Online Monitoring and Applications: Screenbeam for wireless projection; Classroom Commander which will roll out January 2018 for wireless classwide projection and teacher monitoring Evidence: Technology committee meetings, Student/staff/parent feedback, homework submissions online. Impact: The work of the technology committee will impact the site throughout the campus.
OTHER KEY ISSUES IN THE WASC REPORT MARCH 2015 Key issues for School Culture and Support for Student Personal and Academic Growth: In consideration of potential safety hazards and to increase school pride, school administration and district operational personnel should review existing facilities to prioritize greatest areas of need for maintenance and upgrades. Facilities Greatest Area of needs: In 2016-17, the new administrator in charge of facilities has taken the examination of all school facilities classrooms very seriously to address and improve the facilities and maintenance of the school.
Leaks and Drainage repairs redone in the 900 building area, the student quad, PE dept., and restrooms. Currently working on one more area behind room 917 and outside of library. Next building to repair is the 800 building. All classrooms have air conditioning repaired. Maintenance and work orders systems in place to ensure all work completed in a timely manner. Plant operation supervisor follows up on work orders. If the work order extends past 2-3 weeks, administrator follows up. January 2018: The district planning team architect group visited the site to identify areas for future development. Aesthetics: gardening, erosion prevention. Campus Beautification will be in place Spring 2018. Expand art murals to promote college going culture.
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Bonita Vista High School ACS WASC Mid-cycle Progress Report
V: Schoolwide Action Plan Refinements Single Plan for Student Achievement (SPSA) 2017-2018 Planned Improvements for Student Performance School Goal #1 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Excellence in Teaching and Learning LEA/LCAP GOAL: Goal 1 Ensure excellence in teaching and learning so each student is prepared to succeed in college and career. SCHOOL GOAL #1: Provide Effective First Instructionwith a focus on planning and teaching to mastery.-------Data Used to Form this Goal: LCAP Goal 1 Feedback: State and Local Assessments: District assessments include bi-yearly Performance Tasks (PTs) and End-of-Course exams (EOCs). State assessments include California Assessment of Student Performance and Progress (CAASPP), California English Development Test (CELDT). For the 2017-18 school year, the English Language Proficiency Assessments for California (ELPAC) data will take place of the CELDT. Data is collected via illuminate and decisions regarding re-teaching and modifying instruction are made as needed. Site Assessments: Individual PLCs develop CFAs based on each instructional unit that align with the Common Core State Standards. CFAs are administered to all students in each course. -------Findings from the Analysis of this Data: Findings from LCAP Goal 1 Feedback for 2016-17: Staff: • Improve teacher collaboration and connections with students. • Celebrations rewards for students, positive praises • One-on-one support for students. • Depts to be more spirited, promote unity and teams • Display student examples of good work in classrooms • Teachers must re-evaluate what they are doing when students don’t learn. • Maintain a safe and secure campus • Help special ed students achieve success to their best of their abilities
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Bonita Vista High School ACS WASC Mid-cycle Progress Report • Supporting our teachers with education materials and supplies for classroom. SSC • More teachers are including career exploration in their units. • More preparation for the technology component of the SBAC • The staff is readily available to offer academic support • More career exploration for students • Develop and administer student vocational/personality profiles Parents: • To ensure each student is college and career ready, it is important to “play the game of life” in mock-up ways – create budgets, pay “bills”, follow stocks they have “purchased”, do job hunts, etc. • Involve more parents in their children’s education • More PD for teachers • Provide curriculum resources for parents to support their children at home • Create an English Learner support group – group has been implemented Oct 2016 Students: • Would like more career/guest speakers to expose students to career opportunities • Student-counselor meetings regarding career exploration rather than just “on-track” credit checks • Implement more courses or include in courses practical life skills, i.e., personal tax preparation, money management, apply for grants, job interview skills • Offer more career pathway courses and programs • Teachers need acknowledge students more; learn their views, not just the teacher view • Focus more on final products/summative assessments rather than participation points. During PLC collaboration, teachers analyze assessment data, LCAP feedback data, and other student data to ensure appropriate student placement, modify instruction, and recommend support classes, tutoring, interventions or support groups in order to improve student achievement. -------How the School will Evaluate the Progress of this Goal: BVH and all stakeholders will evaluate the progress of the goal by continually evaluating student assessment data, grades, attendance, goal feedback data, etc. The School Site Council annually evaluates Goal 1 and the effectiveness of its strategies, actions steps and planned activities. –------
LCAP Actions/Services
Site Actions
Person(s) Responsible
1.2 Ensure all students, including LI, FY, HY, EL, SWD have access to resources that support higher levels of rigor. d. College and Career Readiness activities, workshops and meetings will provide support for students to explore and
Site leadership and counselors Administration will hold various college Counselors related events, such as College Night for 10th graders, college planning, college applications,
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report Person(s) LCAP Actions/Services
Site Actions Responsible
build skills for postcollege entrance secondary educational requirements, SAT test and career opportunities. preparation, financial aid planning, FAFSA and scholarships. Addresses: WASC Critical Area #3 d. College and Career Readiness activities, workshops and meetings will provide support for students to explore and build skills for postsecondary educational and career opportunities.
Counselors will work to Counselors develop student academic plans and monitor student progress to ensure all students are on-course to meet graduation requirements and prepare for college or career. [WASC Recommendations 1, 3, 5] Addresses: WASC Critical Areas 1, 3, 5
d. College and Career Readiness activities, workshops and meetings will provide support for students to explore and build skills for postsecondary educational and career opportunities.
Administration, counseling, Admin special education, and general Counselors education departments will work together in a timely manner to support all students in order to increase student opportunities and student achievement. Addresses: WASC Critical Areas #3, 4, 5
a. Increase enrollment in Advanced Placement (AP), Honors, Accelerated, Visual and Performing Arts (VAPA), Advancement Via Individual Determination (AVID), and Career and Technical Education (CTE) courses.
BVH will investigate flexible scheduling to increase student course opportunities and participation in the school’s two-year International Baccalaureate (IB) academic program, Advanced Placement (AP), Accelerated/Honors, AVID, VAPA, and CTE. Addresses: WASC Critical Areas 1, 2, 3, 4 #3
Counselors AP/IB Coordinator VAPA Teachers
b. Investigate/Implement flexible scheduling to increase student course opportunities and participation in specialized programs:
BVH will investigate flexible scheduling to increase courses offered that provide students with rigorous CTE pathways and curriculum, i.e., Sports Medicine, Digital Media,
Counselors CTE Teachers Other career/life skill teachers
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report Proposed Expenditure(s)
Person(s) LCAP Actions/Services
Site Actions Responsible
CTE, VAPA, AVID, Dual Immersion, Science Technology Engineering Art Math (STEAM) and other academies
Automotive, AVID, Computer Science, Cross Age Tutoring, Peer Tutoring, Peer Mediation, Yearbook and Journals. BVH will investigate flexible scheduling to offer career and life skills embedded in the core curriculum. Addresses: WASC Critical Areas 1, 2, 3, 4, 5
b. Investigate/Implement flexible scheduling to increase student course opportunities and participation in specialized programs: CTE, VAPA, AVID, Dual Immersion, Science Technology Engineering Art Math (STEAM) and other academies
BVH will investigate flexible schedule to increase student academic support and participation in Literacy and Math Workshop courses to improve student achievement.
Description
Type
Funding Source
Amount
Counselors Literacy & Math Workshop teachers
Addresses: WASC Critical Area #1
1.3 Supplemental staffing ensures support for teaching and learning. d. Teachers on Special Assignment (TOSA) /Resource teachers, including district TOSA’s to facilitate teacher training and curriculum integration that include how to meet the needs of all students in the classroom, including EL, LI, FY, HY, SWD. (.8 per site for curriculum specialists and 6 District FTE’s).
Site Curriculum Specialists Site provide professional Curriculum development to PLC’s to Specialists support implementation of high rigor/relevant lesson plans in all core content areas focusing on Effective First Instructionand data analysis to maximize student achievement: subs, materials, extra duty.
f. Site intervention specialists monitor, coordinate, and implement interventions to assist students in reaching mastery of standards, especially EL,
CIS Coordinator will monitor CIS student achievement, grades, Coordinator progress then recommend and support implementation of intervention sessions: credit recovery, materials, extra duty for teachers, after school
Addresses: WASC Critical Areas 1, 2, 4
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TEAM Tutoring and credit recovery
Extra Duty
S/C Intvns 35,037 315
Bonita Vista High School ACS WASC Mid-cycle Progress Report Person(s) LCAP Actions/Services
Site Actions Responsible
LI, FY, HY.(Coordinator of tutoring, supplies. Integrated Services (CIS) Addresses: WASC Critical Areas 1, 3, 4 h. Blended Learning Specialists/Teacher librarians to increase digital citizenship and support use of technology for all students to acquire 21st Century Skills.
BLS will support students and Blended teachers in use of technology Learning to increase digital citizenship: Specialist supplies, tech resources, tech equipment. Blended Learning Specialists, district IT programmers, and counselors work together to communicate automated messages to students and parents regarding routine procedures such as copies and updates of the four-year plan, failing grades, credit recovery, online course selection, summer school, scholarships, etc. Addresses: WASC Critical Areas 4, 6
h. Blended Learning Specialists/Teacher librarians to increase digital citizenship and support use of technology for all students to acquire 21st Century Skills.
Teacher-Librarian will increase Librarian digital citizenship and provide students with access to educational technology to improve proficiency and literacy skills necessary for success in high school and college and career. Addresses: WASC Critical Areas 1, 4, 6
l. Professional development in California Standards aligned curriculum and in districtwide initiatives with a focus on literacy skills, Effective First Instruction, mastery, social-emotional needs and technology enhanced instruction.(Buy back days for PD)
Teachers attend necessary Admin trainings/workshops in Teachers California Standards, NGSS, data analysis, and other instructional strategies: registration, travel, subs, extra duty.
f. Site intervention
Students in non-core classes
Addresses: WASC Recommendations Critical Areas 2, 4 Admin
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report Proposed Expenditure(s)
Person(s) LCAP Actions/Services
Site Actions Responsible
specialists monitor, coordinate, and implement interventions to assist students in reaching mastery of standards, especially EL, LI, FY, HY.(Coordinator of Integrated Services (CIS)
will be provided with supplemental materials and access to resources as necessary for mastery of California State standards and to ensure student achievement: materials & supplies. Addresses: WASC Critical Areas 1, 4
Teachers
e. Additional classified support staff working with students during school day. (S/C=Bilingual Testers)
The Bilingual Tester supports the CIS, ELAC Coordinator and teachers in the administration of the CELDT exam to EL students, generates data reports, maintains records, and monitors the progress of EL/Reclassified students for two years after designated reclassification date.
Bilingual Tester CIS Coordinator ELAC Coordinator
Description
Type
Funding Source
Amount
Supplies
Supplies
S/C Library 325
2000
Tutoring
Extra Duty S/C Library 325
8000
Addresses: WASC Critical Areas 1, 4 i. Extend library/media centers hours and resources in order for Teacher librarians to support all students before and after school, including student athletes.
Librarian extends hours to allow students to use technology, complete homework, receive tutoring, conduct research: Extra duty, extra supplies and materials, online subscriptions: extra duty, materials
Librarian
Addresses: WASC Recommendations Critical Areas 1, 4 1.4 Targeted/Supplemental interventions provide support for teaching and learning to unduplicated student groups: a. Assist students in achieving standards by purchasing supplemental instructional materials
Teachers use supplemental Admin materials/supplies/equipment Teachers to ensure quality support in best first lesson: materials,
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Bonita Vista High School ACS WASC Mid-cycle Progress Report Person(s) LCAP Actions/Services
Site Actions Responsible
especially EL, LI, FY, HY.
supplies, equipment.
b. Ensure additional academic support to students through integrated and extended day/week/year interventions. (Site Intervention Services)
CIS to work with teachers to provide additional student support through TEAM tutoring, teacher tutoring, intersession interventions, Homework Center, support classes: extra duty, materials, supplies.
CIS Coordinator TEAM teachers
Addresses: WASC Critical Area #1, 4 d. Specific services and programs are available to meet the different academic needs and profiles of newcomers, Long Term English Learners (LTELs), and other ELs, FY, YH, LI. School Site Allocations, AVA Supplemental
CIS, Admin, ELAC Coordinator, Writing workshop teacher, ALD/ELD teacher support needs of EL students through interventions, EL TEAM tutoring, Homework Center, writing workshop classes: supplies, materials, extra duty.
a. Assist students in achieving standards by purchasing supplemental instructional materials especially EL, LI, FY, HY.
Students will be provided Admin standards-aligned and Teachers supplemental instructional materials, technology, educational software, and access to resources as necessary for mastery of California State standards and prepare for college and career: materials, supplies
CIS Coordinator Admin ELAC Coordinator
Addresses: WASC Critical Area #1, 4
WASC Critical Areas 1, 2, 3, 4
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report
School Goal #2 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Equity, Climate, and Culture LEA/LCAP GOAL: Goal 2: Create a safe and healthy learning environment for each student by building a culture of equity and a positive climate that promotes excellence throughout the district. SCHOOL GOAL #2: Create a positive climate and culture through and equity lens-------Data Used to Form this Goal: School Climate and Equity EL Survey, CHKS Survey, student interview panel, attendance/list of PD, afterschool programs and attendance -------Findings from the Analysis of this Data: LCAP Goal 2 Feedback: • Create courses for the development of emotional well-being of students. • Teachers take a more active/counselor role in students’ lives to create culture of equity and safeness. • Central office divisions should ensure that all students have fair/equal access to members, district equity, supports and services, parent workshops and school/community events. • Student services to assist in creating site web pages that feature the practices and communities that are beneficial to student success. • In building a safer campus, the district should work toward enhancing its safety plans, implementing more routine safety drills, and updating technology. • In building a healthier climate, the district should work toward maintaining and ensure clean schools and ensure a safe and secure campus. o Supporting students mentally and emotionally. o Implementing equity surveys to gain direct feedback and adapt to student needs. o Increasing culture and climate through ASB, sponsored clubs athletics, services, and supplies for all students more routine safety drills. • Create a webpage that includes parent workshops and local/national stories of interest • Strengthen communication between students and teachers, so students feel more comfortable to advance • Provide programs that help with situations of bullying, mental illness and/or depression EL survey data was immediately evaluated and used to determine after school programs which were implemented that same month. The SEE survey students were eager to participate and provide feedback to staff. We need to follow up on a larger scale in the future in order to enact systemic change to support a Positive Transformational Culture. We did not receive survey results from CHKS in a timely manner; in April we cannot make any determination. We will revisit in July if results are available. There needs to be consistency in the designee responsible to administer and disseminate results. ---How the School will Evaluate the Progress of this Goal:
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Bonita Vista High School ACS WASC Mid-cycle Progress Report A Safety and Culture committee was created at the start of the school year to improve our work and progress toward LCAP Goal 2. Futhermore, BVHS will evaluate the results of previous year surveys to further support the needs of our students and improve the school. School survey will continue to be administered and evaluated immediate results with timely follow up to affect actual change. Continue to collect and evaluate LCAP goal 2 feedback. --------
LCAP Actions/Services
Site Actions
Person(s) Responsible
Goal 2-Reach metric goals regarding attendance
Increase attendance Address chronic absenteeism Decrease dropout rate
Administration has an attendance plan in place to capture and remediation for students with excessive absences or tardies. The plan targets both students and parents.
Jennifer Heinz - AP
f. Administrators, teachers, counselors, and classified staff receive professional growth opportunities in the appropriate skills in order to provide an optimal learning environment for students and staff.
Designated staff members to attend workshops, conferences, trainings to support optimal learning environment: registration, travel, subs, extra duty.
Staff
f. Administrators, teachers, counselors, and classified staff receive professional growth opportunities in the appropriate skills in order to provide an optimal learning environment for students and staff.
BVH will participate in professional development opportunities and team building to enhance relationships, encourage engagement, and increase communication to improve a schoolwide Positive Transformational Culture among staff-to-staff, staff-tostudents, and students-tostudents.
2.2 Supplemental staff and services ensure a safe and healthy learning environment for all students:
Addresses: WASC Critical Areas 2, 4 Staff
WASC Critical Areas 2, 4
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report Person(s) LCAP Actions/Services
Site Actions Responsible
c. Designated staff to organize extracurricular activities and transportation that foster student engagement and support including EL, LI, FY, HY specific Supplemental Programs
EL students will participate in Teachers afterschool enrichment CIS activities to improve student Admin connections, engagement, and involvement and to support a positive school culture and climate.
c. Designated staff to organize extracurricular activities and transportation that foster student engagement and support including EL, LI, FY, HY specific Supplemental Programs
Targeted students enrolled in CIS an afterschool enrichment Afterschool activity will be provided with Coordinators the resources and materials to increase student engagement and improve a positive school climate and culture.
Proposed Expenditure(s) Description
Type
WASC Critical Areas 4
WASC Critical Areas 4
2.3 Systematic support for all students to build a culture of equity: b. Provide training for site personnel to appropriately respond to students in crisis, social emotional needs, conflict resolution referrals, victims of bullying, social media, etc.
Teachers, classified, counselors, admin to receive appropriate training in how to support all student needs: registration, travel, fees, subs, extra duty.
Teachers Classified Counselors Admin
b. Provide training for site personnel to appropriately respond to students in crisis, social emotional needs, conflict resolution referrals, victims of bullying, social media, etc.
Student peer counselors will implement effective peer counseling and support group programs for students: materials and supplies.
b. Provide training for site personnel to appropriately respond to students in crisis, social emotional needs, conflict resolution referrals, victims of bullying, social media, etc.
Site leadership will provide Admin training for site personnel to appropriately respond to students in crisis (mental health needs, conflict resolution, victims of bullying, etc.)
WASC Critical Area 4 Peer counselor Coordinator
WASC Critical Areas 4
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Substitutes
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report
School Goal #3 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Parent Involvement LEA/LCAP GOAL: Goal 3 Foster and honor parent/guardian and community engagement to support excellence in each student’s success. SCHOOL GOAL #3: Improve communication and involvement between parent/community and site. -------Data Used to Form this Goal:
LCAP Goal 3 Feedback Parent involvement at all school events: Open House College Night Financial Aid Night Incoming 9th grade Parent Night AP/IB Meeting parent meetings Vocal Music Dept EL Reclassification Ceremony Vocal Music Dept. Boosters: Club Blue for Band and Football SSC/ELA
The School has a Peer Tutoring webpage and works with a community leadership group. Daily postings for parents in Infinite Campus. -------Findings from the Analysis of this Data: The school will develop more practices to increase parent and community engagement. -------How the School will Evaluate the Progress of this Goal: The school will have a greater focus on parent and community engagement and involvement. Data will be collected to ensure baseline data and ensure growth in parent and community involvement in the succeeding years. BVHS opened the Parent Resource Center in August 2017 to help engage, support and involve our parent community. --------
LCAP Actions/Services
Site Actions
Person(s) Responsible 3.1 District base programs to foster parent and community engagement:
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report Proposed Expenditure(s)
Person(s) LCAP Actions/Services
Site Actions Responsible
a. Provide designated Parent Centers at district and site levels.
Site provides a designated parent center/area for information: supplies, technology.
Admin CIS
b. Improve first impressions and a welcoming environment by ensuring quality customer service, a positive visual atmosphere, and bilingual support at sites, district office, and community events.
Office staff and admin to provide a welcoming environment: supplies, materials, technology.
Admin CIS
e. Ensure all governance and advisory groups are in place at the district and site levels and working to support all students’ success.(DPAC, DELAC, SSC, ELAC, C&I, Title I)
CIS/Admin will ensure all parent groups have appropriate representation at district and site committees.
Admin CIS
d. Include families and community in revisiting LCAP through a parallel process.
Parents will attend PD to gain Admin skills to support the education CIS of their students.
3.2 Supplemental staff and services to enhance relations between district, schools, and community: a. TOSAs/CIS/Counselors will work with parent groups to provide needed information regarding services for EL, LI, FY, HY, SWD.
Counselors, CIS will provide relevant materials during meetings, community events: duplicating, materials.
3.3 Opportunities for parents and community
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Description
Type
Funding Source
Amount
Parent Resources
Supplies
S/C ParentInv 403
1005
Parent Technology
Equipment
S/C ParentInv 403
1000
Mini CABE Conference
Travel (PD)
S/C ParentInv 403
400
Additional Parent PD
Travel (PD)
S/C ParentInv 403
2500
Bonita Vista High School ACS WASC Mid-cycle Progress Report Person(s) LCAP Actions/Services
Site Actions Responsible
members to provide input on relevant issues that support all students’ success. d. Site leadership will create more opportunities for parent and community input and keep them informed about district initiatives and site events.
Principal will create/send quarterly newsletter (Baron Banner) to communicate upcoming events, meetings, activities with parents: duplicating, paper, postage.
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report
School Goal #4 The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Systems of Support LEA/LCAP GOAL: Goal 4 Develop coherent and transparent systems for excellence to support each student’s success. SCHOOL GOAL #4: Complete internal and external process reviews to identify and implement best practices-------Data Used to Form this Goal: LCAP Goal 4 (in progress) -------Findings from the Analysis of this Data: Staff surveys, school feedback, and classroom observations-------How the School will Evaluate the Progress of this Goal: Continue a parallel process with between our site and district central offices to improve school systems. Facilities, maintenance, and improvement planning ensure optimal safe, clean, and well-supplied facilities. Nurture, value, and build relationships between and among all employees through purposeful collaboration.--------
LCAP Actions/Services
Site Actions
Person(s) Responsible
4.1 Systems continue to be in place that support student engagement and success: a. Ensure safe and equitable Admin to ensure proper access to extracurricular necessary transportation to opportunities by providing events: buses. transportation to meet student needs. b. Nurture, value, and build relationships between and among all employees through purposeful collaboration including improved communication,
Admin
Site admin and leadership Admin team will provide PD to new and existing staff in order to implement the school's professional growth plan: extra duty, class coverage,
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Bonita Vista High School ACS WASC Mid-cycle Progress Report on- boarding, in-boarding, mentoring, and coaching.
subs.
b. Nurture, value, and build relationships between and among all employees through purposeful collaboration including improved communication, on- boarding, in-boarding, mentoring, and coaching.
Site admin and leadership Admin team will conduct classroom walthroughs to support teachers in best practices implementation: subs, class coverage.
4.3 Systems are in place that ensure highly qualified personnel are recruited and hired in a timely manner to support student success. d. Professional development is provided to ensure support staff are equipped to maintain technologies such as Smart Boards, LCD projectors, Document Cameras and other classroom/instructional peripherals.
Responsible staff BLS (teachers/classified) will Admin receive training in order to Teachers use and support technology in the classroom: extra duty, class coverage, supplies, and materials.
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