THREE-YEAR TERM REVISIT
VISITING COMMITTEE REPORT
ACCREDITING COMMISSION FOR SCHOOLS
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
Big Valley High School
400 Bridge Street
Bieber, Ca. 96009
Big Valley Joint Union School District
April 27-28, 2015
Three-Year Term Visiting Committee
Mr. Ray Kellar, Superintendent-Dunsmuir
Ms. Sheila Folan, Teacher-Sacramento
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Table of Contents
I. Introduction………………………………………..……………………….….3
A. General Comments…………………………………………….…......6
B. Significant Changes…………………………………………………...8
C. Follow-up Process……………………………………………….…...10
II. School’s Progress on Critical Areas for Follow-up
Action Plan…………………………………………………….…………....12
A. Summary of School Progress………………………………….....12
III. Commendations and Recommendations.………………………...19
A. Commendations………………………………………………...........19
B. Recommendations…………………………………………………….19
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I. Introduction
Rural Lassen County is the home to Big Valley High School and the city of Bieber. Part
of the “Big Valley”, Bieber lies in its most southeastern region. With a population of 500, the
city is currently broadening its employment base with the addition of a co-generation plant while
also remaining true to its roots. Agriculture remains the driving economic force in the
community with ranching, logging and governmental service being the major occupations.
The unification of the Big Valley Joint Unified School District (BVJUSD) occurred in
1958 and brought together the Big Valley Union School District in Adin, with the Bieber High
School District. With two counties represented in the district, services are supplied by both
Lassen and Modoc counties.
The school district consists of an elementary school and a 7-12 middle/high school
combined. The district is supported by the county of Lassen which provides a variety of supports
to the school sites including a part-time nurse assistant under the supervision of the county nurse.
Other supports and services are provided in the areas of mental health and speech therapy.
The socioeconomic status of Big Valley demonstrates that a large percentage of the
families in the area qualify for some form of public assistance. Many families are forced to be on
the move due to the current job market and many that stay choose to do so with limited means.
Over 60% of the student body is considered economically disadvantaged; and more than 60% of
the district’s students participate in the free/reduced meal program.
Big Valley High School’s 104 student population now includes 7th-12th grade. That is a
decline in the last 20 years of 17 students. The ethnic makeup of Big Valley High School
includes White (non-Hispanic) students make up 85 % of the school’s population; Hispanic
students make up 11%, and Native American make up less than 5%.
Participation rates for all students in every level of activity have increased. Students of all
backgrounds are serving in officerships, receiving honor roll status and elected by their peers as
all school representatives.
BVJUSD serves 198 students with diverse educational needs. Six of the school’s 104
students have a primary language other than English; four of these students were required to take
the CELDT in 2014. One student tested Advanced, one Early Advanced, and two at the
Intermediate level.
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Special education needs are provided by the Lassen County Office of Education. The
district has one full-time credentialed special education teacher shared between the high school
and the elementary school whom is employed by the Lassen County Office of Education.
Currently, nine high school students are enrolled in at least one RSP class. In 2013-2014, three
students participated in the Workability Program. Big Valley Jr./Sr. High has no Special Day
Class due to a lack of students needing such support.
Big Valley’s most recent API is 746; the non-weighted 3 year average API is 731 and the
weighted 3 year average API is 730. The weighting calculation takes into account the number of
valid scores. Big Valley Jr./Sr. High School subgroups met the growth target in 2013; however
the school failed in making 5% improvement toward the interim goal of 800.
Student CAHSEE scores have risen dramatically over the past four years. CAHSEE
results show Big Valley Jr./Sr. High School to be above the state average; the first time pass rate
fluctuates between 76% and 92%.
CAHSEE 10th grade prof.
English Language Arts
Mathematics
2010-2011
53%
53%
2011-2012
43%
35%
2012-2013
56%
44%
2013-2014
93%
60%
Collegiate connections for students from the Big Valley area exist but are more than an
hour drive away. Recently these relationships have been strengthened with Lassen Community
College, 75 miles to the southeast in Susanville. Shasta Community college in Redding is 100
miles to the west which is also home to the closest four year university, Simpson College. The
closest public university is CSU Chico which is a distance to the south. All this distance to
higher education presents challenges to the Big Valley learning community however the school
is striving to bridge these connections for students. 40% of the Class of 2014 completed the
courses required for UC/CSU admission and this can partially be attributed to the two year
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foreign language requirement. The lack of a fluent Spanish teacher for more than one period has
been solved by an increase in course offerings to three periods in 2014-2015.
Using solely APEX instruction, Big Valley students have passed the AP level classes,
however they have not done well enough on the AP tests to receive college credit. This year the
school is offering 2 AP courses with teacher led instruction: AP English and AP Biology. A
limited number of Big Valley students take both the ACT and SAT. Scores in most categories
range from 340 to 520.
The school’s mission statement encapsulates its approach to learning: “Through the
cooperative efforts of staff; students, parents, and community, the mission of Big Valley High
School is to ensure a safe and caring environment and to provide every student the opportunity to
graduate as a responsible, confident citizen. We will create opportunities for each student to
successfully cultivate his/her unique intellectual potential; thus, enabling him/her to make critical
decisions in a complex, technological world. Programs will be provided that will enable all
students to develop a foundation for lifelong learning.”
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A. General Comments
Big Valley High School is a four-year comprehensive high school that serves an isolated
frontier area. The current campus was constructed in 1974 and consists of 10 classrooms and a
library media center in the main building. Additional structures include the gym which was built
in 1959 and the Agriculture wing which was added in 1985. Both permanent buildings and
portable classrooms are well maintained by the school’s custodian. Food facilities are provided
by the district cafeteria. The school has experienced remodeling and has had its track recently
resurfaced.
Classroom technology includes SMART Boards and computer and Wi-Fi access. The
school library/media center and computer lab has computers available for student use after
school as well as during the school day. The After School Program utilizes facilities late into the
school day.
The enrollment in Big Valley High School had been in deep decline up to the point that
the school expanded into middle school grades. The sharing of resources between all grades
within the BVJUSD has expanded access and availability for students.
BVJUSD has recently expanded its curricular offering to allow for a rich base. Courses
now run the gamut from support courses to college prep to AP. In addition students have access
to concurrent enrollment CTE and Art courses that are ensuring college and career readiness.
Courses like Auto Technology and Art are offered with the help of Lassen Community College.
Fire Science allows juniors and seniors to work with Cal Fire representatives.
Common Core is beginning to be woven into the curriculum department by department.
A Common Core Standards Information Night was held April 2013 to explain the new nationally
adopted standards and answer any parent or community concerns. Many classes are using
rubrics for projects and assignments. Benchmark assessments are being developed and utilized.
Mathematics has seen the adoption of the Carnegie Learning Integrated Math Curriculum. This
utilizes Math I, II and III with common core progression.
The school utilizes dual data gathering instruments. Aeries is utilized for attendance,
grades, discipline and all interventions. Measurement of Academic Progress (MAPs), a
benchmark assessment system, has been employed to assist staff in reviewing and charting
student growth.
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Staff development opportunities have been expanded to include six mornings and six
afternoons spaced throughout the school year. This has enhanced collaboration amongst all
BVJUSD staff.
Big Valley High School employs 10 credentialed teachers. Six of those individuals are
new to the campus in the past two years. All teachers are NCLB compliant and teach within their
authorized area.
The Adequate Yearly Progress (AYP) report for 2012-13 revealed that neither the junior
senior high nor the school district met the progress criteria of proficiency in ELA or Math. They
did meet their participation rate.
Since 2012, Big Valley High School has continued to show growth and has consistently
surpassed expected API growth targets set by the state. Their current API is 746. Big Valley
Jr./Sr. High School subgroups met the growth target in 2013; however the school failed in
making 5% improvement toward the interim goal of 800.
School culture and attendance continues to improve. This has taken effect as new classes
like Yearbook/Journalism publish an annual and a newspaper and the Leadership class sponsors
pep rallies.
The school’s leadership is growing with both students and teacher leaders and that has
added to the positive tenor of the campus. Pride and commitment to teaching and learning are
evident and displayed as a part of the PBIS program with their practicing of the “Cardinal Way”.
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B. Significant Changes
Educational leadership modifications in the district have been the most substantial and
stabilizing change for Big Valley. Following multiple administrative changes, a new principal
took over in the 2012-2013 school year. The constancy of educational leadership has had a
dramatic impact. This leader has focused on Continuous School Improvement since August
2012. There are monthly faculty meetings on the 1st Thursday of each month. These sessions
focus on professional development, Explicit Direct Instruction, Gradual Release of
Responsibility, Best Instructional Practices and Creating Objectives which encompass Common
Core standards, Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge along with
strengthening the understanding of the policies and practices in place. All teachers continue to
prepare lesson plans utilizing the Standards, Objective and Proving Behavior model. All
classrooms have the Lesson Objectives, Standards, Agendas and Proving Behavior as well as the
Expected School Wide Learning Results posted daily for student and teacher accountability. A
walk through process has been developed incorporating the Best Instructional Practices within a
matrix providing teachers with immediate feedback.
Instructional staffing has also experienced a number of changes. An experienced teacher
has increased her administrative role to full time as assistant principal in the 2014-15 school
year. Four of the ten teachers from 2012 remain on staff and existing positions have been filled
by new instructional staff. Staffing changes have enriched curricular offerings as has sharing
between the middle and high school. Additional Spanish sections have resulted in the first year
requirement and Spanish 2 availability. A K-12 intervention teacher screens students and has
assisted with CAHSEE prep. With the implementation of the Student Study Team which utilizes
the Response to Intervention model students have been served very efficiently at BVHS.
The expansion of the high school to include the 7th and 8th grade has occurred within the
past two years and sees 7th graders spending all but their morning lunch recesses on campus.
The role of attendance monitoring has shifted to a Lassen County Probation Officer to
support students habitually truant. There has been a move to discourage students from personal
reason Independent Study programs.
Big Valley has adopted the Positive Behavioral Intervention and Support (PBIS) program
via the Lassen County Mental Health Department. As part of revising the ESLRs, the school has
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inculcated the statements of Be Respectful, Be Responsible, and Be a Problem Solver. This
along with including academic rigor wording has made the ESLRs identifiable district wide and
has been a mainstay of the successful application of PBIS.
Big Valley’s After School Program has also seen changes over the last few years.
Expanding into the 7th, 8th and 9th grade levels, the after school program is also available to all
students for makeup work and support. Athletic teams begin their practices following the After
School Program to allow for added participation.
Technology has been enriched since the last visitation. This has included making online
access readily available for students and staff with four access points and a wireless hub. In
addition instructional tools have been supplied to all main building classrooms with SMART
Boards. More computers are available in the library and computer lab for student access. In
addition, the Connect Ed system is seeing wider usage including seeing a send out of weekly
messages to families.
With campus safety being paramount to learning, adaptations have occurred on campus.
The intercom system has been expanded to allow for emergency messages as well as a biweekly
bulletin announcements. Gates are kept locked throughout the day funneling visitors through the
main office and keeping traffic as well as animals off campus. Staff members wear identification
at all times. Fire and lockdown drills occur regularly. Video cameras now run 24 hour tapes.
This installation appears to have deterred vandalism.
Throughout all the changes noted in this section the instructional staff along with the
administrative team has worked with the entire Big Valley learning community to perpetuate
positive growth. Ambitious action plan goals have been realized and forward progress continues
to emerge.
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C. Follow-up Process
The Followup Process for the WASC three year revisit visitation has been an ongoing
discussion as a part of schoolwide improvement for BVHS. With a new administration coming
on board in 2013, the school leadership immediately submitted a progress report addressing the
critical areas for followup. District wide teams were developed in March of 2014 to address the
previous WASC self study report. Bringing all staff members together including the elementary
certificated and the classified has been a focus of this self study process. Beginning in the fall of
2014, a self study coordinator was appointed to coordinate efforts and collate data.
An Action Plan combining the Critical Areas for Followup with current schoolwide
initiatives are reflected in the Single Plan for Student Achievement. The Action Plan goals were
updated by the team and the school site council and input into the plan.
In the past three years, the ESLRs have been revised three times to arrive at what is now
a relevant, program unifying theme for the entire learning community. The ESLRs are promoted
school wide and are being inculcated into coursework and assessments. The ESLRs have been
combined with the PBIS program thus uniting previous sentiments to have as its goal for
students:
Be Respectful
▸ Socially responsible to our global community
Be Responsible
▸ Dedicated lifelong learners
▸ College and career ready critical thinkers
Be a Problem Solver
▸ Achieve mastery, attain goals, and actively seek opportunity
Throughout the past three year self study process, staff has met to address the findings
from the 2012 WASC report. Teams of staff members posed questions and clarified school
directions. Utilizing the school’s LCAP document, the teams have analyzed where they are, what
systems are in place and what more needs to be done.
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The Schoolwide Action Plan contains four areas for improvement which were
encapsulated as critical growth needs:
1. Provide academic rigor to ensure that all students are “college and career ready” when
they graduate. Ensure every lesson aligns with State Standards and/or Next Generation
Science Standards curriculum to prepare students for college and career readiness.
2. Develop a school culture of seeking academic excellence and honesty for all students.
3. Incorporate parent concerns and expectations about curriculum and classroom
instructional strategies through constructive communication.
4. Fully implement the second and third tiers of the Response to Intervention pyramid for
academic as well as behavior concerns.
Each area of the action plan includes a rationale, subtasks, responsible person, monitoring
tools and reporting of progress. In addition growth targets and links to the schoolwide learning
results are present.
In development of their 2015 action plan, the school also took into consideration the 2012
action plan. During that time of school improvement, there had been four concepts with
rationales. Each of those prior concepts has been thoroughly addressed and compared to the
current educational climate. The school itemized the steps to produce a product or improvement
area. All action plan areas had been addressed and accomplished.
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II. School’s Progress on Critical Areas for Follow-up
A. Summary of School Progress
Big Valley High School has put into action an effective action plan that has accomplished
their schoolwide goals. Not only has this plan been developed cooperatively by many
stakeholder groups, but it has also seen movement towards these multifaceted goals even amidst
school change. The school’s progress since the full self study visit has had an appreciable impact
on student learning and achievement.
The 2015 School-wide Action Plan has been developed collaboratively. It accurately
reflects the needs of the students and staff of Big Valley Junior Senior High in their goal to
create a viable, rigorous, and relevant secondary program.
The school’s improvement focus has addressed the three critical areas of followup and
five areas to be strengthened left by the visiting committee. The progress made by Big Valley on
each of the critical areas follows:
1. Develop and implement a strategy for establishing and assessing school-wide ESLRs and
Standards Based Instruction.
August 2013 Progress Report: “The plan created in the Big Valley WASC report was to add
standards based instruction in some classes the first year and increase annually. Simply, this was
not enough work towards this critical objective. Standards Based Instruction was a new concept
to the faculty at Big Valley and we spent several hours of professional development time
specifically on this concept. We added a roll-out plan to implement necessary strategies and
included a walk through process to provide all teachers with feedback weekly.”
Current Situation: In 2013-2014 all staff members were trained in Explicit Direct Instruction
utilizing the Gradual Release of Responsibility model. Best Instructional Practices are reviewed
monthly and are monitored via the walk through process and every class at every level is using
standards based instruction.
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2. Create a handbook for teachers.
August 2013 Progress Report: “As part of my first steps last August was to create a staff
handbook which, in my experience, is invaluable for setting forth to all the procedures and
policies of the school site. This document has been in place for the entire school year and will
remain a working document in that it can be modified to meet the changes in compliance
requirements and other needs as appropriate.”
Current Situation: The staff handbook is updated as necessary and reviewed with staff annually.
It is available on the Y: drive enabling every staff and faculty person access at all times.
3.
Create an atmosphere of leadership and focus concerning the entire WASC process.
August 2013 Progress Report: “We are currently going through a major shift in both staff and
faculty structure as we have several retirees this year. One of the people retiring has been our
WASC chair for several years. This allows us an opportunity to restructure the WASC
experience on this campus. We will add WASC to our annual professional development
schedule in August and it will also be a standing item on our monthly faculty meeting agenda.”
Current Situation: WASC has been an agenda item at monthly faculty meetings for the past
two years. For the 2014-2015 school year a WASC Coordinator position was revived by the
Board of Trustees and each member of the Board of Trustees is participating in the process by
providing feedback and educating themselves on the process. A capable candidate was chosen
for the 2014-2015 school year who has worked diligently to inform all stakeholders about the
WASC process and the Big Valley engagement process. Additionally WASC topics are
discussed at each collaboration session and staff and faculty have worked to review each other’s
contributions and evaluate progress and areas of growth with a critical eye. The ESLRs have
been redefined to incorporate the PBIS focus and elementary school teachers have embraced the
ESLR process as well.
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In addition, The 2012 Visiting Committee identified areas that needed to be strengthened.
1.
Clearly communicated policies regarding differentiation, modification and assessment.
August 2013 Progress Report: The Principal/Superintendent wrote “From my perspective, this is
one of the most important steps necessary in making necessary improvement to our program.
We changed the structure this year to that of an inclusion model. This single concept produced
the most resistance with faculty initially but has proven to be a worthwhile decision. Teachers
report now that students with identified disabilities rose to the expectations and were much more
successful than originally anticipated. This process created an opportunity for our Resource
Teacher to provide monthly training on differentiation, modification and assessment. Of course,
this process is still being refined especially with teachers who struggle with this concept. We
have tremendous work to do in this area.”
Current Situation: Differentiated instruction was reviewed at the annual pre-service meeting in
2014. The faculty uses the full inclusion model for Resource students. The Measurement of
Academic Progress program was implemented in November 2014. All regular education and
most special education students participated in the universal screening process. Teachers were
trained in how to read reports and access the instructional resources incorporated in the
Northwest Evaluation Association partnership. Teachers address differentiated instruction
strategies at faculty meetings are working towards utilizing effective differentiation strategies at
every level. Tremendous progress has been made in this area yet we have room to grow in this
area.
2.
Analysis and use of testing data, especially STAR data, to drive resource allocation,
curriculum and instruction.
August 2013 Progress Report: The Principal/Superintendent wrote “I strongly believe we made
the most progress in this area as we allocated professional development time to evaluate many
sources of assessment data to identify areas of strength and areas for growth; plan our annual
pacing guides and create intervention plans for students. In addition, we participated in a
strategic process for the two months before CST that evaluated STAR data, shared information
with all stakeholders, identified students in need of additional support, directed faculty to
standards that needed re-teaching and raised general awareness in our community. Several
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teachers commented positively on how this plan helped them to better understand teaching to
standards and how to measure mastery. We are working now on how to adapt these plans as we
dive into the Common Core.”
Current Situation: Data and its analysis has been the focus of several collaboration sessions.
The collection and collaborative evaluation of student work is becoming the norm in faculty
meetings with teachers asking to review data as soon as assessments are given. Data is also used
from such assessments as CELDT and MAPS to drive instruction. Students are now used to the
on-going assessment process and it has positively impacted the college-going culture we are
working towards.
3. Investigation into and use of collaborative methods to improve teaching and learning.
August 2013 Progress Report: The Principal/Superintendent wrote “Our school district is
relatively remote; we are an hour and a half from our County Office of Education. This has
contributed to our historical reality of working in isolation out of convenience. This is the first
year in twelve years that our faculty attended the Lassen County Office of Education annual inservice training which allowed our teachers to collaborate with other teachers at the same grade
level or content area. We also participated in observations of a neighboring school district (in
Shasta County) and conducted peer observations on our own campus. One of our teachers
explained that in the 20 plus years of employment with this district he never had the opportunity
to observe a colleague! We will continue this process and we begin conversations around
articulation this August.”
Current Situation: In 2013, staff participated in an “Art Across the Curriculum” three day inservice presented by children’s author Mira Reisberg helping to strengthen the unity across the
faculty on both campuses. Also in during the 2013-2014 school year, the Lassen County Mental
Health Office offered training in Positive Based Intervention System. A team of teachers,
clerical, parents and the assistant principal attended training again highlighting the power of
collaboration. The district wide implementation began with the start of school in August 2013.
The Tehama County Department of Education provided teachers professional development using
Explicit Direct Instruction and the Gradual Release of Responsibility strategies and several
teachers participated in the Lassen County math textbook adoption process together. In addition,
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collaboration sessions include everyone on campus and our board members have participated
also again strengthening the connections with the team.
In 2014, the Lassen County Office of Education did not schedule a county-wide inservice. The Big Valley JUSD staff voted to conduct their own. A GLAD specialist from Butte
County Office of Education was invited to present strategies for literature arts activities to all
learners. In another session, teachers were given data from assessments such as STAR,
CAHSEE, and SAT to provide for analysis and discussion. The collaboration by the faculty was
powerful to developing methods to improve teaching and learning. The writing of learning
objectives and analysis of student work continues to be a focus of “home grown” professional
development activities. The Measurement of Academic Progress universal screening program
has been implemented and staff has been trained in using the information to improve core
curriculum instruction and increase differentiation of lessons to meet student needs. Again, as
mentioned earlier, we have just begun the process of evaluating student work together which
speaks volumes to the trust that faculty now have with each other. We are very proud of the
progress made in unifying our team.
4. All staff members need to be ready to step into leadership roles as personnel changes occur.
August 2013 Progress Report: The Principal/Superintendent wrote “We are and will continue to
work in a shared leadership model. This will be especially important as we hire new staff and
faculty and prepare for both our next WASC visit but also the Common Core.”
Current Situation: A veteran high school staff member was assigned to a half time assistant
principal position in 2013-2014. In 204-2015, she has assumed full-time duties as assistant
principal. While she is “on-call” district-wide her office is located on the high school campus
and her full-time presence is an increase in leadership. Additionally a WASC Coordinator
stipend position has been reinstated. A part-time Intervention position has been created to assist
at-risk students K-12. The PBIS Team has been trained and has trained staff. Athletic coaches
stress academic and character building in their sporting endeavors. The ASB advisor and student
leadership class have helped to implement ASB and class constitutions, enhance fund raising
efforts and increase school spirit. The FFA program has trained student leaders and competed in
several FFA speaking and judging contests. Additionally in November, ten students attended the
National FFA Convention in Louisville, Kentucky and then participated in a session in
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Washington D.C. We have also added a student leadership program to increase student voice on
campus and offer opportunities for student leaders.
5. Let go of past problems; Move On!
August 2013 Progress Report: The Principal/Superintendent wrote “I cannot address this very
accurately as this is the end of my first year. I can comment on the resistance presented by some
folks to change and the priorities of the community. Due to the challenges presented by such a
high turnover of leaders, Big Valley has been out of compliance in several areas. We had a great
deal of work to accomplish this year and we did. Just the same, the road in front of us will have
its challenges and we’ll be ready. I believe having new faces for the next school year will be an
asset to our program.”
Current Situation: The structure in place brings all educators together with the focus across
campus on student achievement and the equation of teaching and learning. This inclusion has
already provided for vertical integration not only for the transition from elementary to middle
grades, but also across the core curriculum areas. The high school staff turnover has created a
new and exciting atmosphere of innovation and collaboration. No longer is the mantra, “We’ve
always done it this way” prevalent. Current staff share their educational expertise derived from
previous locations and assignments. All faculty members are encouraged to “think outside of the
box” to create opportunities for students that are rigorous and relevant.
The school has processed and implemented all previous action plan steps and
recommendations made by the previous visiting team. This has resulted in much forward
progress even amidst dramatic school change.
The staff at Big Valley High School has made significant progress toward meeting the
targets outlined in their self study and actuated in their action plan. Present day circumstances
including leadership and fast paced educational changes have made the journey arduous, but the
staff has taken the process and ensuing recommendations seriously. There have been gains and
schoolwide improvements of which to take note.
Students clearly articulated the efforts of staff to meet the needs of all students. The site
administration and the site leadership team confirm the school’s understanding of the efforts
required to meet the site goals contained within the action plan. Based on this data, anecdotal
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evidence, interviews and team observations, the visiting committee concurs that the school staff
is committed to meeting the targets and is well poised to continue that work.
No additional recommendation are put forth at this time by the review committee but the
school is reminded that the current three year term revisit is but one part of the schoolwide
improvement cycle. The school has certainly addressed all of the critical areas for followup. The
amount of progress made on each area varies. Valuable collaborative work still lies ahead
preceding the school’s next visit.
The school is encouraged to continue working in the areas where more progress has
occurred and to ensure efforts are made to address the areas where less progress has been made.
The school’s action plan has encompassed and emphasized the critical areas and provides a
strong structure to actuate improvement.
BVHS is encouraged to note that change is ongoing. BVHS should continue to
demonstrate the need to progress educationally and continue the articulative and collaborative
processes that they have begun. The school is commended for its sense of pride and culture and it
is hoped that they will continue to build upon them as students transition to the high school
environment while at the same time supporting and including the K-6 students.
BVHS has maintained annual WASC action plans and by keeping all annual plans up to
date the school will provide for the attention to the constant necessity for growth, change and
student success. Through continuation of the ongoing analysis process of student assessment,
while making the necessary changes and implementations of programs, BVHS will be
perpetuating student success in college/career. The positive school environment will be
sustained through ensuring the continued inclusion and support of all staff and the contributions
made toward student educational goal setting and achievement processes.
Throughout all the changes noted in this section the instructional staff along with the
administrative team has worked with the entire learning community to perpetuate positive
growth. The visiting committee believes that Big Valley has the human capital and the resources
necessary to build on their schoolwide improvement initiatives. The advances to date at BVHS
are substantial and have become a part of the school culture of success.
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III. Commendations and Recommendations
A.
Commendations Related to Progress:

The visionary site leadership at BVHS has established and nurtured a collaborative staff
professional growth model ensuring that student achievement is paramount.

The hard-working, dedicated and caring staff fosters trusting relationships with their
students and creates a nurturing environment that empowers students to reach their
academic potential.

BVHS has demonstrated a strong ascription to the Focus on Learning process which has
established a springboard for collaboration and schoolwide improvement.
● The vertical articulation that has emerged as the district has undergone consolidation has
improved communication as well as student opportunities from K-14.
● The PBIS program environment has led to an establishment of student success and
comfort levels with cohesive leadership programs in place. Students have immense pride
in their ability to provide structured leadership for the school.
● BVHS has a visible pride in programs and educational processes that are demonstrated
daily and communicated regularly to the local community stakeholders.
B.
Recommendations:
No additional recommendations have been added.
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