1. education
2. school

The Single Plan for Student Achievement
DRAFT
School: Bonita Vista Middle School
District: Sweetwater Union High School District
County-District School (CDS) Code: 37684116059745
Principal: Dr. Eduardo Reyes
Date of this revision: May 7, 2015
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic
performance of all students. California Education Code sections 41507, 41572, and 64001 and the
federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all
school plans for programs funded through the ConApp and ESEA Program Improvement into the
SPSA.
For additional information on school programs and how you may become involved locally, please
contact the following person:
Contact Person:
Michelle Godfrey
Position:
Categorical Intervention Specialist (CIS)
Telephone Number:
(619) 397-2212
Address:
650 Otay Lakes Road., Chula Vista, CA 91915
E-mail Address:
[email protected]
The District Governing Board approved this revision of the SPSA on May 26, 2015.
“Sweetwater Union High School District programs and activities shall be free from discrimination based on age, gender, gender identity or expression, or
genetic information, sex, race, color, religion, ancestry, national origin, ethnic group identification, marital or parental status, physical or mental disability,
sexual orientation; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or
perceived characteristics.”
SUHSD Board Policy 0410.
Los programas y actividades del distrito Sweetwater Union High School District estarán libres de discriminación basada en edad, género, identidad o
expresión de género, o información genética, sexo, raza, color, religión, ascendencia, origen nacional, identificación con un grupo étnico, estado civil,
discapacidad física o mental, orientación sexual; o por la percepción de una o más de dichas características, o la asociación con una persona o grupo
con una o más de dichas características percibidas o reales.”
Política 0410 del Consejo de SUHSD.
School/Community Description
Bonita Vista Middle School, built in 1968 and partially renovated in 2009, was named a California
Distinguished School in 1988, 1994, 1999 and 2013. It is situated in a growing suburban upper middle
class community 12 miles from the U.S.-Mexico border, and serves a diverse ethnic population with a
rich history of parental involvement and high academic expectations and results. Our ethnically diverse
population of 1,189 students, 585 seventh graders and 604 eighth graders, provides an enriched campus
atmosphere. Our population from the largest to the smallest is: Hispanic: 69.7%, White: 10.7%, FilipinoAmerican: 7.2%, Two or More Races: 6.4%%, African-American: 2.7%. Asian: 2.3%, Pacific Islander:
.4%, and American Indian: .4%.
Academic achievement has always been in the forefront of our educational goals, and in 2013 we earned
an API score of 859. We also strive to meet the affective needs of our middle school students. We offer an
array of opportunities for students to become involved, from clubs, after-school programs, intramurals
and counseling groups to academic pursuits such as science fairs, math field days, knowledge bowl
competitions and spelling bees. Our attendance rate, like our standardized test scores, remains high at
97.21%,
We have developed many programs designed to make sure our students and their families feel connected
to school. We have also created an environment that allows all to feel safe, respected and appreciated.
We embrace cultural and personal diversity while emphasizing cooperative learning, problem solving,
and peaceful conflict resolution as a means for preparing our students to become active and positive
contributing participants in a culturally diverse, technologically advanced, global society. With a tradition
of strong school-community ties, we welcome the participation of community members in school
programs, including the PTSA, ELAC, SSC, and GATE. This school-community bond helps build a sense
of community and responsibility, strong character and self-worth, while benefiting students, their
families, and the community at large.
Because we want our students to be well-rounded, we offer a fairly comprehensive elective program in
addition to a rigorous core curriculum with over 63,000 instructional minutes each school year. Choosing
from an array of electives ranging from art and music to technology gives our students many
opportunities to discover their strengths and interests. We also offer a multitude of opportunities for our
academically disadvantaged students to improve and strengthen their academic skills. Tutoring, Academic
Intervention: Credit Retrieval, Saturday Scholars, Re-teaching, Structured English Immersion classes for
EL students, Collaboration Classes for Students with Disabilities, and Workshop Classes in Math and
English are a few examples. We also incorporate technology, such as the use of iPads, throughout the
rigorous and challenging curriculum. This year we also implemented a dual language program in Spanish
and are building upon it for next year.
The high academic performance of our students is but one indication of our school-wide success. In
addition, we have many award winning programs on campus, including the PTSA, student newspaper,
band, chorus, and service clubs, just to name a few. Our staff and parents are directly involved in our
school governance. Many of our teachers have served as Mentor and Master Teachers and have been
recognized for their excellence in numerous ways, such as being named to Who’s Who Among America’s
Teachers. Staff is committed to continuous improvement and this year we are utilizing Friday minimum
days for teachers to collaborate during our Professional Learning Community time, to align curriculum, to
improve instruction and assessment practices, to refine effective teaching strategies, and to continually
seek ways to improve instruction and intervention for student achievement. The Administration, CIS
Coordinator, Counselors, Academic Support Team, School Site Council, FAC, Department Chairs, PLCs,
Curriculum Specialists and others work in collaboration to ensure academic success and personal
wellbeing of all of our students. School-wide, the staff is dedicated to creating an atmosphere in which all
students can grow, flourish and succeed while preparing to become tomorrow’s leaders.
Commendations and Accomplishments
 California Distinguished School 1988, 1994, 1999, and 2013
 District Knowledge Bowl Champions – 1st place
 Award Winners: Band, Choir, Science Fair, Math Field Day (3rd Place), Intramural
Sports, Art Competition (1st Place), Robotics
 Anti-Bullying/No Place For Hate Recipient
 Athletic Accomplishments – 1st place Soccer Winners
Data and Analysis
Demographics Data and Analysis
Although the student population at Bonita Vista Middle School has increased slightly over the
past three years, the demographic make-up of the student population has only seen some
slight changes.
Student Enrollment
Year
2012-2013
2013-2014
2014-2015
7
538
581
586
8
521
551
603
Total Enrollment (M/F)
1059 (536/523)
1132 (565/567)
1189 (585/604)
A 5% increase in the number of Hispanic or Latino students has been seen over the past two years, while
the number of white students has declined by 5% over the past year. Overall, the subgroup percentages
have remained consistent. However, from 2012 to 2013 there was a 27% increase in economically
disadvantaged students.
English Learners Data and Analysis (CELDT)
Bonita Vista Middle School has seen an increase in the number of English Learners taking the CELDT,
which possibly may be attributed to the increase in Spanish-speaking Hispanic or Latino students, over
the past three years. However, with the increase in the number of tests given to students, the number
of students scoring proficient and advanced has increased over the past three years. From the test taken
in 2012-2013 to the test taken in 2013-2014, there was a 9% increase in the percentage of proficient and
advanced English Learner students. Although the overall percentage of proficient and advanced
students stayed consistent from the test taken in 2013-2014 to the test taken in 2014-2015, there was a
9% increase in the percentage of advanced students between the two years.
CELDT Overall Test Results from Bonita Vista Middle School’s current eighth grade students were
compared to their seventh grade test results after having received one year of instruction. Students who
arrived to Bonita Vista Middle School during their eighth grade year and did not have a CELDT score for
their seventh grade year were excluded from the comparison. After having received one year of
instruction 43% of our students increased their performance level on the CELDT, 48% of our students
had no change in their performance level on the CELDT, and 1% of our students decreased their
performance level on the CELDT. With a high percentage of students (48%) that showed no
improvement in regards to increasing their performance level on the CELDT, the school will need to
examine additional and current supports for this student subgroup.
2014-2015 CELDT Overall Test Results By Prior Performance
Prior
Performance
Level
Beginning
Early
Intermediate
Intermediate
Early
Advanced
Advanced
Total
Green
Yellow
Red
Number of
Students
Current
Year
Beginning
Current Year
Early
Intermediate
Current Year
Intermediate
Current
Year Early
Advanced
Current
Year
Advanced
10
4
6
0
1
1
1
2
2
1
0
0
10
19
0
0
0
0
3
3
6
10
1
6
3
46
0
6
0
2
0
6
1
20
2
9
Increased in their performance level from the previous year.
Unchanged in their performance level from the previous year.
Decreased in their performance level from the previous year.
ELA (Literacy) Data and Analysis
Bonita Vista Middle School participates in all benchmark assessments for all core content areas. In the
area of English Language Arts the school surpassed the district averages for the English 7 and English 8
Fall Final Exams, but not for the Grades 7 and Grades 8 Read 180 Fundamentals Fall Final Exams. The
school surpassed all other middle schools in the district on the English 8 Fall Final Exam with 82% of the
students scoring proficient. Because the school’s averages were lower than the district averages for the
Grades 7 and Grades 8 Read 180 Fundamentals Fall Final Exams, the school will examine additional and
current supports for this group of students.
Math (Numeracy) Data and Analysis
In the area of math, BVM met or surpassed all of the district averages for all Fall Final Exams. 100% of
the students in Integrated Math I and Integrated Math II scored proficient on their Fall Final Exams.
Since the students in Integrated Math 7 Fundamentals and Integrated Math 8 Fundamentals either met
the district average at 9% proficient or slightly surpassed the district average by 1%, our school will
continue to provide current supports, with reflective monitoring, for this group of students in the area
of math.
Attendance Data and Analysis
Our attendance rate prior to Saturday attendance recovery was 95.8%, but through Saturday
attendance recovery we have raised our 2014-2015 attendance rate to 97.2% which is in line or higher
than our attendance rate for the past two years. We plan to continue to improve our attendance rate
through Saturday attendance recovery and improved communication with parents.
Interventions Data and Analysis
Bonita Vista Middle School Interventions Schedule
Service
AVID
Co-teach Classes
Description
Selected students are supported by a teacher and two
tutors, participating in tutorials and reflective learning.
A General Ed and SPED teacher team up to teach
courses with SPED and Gen Ed students, combined.
Correcting
CIS Coordinator works with counseling team at the
Student
start of the year to correct schedules of any students
Placement
who have been misplaced.
Intervention
Offered on Saturdays and during the school day and
Services
taught by credentialed teachers on campus.
Semester 1: English 7 (one section) and Math 7 (two
sections) were offered.
Semester 2: English 7/8 (two sections), Math 7 (five
sections), Math 8 (two sections), World Cultures (one
section), and Science 7 (one section) were offered.
RFEP Monitoring Our Site Tester and CIS Coordinator, Esther Gaytan and
Michelle Godfrey, monitors RFEP’s for two years, and
typing comments in Power Schools. Students are
observed in classes, when possible.
SEI Classes
Trained teachers scaffold curriculum for identified SEI
students. Tutors also support students in select SEI
classes.
SST Meetings
Team of CIS, Counselors, School Psychologist, and
Administrators work together to find solutions for
struggling students.
Study Skills
SPED students supported with tutoring, re-teach and
Classes
re-test, and student self-advocacy.
Tutoring
On-site tutoring by Brian Dougherty available for both
grade levels and all subject areas held after school.
Tutoring offered through AEC is given to students
assigned for missing assignments after school.
Teachers offer focused tutoring and reteach in their
core subject area to students after school.
Saturday Scholars Focused reteach lessons are offered in English and
math to students who failed a common formative
assessment. Students are able to retake the CFA after
attending a reteach session.
Attendance
Students are assigned due to being absent from
Recovery
school. Students are given assistance by a
credentialed teacher to help make-up missing
assignments from absences.
Students Targeted
Educationally
Disadvantaged, motivated
to strive for college
Students with Disabilities
English Learners, RFEP,
SEI Students
Educationally
Disadvantaged, Students
Lacking Credits
RFEP Students
English Learners
Educationally
Disadvantaged
Students with Disabilities
Educationally
Disadvantaged, Open to
All
Educationally
Disadvantaged, Open to
All
Educationally
Disadvantaged
Bonita Vista Middle School offers a variety of intervention services throughout the school day,
afterschool, and on Saturdays. From Avid, SEI, and Co-Teach classes to Tutoring and Reteach our site
provides supports that are needed by our student population.
Reteach/Focused Tutoring
Monday
3:15-4:15 p.m.
Tuesday
3:15-4:15 p.m.
Science
(7th)
Martha Amador
(Room 608)
Wednesday
3:15-4:15 p.m.
Math
(7th)
Molly ChinSee
(Room 401)
Thursday
3:15-4:15 p.m.
Math
(7th)
Molly ChinSee
(Room 401)
Science
(8th)
Maria Canales
(Room 803)
Math
(8th)
Antonio Santos
(Room 502)
Math
(8th)
Antonio Santos
(Room 502)
Open Tutoring
Dougherty
(Room 606)
Math/SPED
(8th)
Molly Chin See
(Room 401)
Open Tutoring
Dougherty
(Room 606)
AEC/Tutoring
Cafeteria
(Reem Rame,
Anna Camacho,
and Southbay
Tutors)
English 7/8
Sumnicht
(Room 304)
Open Tutoring
Dougherty
(Room 606)
Open Tutoring
Dougherty
(Room 606)
AEC/Tutoring
Cafeteria
(Reem Rame,
Anna Camacho,
and Southbay
Tutors)
AEC/Tutoring
Cafeteria
(Reem Rame, Anna
Camacho, and
Southbay Tutors)
AEC/Tutoring
Cafeteria
(Reem Rame, Anna
Camacho, and
Southbay Tutors)
Detention (ARC)
Cafeteria
(Anna Camacho)
Detention (ARC)
Cafeteria
(Anna Camacho)
Detention (ARC)
Cafeteria
(Anna Camacho)
Detention (ARC)
Cafeteria
(Anna Camacho)
*Goes until 4:30
p.m.
*Goes until 4:30
p.m.
*Goes until 4:30
p.m.
*Goes until 4:30
p.m.
Friday
1:00-3:00 p.m.
Detention (ARC)
Reem Rame
(Cafeteria)
Tutoring
Reem Rame,
Southbay Tutors,
and Instructional
Assistants
(Cafeteria)
Math Retakes
Anna Camacho
(Rooms 702/703)
Saturday Scholars/Saturday School
Saturday School
Saturday Scholars
Marisol Alconero

Math 7 – Rich Giffen (Room 402)
Math 7 – Anna Camacho
Math 8 – Molly ChinSee (Room 401)
English 7 – Mary Jo Sumnicht/Lucy
Ugarte


Credit Retrieval
*Note: Math is offered EVERY
Saturday we have Saturday Scholars.
English is only offered SOME
Saturdays we have Saturday Scholars.
Fall Semester Session 1
Math 7 – Ashley Schroeder (Room
808)
Math 7 – Molly Chinsee
English 7 – Celia Walker (Room 403)
Spring Semester Session 2
English 7 – Celia Walker (Room 403)
Math 7 – Ashley Schroeder (Room
808)
Math 8 – Gerardo Vasquez
Science 7 – Lia Abundes (Room 604)
Spring Semester Session 3
English 7 – Celia Walker Room (403)
Math – Ashley Schroeder (Room 808)
World Cultures 7 – Erica Solis (Room
705)

Assigned by Attendance
Office for Attendance
Recovery.
Assigned by teachers and
intervention team for low
grades and/or additional
support in numeracy and
literacy.
Open to any students who
want additional support.
Assigned by counselors for
students who failed an “AG” required course.
Intervention Services: Credit Retrieval Data and Analysis
Approximately 218 credits were to be recuperated through our Intervention Services: Credit Retrieval
program in 2014-2015. Site counselors recruited students for three sessions throughout the year,
placing them in the necessary classes. Looking ahead to 2015-2016, our site plans to offer more
intervention services for a greater variety of classes in both seventh and eighth grades since the 20152016 school year will mark the first promoting eighth grade class required to pass all of their classes in
order to promote. In years past, it was only mandatory to pass English and math courses.
Intervention Services: Credit Retrieval Completion 2014-2015
Fall Semester Session 1 – 52 Credits Recovered


36 students: Math 7
16 students: English 7
Spring Semester Session 2 – 64 Credits Recovered




8 students: English 7
21 students: Math 7
23 students: Math 8
12 students: Science 7
Spring Semester Session 3 – 102 Credits Expected




16 students: English 7
26 students: Math 7
20 students: Math 8
40 students: World Cultures 7
There were a total of 381 A-G credits earned in Fall Semester 2014. This number may slightly decline
next year due to the re-categorizing of math courses, which occurred as a result of adopting the
Common Core State Standards (CCSS). There are currently 52 students enrolled in Integrated Math II
and 38 students enrolled in Integrated Math I. Since Integrated Math II will be obsolete next year, our
site plans to enroll more eighth grade students into Integrated Math I which does qualify as an A-G
requirement.
A-G Readiness Data and Analysis
A-G Completion 2014-2015
381 A-G Credits earned in Fall Semester 2014







French ½: 44 students enrolled and 89% of students earned an A, B, or C.
French ¾: 7 students enrolled and 57% of students earned an A, B, or C.
Spanish ½: 196 students enrolled and 95% of students earned an A, B, or C.
Spanish ¾: 41 students enrolled and 98% of students earned an A, B, or C.
Spanish for Spanish Speakers ½: 22 students enrolled and 95% of students earned an A, B, or C.
Integrated Math II: 52 students enrolled and 100% of students earned an A, B, or C.
Integrated Math I: 38 students enrolled and 100% of students earned an A, B, or C.
Promotion Rates Data and Analysis
Promotion Rates
Year
Number of Students
Percentage
2011-2012
572
92
2012-2013
461
90
2013-2014
496
92
Bonita Vista Middle School’s Promotion Rates declined in 2012-2013, due to fewer credit retrieval
opportunities offered that year. Additionally, Open Enrollment in 2012-2013 may have led to more
credit deficient students enrolling from other sites. Our site promotion rate was 90% (District Average
84%) for 2012-2013. During the 2013-2014 school year, more credit retrieval opportunities were
offered, and the rate of promotion rose. Since 2015-2016 school year will mark the first promoting 8 th
grade class that is required to pass all of their classes in order to promote, our site plans to offer more
intervention services for a greater variety of classes in both grades in order to continue to help increase
our promotion rate.
LCAP Parent Survey Data and Analysis
In 2014-2015, an LCAP survey was sent out to all of its stakeholders in an effort to better inform
the district and each individual school sites about their thoughts and preferences in regards to
the instructional and intervention services being offered to their students. Of the parents that
responded to the LCAP survey, 64% of our parents mentioned that a way to encourage them to
become more involved in our schools would be to provide more information nights on a variety
of topics like A-G Requirements, Common Core, and Technology. Of the parents that responded
to the LCAP survey, 91% mentioned that the best way to receive school to home
communication would be through email. Our site plans to look at the current amount of
information nights currently being offered and increase the amount offered or the manner in
which those information nights are promoted to parents. In regards to the communication of
preference, our site plans to include email as another method of choice for communication
between home and school.
LCAP Parent Survey Results
Bonita Vista Middle School
How can the Sweetwater Union High School
District encourage parents to become
involved in our schools?
70%
60%
50%
40%
30%
20%
10%
0%
64%
55%
52%
24%
6%
Provide more Send parents Provide access Set meetings Have meetings
informational to conferences to college
outside of the in other places
nights (A-G and workshops information
work day
besides the
Requirements, (CABE, Title I,
school
Common Core, Common Core,
Technology,
etc.)
etc.)
9%
n/a
What’s the best way you would like to
receive school to home communications?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
91%
45%
42%
24%
12%
12%
3%
Summary of Needs Assessment (Yearly) Surveys
Some form of needs assessment (such as the Categorical Online Needs Assessment Survey, interviews,
observations etc.), must be conducted and updated yearly. This is required by the state’s Federal Program
Monitoring (FPM) as one means of demonstrating stakeholders’ involvement in the development of the School
Site Plan. To fully address the summary of perception data below (to maintain strengths and remedy needs) the
identified needs must be incorporated into the action steps of the action plan. It is suggested that the summary
below be “bulleted” and include a reflection/action plan the readers would find in the action plan in more detail
on pages or section.
Students
Data was gathered in ___March __, __2015__
(Month)
(Year)
Data was gathered from at least two
sources (check all that apply):
Surveys:  Categorical On-line Needs
Assessment
 Senior Survey  CA Healthy Kids Survey
X Other Survey: LCAP District Survey
X Interviews X Observations
X Surveys conducted in both English and
Spanish – LCAP Survey
 WASC Survey
Number of Responses: 126 students
STRENGTHS: According to responses of students, five major schoolwide strengths (shown in
%) are: (make sure to include at least two sources and indicate, in parenthesis, which survey
was used)
1) More than 50% of students have participated in after school tutoring interventions at
our school. (LCAP Survey)
2) 218 of students completed Intervention Services: Credit Retrieval. (Observations)
3) Students were able to make up attendance in Attendance Recovery. (Observations)
4) 87% of our students claimed to have received an iPad and 79% noticed improvement
over the past year in their use of technology. (LCAP Survey)
5) 30% of students claim that their parents are already active in our school. (LCAP Survey)
NEEDS: According to responses of students, five major schoolwide strengths (shown in %)
are: (make sure to include at least two sources and indicate, in parenthesis, which survey was
used)
1) School needs to provide more structure to our current after school interventions like
AEC tutoring. (Observations)
2) School needs to offer more and a greater variety of Intervention Services: Credit
Retrieval classes. (Observations)
3) School needs to offer more opportunities for Attendance Recovery. (Observations)
4) School needs to help increase the number of students who effectively use an iPad and
notice improvement over the past year in their use of technology to 100%. (LCAP
Survey)
5) School needs to help increase communication with parents and parent participation at
our school. (LCAP Survey)
REFLECTION/RESPONSE/ANALYSIS OF FINDINGS – (referenced in actions written in strategic
action plan.)
Strengths - Students
1) Action Steps 1.1.4 and 4.3.1 – More than 50% of students did participate in after school
tutoring interventions at BVM during the 2014-15 school year. Students are assigned to AEC
(tutoring) for not completing homework and are offered the opportunity to get tutoring
assistance to help them complete missing assignments. Students are also offered
opportunities for Reteach by subject area teachers where they are retaught material and are
able to retake previously failed tests for a higher grade. Students are offered Intervention
Services: Credit Retrieval to make up missing credits required for promotion. According to
the LCAP survey, many students are using these interventions to help them reach A-G
readiness.
2) Action Steps 1.1.3 and 4.3.1 - 218 of students completed Intervention Services: Credit
Retrieval. Students are assigned to Intervention Services: Credit Retrieval by their counselors
if they failed a core area class required for promotion. According to data collected by
counselors, 218 students are progressing to reach A-G readiness required for promotion.
3) Action Step 1.1.4 - Students were able to make up attendance in Attendance Recovery. By
offering Attendance Recovery on Saturdays, students were also offered specific Intervention
Services: Saturday Scholars to help them receive instruction in content they missed due to
being absent. From observation data, Saturday intervention programs each weekend
provided 100-200 students additional academic support outside of regular school hours.
4) Action Steps 2.1.2 and 2.1.3 - 87% of our students claimed to have received an iPad and
79% noticed improvement over the past year in their use of technology. According to the
LCAP survey, many students are utilizing their iPads through use of district applications such
as CANVAS, notability, Jupiter Grades, and Google Drive. Students utilize their iPads as a
tool to help them synthesize information from multiple sources.
5) Action Steps 3.2.1 and 3.5.1 - 30% of students claim that their parents are already active in
our school. Our school has SSC, ELAC, Title I, and PTSA meetings during the year to
encourage parent and community engagement in education. According to the LCAP survey,
a fair amount of students believe their parents are actively engaged at BVM.
Needs - Students
1) Action Steps 1.1.4 and 4.3.1 - School needs to provide more structure to our current after
school interventions like AEC tutoring. According to observations, BVM has many school
interventions in place, but they need to be more structured in order to better facilitate
student improvement. For example, AEC tutoring (assigned to students who did not
complete a homework assignment) sometimes has upwards of 60-100 students in one room.
BVM needs to look at how we can better support a large amount of students attending AEC
tutoring. Currently one teacher and two to three tutors work together in the AEC tutoring
room. BVM might want to implement hiring credentialed teachers to support the large
amount of students attending AEC tutoring.
2) Action Steps 1.1.3 and 4.3.1 - School needs to offer more and a greater variety of Credit
Retrieval classes. First semester, BVM offered only English 7 and Math 7 Intervention
Services: Credit Retrieval. Second semester, BVM offered English 7/8, Math 7/8, World
Cultures, and Science 7 Intervention Services: Credit Retrieval. With the new promotion
requirements stating that students must pass all A-G courses, BVM needs to look at offering
more Intervention Services: Credit Retrieval classes to support students who have failed
required core area courses.
3) Action Step 1.1.4 - School needs to offer more opportunities for Attendance Recovery.
According to observations, BVM’s attendance rate is seventh out of eleven middle schools in
the Sweetwater District. BVM needs to help improve attendance rates by offering
Attendance Recovery to students to help aid them in learning content they missed due to
absences. Attendance Recovery programs such as Saturday Scholars, Intervention Services:
Credit Retrieval, and Saturday School Tutoring are designed to help students who miss
academic instruction during regular school hours.
4) Action Steps 2.1.2 and 2.1.3 - School needs to help increase the number of students who
effectively use an iPad and notice improvement over the past year in their use of technology
to 100%. All students were granted access to iPad use during the 2014-15 school year. We
need to continue to work with students in utilizing this technological tool to help them
synthesize information from multiple sources.
5) Action Steps 3.2.1, 3.4.3, and 3.5.1 - School needs to help increase communication with
parents and parent participation at our school. According to the LCAP survey, parents would
like communication via e-mail. Although 30% of students claim their parents are actively
engaged at school, many parents are not actively engaged. As a school, we need to reach
out to parents through multiple mediums to encourage involvement. Currently our school
primarily uses SchoolMessenger to inform parents about school events. BVM might want to
start utilizing e-mail more often to inform parents, as well.
Summary of Needs Assessment (Yearly) Surveys
Staff
Data was gathered in ___March __, __2015__
(Month)
Number of Responses:
(Year)
Data was gathered from at least two
sources (check all that apply):
Surveys:  Categorical On-line Needs
Assessment
 Other Survey _____________
 Staff Perception Data
X Interviews  Observations
X Surveys conducted in both English and
Spanish
 WASC Survey
14 staff
STRENGTHS: According to responses from staff, five major schoolwide strengths (shown in %)
are: (make sure to include at least two sources and indicate, in parenthesis, which survey was
used)
1) More than 50% of students have participated in after school tutoring interventions at
our school. (LCAP Survey)
2) 218 of students completed Intervention Services: Credit Retrieval. (Observations)
3) Site curriculum specialists offered school wide professional development.
(Observations)
4) Curriculum Specialists helped teachers design and implement instructional materials to
support A-G course completion aligned with Common Core Standards. (Observations)
5) 30% of students claim that their parents are already active in our school. (LCAP Survey)
NEEDS: According to responses from staff, five major schoolwide strengths (shown in %) are:
(make sure to include at least two sources and indicate, in parenthesis, which survey was
used)
1) School needs to provide more structure and more opportunities for after school
interventions. (Observations)
2) School needs to offer more and a greater variety of Credit Retrieval classes.
(Observations)
3) School needs to offer more school wide professional development opportunities.
(Observations)
4) School needs to continue to provide instructional materials to support A-G course
completion aligned with Common Core Standards in all core classes. (Observations)
5) School needs to increase communication with parents and increase the number of
parent information nights at our school. (LCAP Survey)
REFLECTION/RESPONSE/ANALYSIS OF FINDINGS (referenced in actions written in strategic
action plan.)
Strengths - Staff
1) Action Steps 1.1.4 and 4.3.1 - More than 50% of students did participate in after school
tutoring interventions at BVM during the 2014-15 school year. Students are assigned to AEC
(tutoring) for not completing homework and are offered the opportunity to get tutoring
assistance to help them complete missing assignments. Students are also offered
opportunities for Reteach by subject area teachers where they are retaught material and are
able to retake previously failed tests for a higher grade. Students are offered Intervention
Services: Credit Retrieval to make up missing credits required for promotion. According to
the LCAP survey, many students are using these interventions to help them reach A-G
readiness. Many teachers are actively assigning students to Intervention Programs. We also
have a group of teachers who provide intervention services to our students.
2) Action Steps 1.1.3 and 4.3.1 - 218 of students completed Intervention Services: Credit
Retrieval. Students are assigned to Intervention Services: Credit Retrieval by their counselors
if they failed a core area class required for promotion. According to data collected by
counselors, 218 students are progressing to reach A-G readiness required for promotion. We
have a group of teachers who provide Intervention Services: Credit Retrieval to students who
have failed a core area class required for graduation.
3) Action Steps 4.5.2, 5.1.2, and 5.4.2 - Site curriculum specialists offered school wide
professional development. BVM hired four curriculum specialists (.2 each) in the areas of
ELA, math, social sciences, and science. Curriculum specialists provided support to
departments with the implementation of the new common core standards. Curriculum
specialists also worked with staff to implement literacy through the use of annotation school
wide. From observations, curriculum specialists provided professional development services
during PLC time, cohort meetings, and through peer assistance.
4) Action Step 4.4.2 - Curriculum Specialists helped teachers design and implement
instructional materials to support A-G course completion aligned with Common Core
Standards. According to observations, curriculum specialists worked with teachers in their
departments to help them design and implement common core instruction. Lesson plans
were shared at various cohort meetings.
5) Action Step 3.4.4 – According to the LCAP survey, 30% of students claim that their parents
are already active in our school. According to teacher observation, many teachers are
utilizing the online gradebook program JupiterGrades to communicate with parents.
Teachers primarily utilize JupiterGrades to inform parents about student progress. Parents
are actively involved in their child’s education through the use of communication with
teachers via JupiterGrades.
Needs - Staff
1) Action Steps 1.1.4 and 4.3.1 - School needs to provide more structure to our current after
school interventions like AEC tutoring. According to observations, BVM has many school
interventions in place, but they need to be more structured in order to better facilitate
student improvement. For example, AEC tutoring (assigned to students who did not
complete a homework assignment) sometimes has upwards of 60-100 students in one room.
BVM needs to look at how we can better support a large amount of students attending AEC
2)
3)
4)
5)
tutoring. Currently one teacher and two to three tutors work together in the AEC tutoring
room. BVM might want to implement hiring credentialed teachers to support the large
amount of students attending AEC tutoring. Teachers in different departments have
provided input that they would like to see improvements with our after-school intervention
programs.
Action Steps 1.1.3 and 4.3.1 - School needs to offer more and a greater variety of Credit
Retrieval classes. First semester, BVM offered only English 7 and Math 7 Intervention
Services: Credit Retrieval. Second semester, BVM offered English 7/8, Math 7/8, World
Cultures, and Science 7 Intervention Services: Credit Retrieval. With the new promotion
requirements stating that students must pass all A-G courses, BVM needs to look at offering
more Intervention Services: Credit Retrieval classes to support students who have failed
required core area courses. Many teachers have expressed concern that students are not
passing their courses due to the new common core standards. We need to look at providing
more supports to teachers and also look at offering more Intervention Services: Credit
Retrieval to aid students in meeting promotion requirements.
Action Steps 5.1.2 and 5.4.2 - School needs to offer more school wide professional
development opportunities. Interviews with different teachers in different departments have
provided input about the need for more professional development. Specifically, many
teachers desire more support in implementing the new common core curriculum. BVM may
want to look at funding professional development opportunities to teachers to help them to
improve on implementing the common core curriculum.
Action Step 4.4.2 - School needs to continue to provide instructional materials to support AG course completion aligned with Common Core Standards in all core classes. Interviews
with different teachers in different departments have provided input about the need for
supplemental materials to aid in the implementation of Common Core Standards.
Specifically, the science department wants supplementary materials to implement more
hands-on instruction. The social sciences department wants supplementary books utilizing
DBQ’s to help develop literacy skills.
Action Steps 3.2.1, 3.4.3, and 3.5.1 - School needs to help increase communication with
parents and parent participation at our school. Teachers have expressed a desire to have
parents be better informed about how to be actively engaged in their child’s learning. Many
teachers would like to see parents utilizing JupiterGrades more often to help monitor their
children’s progress. Some teachers have shared that they would like to see specialized
parent nights where parents are trained on iPads, CANVAS, and Common Core curriculum.
Summary of Needs Assessment (Yearly) Surveys
Parents
Data was gathered in ___March__, __2015__
(Month)
(Year)
Data was gathered from at least two
sources (check all that apply):
Surveys:  Categorical On-line Needs
Assessment
X Other Survey: LCAP Survey
X Interviews
 Observations
X SSC Advisory Committee
X Surveys conducted in both English and
Spanish
 WASC Survey
Number of Responses: 33 parents
STRENGTHS: According to responses from parents, five major schoolwide strengths (shown in
%) are: (make sure to include at least two sources and indicate, in parenthesis, which survey
was used)
1) More than 50% of students have participated in after school tutoring interventions at
our school. (LCAP Survey)
2) 218 of students completed Intervention Services: Credit Retrieval. (Observations)
3) Students were able to make up attendance in Attendance Recovery. (Observations)
4) 18% of parents attend parent informational meetings. (LCAP Survey)
5) School and community initiated the creation of a Parent Center to aid in improving
communication between school and community. (Observations)
NEEDS: According to responses from parents, five major schoolwide strengths (shown in %)
are: (make sure to include at least two sources and indicate, in parenthesis, which survey was
used)
1) School needs to provide more structure to our current after school interventions and
demonstrate evidence of effectiveness. (Observations)
2) School needs to offer more and a greater variety of Intervention Services: Credit
Retrieval classes. (Observations)
3) School needs to offer more opportunities for Attendance Recovery. (Observations)
4) 64% of parents would be encouraged to become more involved in our school if provided
with more parent informational nights. (LCAP Survey)
5) School needs to increase communication with parents through email and encourage
active parent participation at school. (SSC Discussion)
REFLECTION/RESPONSE/ANALYSIS OF FINDINGS (referenced in actions written in strategic
action plan.)
Strengths – Parents
1) Action Steps 1.1.4 and 4.3.1 - More than 50% of students did participate in after school
tutoring interventions at BVM during the 2014-15 school year. Students are assigned to AEC
(tutoring) for not completing homework and are offered the opportunity to get tutoring
assistance to help them complete missing assignments. Students are also offered
opportunities for Reteach by subject area teachers where they are retaught material and are
able to retake previously failed tests for a higher grade. Students are offered Intervention
Services: Credit Retrieval to make up missing credits required for promotion. According to
the LCAP survey, many students are using these interventions to help them reach A-G
readiness. Parents are informed via SchoolMessenger and many parents have actively
supported their children attending intervention programs outside the school day.
2) Action Steps 1.1.3 and 4.3.1 - 218 of students completed Intervention Services: Credit
Retrieval. Students are assigned to Intervention Services: Credit Retrieval by their counselors
if they failed a core area class required for promotion. According to data collected by
counselors, 218 students are progressing to reach A-G readiness required for promotion.
Many parents have supported their children attending Intervention Services: Credit
Retrieval.
3) Action Step 1.1.4 - Students were able to make up attendance in Attendance Recovery. By
offering Attendance Recovery on Saturdays, students were also offered specific Intervention
Services: Saturday Scholars to help them receive instruction in content they missed due to
being absent. From observation data, Saturday intervention programs each weekend
provided 100-200 students additional academic support outside of regular school hours.
Many parents have supported their children attending Attendance Recovery intervention
programs offered on Saturdays.
4) Action Step 3.2.1 - 18% of parents attended parent informational meetings. Our school has
SSC, ELAC, Title I, and PTSA meetings during the year to encourage parent and community
engagement in education. According to the LCAP survey, a fair amount of parents do attend
parent meetings throughout the school year.
5) Action Step 3.4.3 - School and community initiated the creation of a Parent Center to aid in
improving communication between school and community. During SSC and PTSA meetings,
parents expressed a desire to create a Parent Center to help improve parent involvement at
BVM. According to observations, BVM has begun the process to create a functioning parent
center to be utilized by parents in our community.
Needs - Parents
1) Action Steps 1.1.4 and 4.3.1 - School needs to provide more structure to our current after
school interventions like AEC tutoring. According to observations, BVM has many school
interventions in place, but they need to be more structured in order to better facilitate
student improvement. For example, AEC tutoring (assigned to students who did not
complete a homework assignment) sometimes has upwards of 60-100 students in one room.
BVM needs to look at how we can better support a large amount of students attending AEC
tutoring. Currently one teacher and two to three tutors work together in the AEC tutoring
room. BVM might want to implement hiring credentialed teachers to support the large
2)
3)
4)
5)
amount of students attending AEC tutoring. During SSC meetings, parents have shared a
desire to develop a measurement system to help BVM measure if our after-school
intervention programs are helping our academically disadvantaged students.
Action Steps 1.1.3 and 4.3.1 - School needs to offer more and a greater variety of Credit
Retrieval classes. First semester, BVM offered only English 7 and Math 7 Intervention
Services: Credit Retrieval. Second semester, BVM offered English 7/8, Math 7/8, World
Cultures, and Science 7 Intervention Services: Credit Retrieval. With the new promotion
requirements stating that students must pass all A-G courses, BVM needs to look at offering
more Intervention Services: Credit Retrieval classes to support students who have failed
required core area courses. Parents have addressed concerns that their students need more
supports to help them meet the new promotion requirements.
Action Step 1.1.4 - School needs to offer more opportunities for Attendance Recovery.
According to observations, BVM’s attendance rate is seventh out of eleven middle schools in
the Sweetwater District. BVM needs to help improve attendance rates by offering
Attendance Recovery to students to help aid them in learning content they missed due to
absences. Attendance Recovery programs such as Saturday Scholars, Intervention Services:
Credit Retrieval, and Saturday School Tutoring are designed to help students who miss
academic instruction during regular school hours. Parents have addressed concerns that
their students need more supports to help them meet the new A-G and College and Career
Readiness requirements.
Action Step 3.2.1 - 64% of parents would be encouraged to become more involved in our
school if provided with more parent informational nights. Parents have discussed a desire
for more parent trainings on how to better support their middle school students. Parents
have shared a desire for trainings in the new Common Core Curriculum and the use of iPads.
Action Steps 3.2.1, 3.4.3, and 3.5.1 - School needs to help increase communication with
parents and parent participation at our school. According to the LCAP survey, parents would
like communication via e-mail. As a school, we need to reach out to parents through
multiple mediums to encourage involvement. Currently our school primarily uses
SchoolMessenger to inform parents about school events. BVM might want to start utilizing
e-mail more often to inform parents, as well.
SUHSD SPSA Year-End Evaluation
Plan Priorities

Identify the top priorities of the current SPSA. (No more than 2–3.)
The three top priorities of our current SPSA are Professional Development, Parent
Involvement, and Student Interventions.

Identify the major expenditures supporting these priorities.
Professional Development - Major expenditures supporting Professional Development
include expenditures for site curriculum specialists, collaboration time (substitutes), and
conferences.
Parent Involvement - The major expenditures supporting Parent Involvement include
funding a parent center with supplies and equipment, as well as funding parent night
presentations.
Interventions - The major expenditures supporting Student Interventions include
Intervention Services: Credit Retrieval, hiring an Intervention Services Counselor, Teacher
Extra Duty for Tutoring Services (After-School and Saturday Scholars), and hiring
Southbay Community Services for Intervention Support.
Plan Implementation

Identify strategies in the current SPSA that were fully implemented as described in the
plan.
Strategies that were fully implemented in the current SPSA include strategies under our
five district goals of: A-G Coursework, Technology Use, Parent Involvement, Common
Core, and Professional Development.
A-G Coursework: Our site offered a variety of intervention services throughout the
school day, afterschool, and on Saturdays. From AVID, SEI, and Co-Teach classes during
the school day, to Tutoring and Reteach after school, and Saturday Scholars,
Intervention Services: Credit Retrieval, along with Attendance Recovery, our site
implemented necessary supports for our Academically Disadvantaged Students.
Approximately 218 credits were to be recuperated through our Intervention Services:
Credit Retrieval in 2014-2015. There were a total of 381 A-G credits earned in Fall
Semester 2014.
Technology: In the area of Technology Use, our site began the training and
implementation of the literacy program Achieve 3000. The majority of our teachers are
utilizing Canvas and Jupiter Grades across all content areas, with the support from our
site Curriculum Specialists. All students have access to iPads and are using them for
learning. For example, students in the math department have had access to Learning
Upgrade for supplemental instruction in math.
Parent Involvement: In the area of Parent Involvement, our site has initiated the start of
a new Parent Center. BVM has also conducted several Parent Nights in an effort to
include and encourage more parent participation. Parents are encouraged to be a part
of PTSA, SSC, ELAC, and other school committees. Parents receive communication via
SchoolMessenger, parent phone calls, and Jupiter Grades.
Common Core: Common Core curriculum was implemented with the support of site
curriculum specialists. Departments worked together during PLC time and pull-out days
to calibrate and design new curriculum utilizing the new common core and NGSS
standards.
Professional Development: Professional Development was offered through department
pull-out days, conferences, specialized trainings, and PLC collaboration time. Curriculum
Specialists were hired to help support professional development by working with PLC’s
and providing professional development through the use of district cohort meetings.
Staff members were sent to a variety of conferences for specialized professional
development.

Identify strategies in the current SPSA that were not fully implemented as described in
the plan or were not implemented within the specified timelines.
A-G Coursework: Being our first implementation year, our site feels that we can continue
to modify and improve in Student Interventions in A-G Coursework. Interventions (i.e.
tutoring, Intervention Services: Credit Retrieval, and Saturday Scholars) were
implemented, but we would like to be more direct in focusing our interventions on our
targeted Academically Disadvantaged Students. We would like to provide more
opportunities for Intervention Services: Credit Retrieval for our students lacking credits.
Technology: We began implementing the use of Achieve 3000 in all core classes.
However, many teachers are not fully utilizing the specialized literacy program. We
would like to provide more supports to encourage teachers to use the program in their
classrooms.
Parent Involvement: Parents have expressed an interest in being more involved at BVM.
We have begun to create a new parent center, but were not fully able to get it up and
running this school year. We are currently ordering needed supplies and equipment to
create a functioning parent center. We are also working on better communication with
parents. For example, we have primarily been sending messages to the community
through SchoolMessenger, but many parents have shared that they prefer email.
Professional Development: Our site has begun to focus professional development on
literacy and numeracy. We are still working to provide the necessary professional
development supports to staff members with varying needs.
o What specific actions related to those strategies were eliminated or modified
during the year?
This is our first implementation year and we modified some of the action steps
throughout the year. For example, Saturday Scholars was added for English
(literacy) and Math (numeracy) support when we received the data that many
students were not meeting the new common core standards. We added an action
step in support of a parent center with community input from PTSA and SSC. We
cut out the action step for an AVID support class to fund an Intervention Services
Counselor to aid in implementing new interventions such as Saturday Scholars.
o Identify barriers to full or timely implementation of the strategies identified
above.
The biggest barrier this past year has been change. There has been changes to
our administration, office staff, and funding to simply name a few. The challenge
has been in training and putting staff in positions to be successful. Our site has
had a reactive vs. proactive experience this past year when implementing site
plan goals.
o What actions were undertaken to mitigate those barriers or adjust the plan to
overcome them?
Actions that were undertaken to mitigate those barriers or adjust the plan to
overcome them has been training of staff and being flexible. Attempting to have
open communication with all stakeholders and continually revising our site plan
has helped alleviate some of the barriers. We have been setting up structures of
support to help bring our action steps into action.
o What impact did the lack of full or timely implementation of these strategies
have on student outcomes? What data did you use to come to this conclusion?
The lack of full or timely implementation of these strategies on student outcomes
is still too early to tell. However, from preliminary data our attendance and
promotion rates have stayed consistent.
Strategies and Activities

Identify those strategies or activities that were particularly effective in improving
student achievement. What evidence do you have of the direct or indirect impact of the
strategies or activities on student achievement?
The activities that were particularly effective in improving student achievement were the
Student Intervention Services in A-G Coursework. In the area of Student Interventions in
A-G Coursework, our site offered a variety of intervention services throughout the school
day, afterschool, and on Saturdays. From AVID, SEI, and Co-Teach classes to Tutoring
and Reteach our site attempted to provide the necessary supports needed by our
Academically Disadvantaged Students. For example, approximately 218 credits were to
be recuperated through our Credit Retrieval in 2014-2015 and there were a total of 381
A-G credits earned in Fall Semester 2014.

Identify those strategies or activities that were ineffective or minimally effective in
improving student achievement.
In the area of Student Interventions AEC tutoring was a strategy that our site found to be
minimally effective in improving student achievement. In the following year, our site
plans to provide more structure to AEC tutoring and provide more of a teaching
environment for students in order to better improve student achievement.
o Based on an analysis of the impact of the strategies/activities, what appears to
be the reason they were ineffective in improving student achievement?
Our site believes that the limited professional development of tutors to support
implementation of AEC tutoring was one reason it was ineffective. Also, the
numbers of students attending AEC tutoring (sometimes between 60-100+
students) made managing the after-school tutoring session difficult. We may
want to look at splitting the students up into smaller, manageable groups in
order to offer more effective academic assistance.

Lack of timely implementation

Limited or ineffective professional development to support
implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Other________________________________________________
o Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan

Continuing it with the following modifications: Provide AEC Tutoring with
greater amount of structure and support.__________________________
Involvement/Governance

How was the SSC involved in development of the plan?
SSC was involved by reviewing and discussing revisions to our action steps involving the
five main SPSA Goals: A-G Coursework, Technology, Parent Involvement, Common Core,
and Professional Development. Each month, the SSC focused on reviewing a specific
goal and looking at ways to improve our action steps regarding the particular goal being
discussed. SSC was involved in voting on where funds should be allocated in support of
BVM’s action steps. SSC was also involved in reviewing the Parent Involvement Policy
and Parent Compact, as well as the School Safety Plan and Long-Term Facility Plans.
 How were advisory committees involved in providing advice to the SSC?
ELAC advisory committee was encouraged to provide input, but response was minimal.
We need to look at getting more involvement from advisory committees (i.e. Title 1,
ELAC, GATE, etc.) in regards to providing advice to the SSC.
 How was the plan monitored during the school year?
The plan was monitored during the year through data collection through surveys,
interviews, and observations. For example, we gathered input from staff members,
students, and the community primarily through our LCAP survey and individual
interviews. Data involving Goal 1: A-G Coursework included looking at Student Grades,
academic attendance, performance on district assessments, and enrollment (and
passage rates) of Intervention Services: Credit Retrieval. We also monitored the plan
through general observations such as attendance rates of students in our various
intervention programs.
 What changes are needed to ensure involvement of all stakeholders and adequate
monitoring of planned activities and outcomes?
Changes needed to ensure involvement of all stakeholders and adequate monitoring is to
increase communication through email and implement more structure to how we
monitor and assess programs. We need to encourage more active participation in the
site plan through advisory councils such as ELAC.
Outcomes

Identify any goals in the current SPSA that were met.
Strategies that were fully implemented in the current SPSA include strategies under our
five district goals of: A-G Coursework, Technology Use, Parent Involvement, Common
Core, and Professional Development.
A-G Coursework: Our site offered a variety of intervention services throughout the
school day, afterschool, and on Saturdays. From AVID, SEI, and Co-Teach classes during
the school day, to Tutoring and Reteach after school, and Saturday Scholars,
Intervention Services: Credit Retrieval, along with Attendance Recovery, our site
implemented necessary supports for our Academically Disadvantaged Students.
Approximately 218 credits were to be recuperated through our Intervention Services:
Credit Retrieval in 2014-2015. There were a total of 381 A-G credits earned in Fall
Semester 2014.
Technology: In the area of Technology Use, our site began the training and
implementation of the literacy program Achieve 3000. The majority of our teachers are
utilizing Canvas and Jupiter Grades across all content areas, with the support from our
site Curriculum Specialists. All students have access to iPads and are using them for
learning. For example, students in the math department have had access to Learning
Upgrade for supplemental instruction in math.
Parent Involvement: In the area of Parent Involvement, our site has initiated the start of
a new Parent Center. BVM has also conducted several Parent Nights in an effort to
include and encourage more parent participation. Parents are encouraged to be a part
of PTSA, SSC, ELAC, and other school committees. Parents receive communication via
SchoolMessenger, parent phone calls, and Jupiter Grades.
Common Core: Common Core curriculum was implemented with the support of site
curriculum specialists. Departments worked together during PLC time and pull-out days
to calibrate and design new curriculum utilizing the new common core and NGSS
standards.
Professional Development: Professional Development was offered through department
pull-out days, conferences, specialized trainings, and PLC collaboration time. Curriculum
Specialists were hired to help support professional development by working with PLC’s
and providing professional development through the use of district cohort meetings.
Staff members were sent to a variety of conferences for specialized professional
development.

Identify any goals in the current SPSA that were not met, or were only partially met.
Being our first implementation year, our site feels that we can continue to modify and
improve on implementing the five goals: A-G Coursework, Technology Use, Parent
Involvement, Common Core, and Professional Development.
o List any strategies related to this goal that were identified above as “not fully
implemented” or “ineffective” or “minimally” effective.
In the area of Student Interventions in A-G Coursework, we were minimally
effective at providing additional structure to AEC tutoring and providing more
Intervention Services: Credit Retrieval opportunities for students in a variety of
classes who were failing. In the area of Technology Use we were only partially
effective in getting school-wide support of the literacy program. In the area of
Parent Involvement we have not yet fully implemented a functioning parent
center yet. In the area of common core, not all teachers are teaching the
curriculum with fidelity. In the area of Professional Development we have been
minimally effective in implementing a school-wide use of annotation to help
develop literacy.

Based on this information, what might be some recommendations for future steps to
meet this goal?
A-G Coursework: Being our first implementation year, our site feels that we can continue
to modify and improve in Student Interventions in A-G Coursework. Interventions (i.e.
tutoring, Intervention Services: Credit Retrieval, and Saturday Scholars) were
implemented, but we would like to be more direct in focusing our interventions on our
targeted Academically Disadvantaged Students. We would like to provide more
opportunities for Intervention Services: Credit Retrieval for our students lacking credits.
Technology: We began implementing the use of Achieve 3000 in all core classes.
However, many teachers are not fully utilizing the specialized literacy program. We
would like to provide more supports to encourage teachers to use the program in their
classrooms.
Common Core: We would recommend continuing to utilize our curriculum specialists to
help teachers implement the new common core curriculum.
Parent Involvement: Parents have expressed an interest in being more involved at BVM.
We have begun to create a new parent center, but were not fully able to get it up and
running this school year. We are currently ordering needed supplies and equipment to
create a functioning parent center. We are also working on better communication with
parents. For example, we have primarily been sending messages to the community
through SchoolMessenger, but many parents have shared that they prefer email.
Professional Development: Our site has begun to focus professional development on
literacy and numeracy. We are still working to provide the necessary professional
development supports to staff members with varying needs.
Single Plan for Student Achievement 2015-16
Goal 1.0: District will assist schools with improving student achievement for all students by increasing the percent of students completing A-G coursework to
enable college/career readiness and graduation requirements.
Strategy 1.1: All students will show an increase in the number of successful A-G courses completed.
Action Step 1.1.1: Students will be placed in courses necessary for middle school promotion and aligned with A-G requirements for meeting the Compact for
Success. Counselors will check placements of students and present the A-G requirements multiple times throughout the school year. Evidence of proper
placement includes placement checks throughout the school year as proper placement will support the success of each individual student.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Monica Sigarroa-Sanchez, Head
Salary
N/A
General Fund
Checks at beginning of each Counselor
semester.
Eduardo Reyes, Principal
Action Step 1.1.2: All students will receive classroom instruction by highly-qualified teachers who align curriculum with Common Core Content Standards via the
use of district adopted curriculum and pacing guides as evidenced by classroom observations. School Leadership team will document classroom visits throughout
the course of the school year.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Multiple visits each
semester.
Eduardo Reyes, Principal
Salary
N/A
General Fund
Georgina Meza, Assistant Principal
Brian Kougl, Assistant Principal
Paul Gil, School Psychologist
Action Step 1.1.3: School will provide math and English Intervention Services: Credit Retrieval courses for students who do not meet the required level of
standards mastery. Students will be placed into an Intervention Services: Credit Retrieval program by their counselors and be assessed upon exiting the course in
order to ensure that students are passing all A-G classes. Students’ grades will be remediated as evidenced by their passing grade in Intervention Services: Credit
Retrieval and the increased promotion rate in June.
Timeline
07/20/15 – 06/03/16
2-3 CR courses per semester
offered during Intersession
and/or outside regular
school hour days (i.e.
Saturday Scholars)
Person Responsible
Monica Sigarroa-Sanchez, Head
Counselor
Brian Kougl, Assistant Principal
Martha-Irene Amador, CIS
Related Expenditures
Teacher Extra Duty
Teacher Extra Duty
Estimated Cost
$25,000
$25,000
Funding Source
LCAP – Intervention Services
Title 1 – Direct Services
Single Plan for Student Achievement 2015-16
Action Step 1.1.4: Students not meeting the required levels of standards mastery in the core courses of social sciences, math, science, and English will be offered
site based targeted intervention programs beyond the school day (AEC, ARC, RETEACH, and Saturday Scholars). Our academically disadvantaged students will be
targeted by the CIS coordinator for attendance during these interventions when data reports indicate that these students are not passing A-G courses. The
school’s intervention programs will assist academically disadvantaged students as evidenced by the decrease in F grades earned by our targeted students in core
classes.
Timeline
07/20/15-06/03/16
Person Responsible
Brian Kougl, Assistant Principal
Martha-Irene Amador, CIS
Related Expenditures
Estimated Cost
Funding Source
Teacher Extra Duty
See Action Step 1.1.1
See Action Step 1.1.3
Student Worker (Tutors –
Southbay Community
Services)
$15,000
LCAP – School Sites
Student Worker (Tutors – $10,000
Title 1 - Direct Services
Southbay Community
Services)
Action Step 1.1.5: School site will use funds to hire student workers to support AVID classes. These tutors will work one-on-one with students, work with small
groups of students, and will focus on study skills such as preparation and organization, as well as checking for understanding and completing assignments. AVID
tutors will provide tutorial services in core content areas. Evidence of increased student achievement will be demonstrated by the improved grades of target
students. Data folders and journals for these hours will be collected by the CIS Coordinator.
Timeline
07/20/15 – 06/03/16
Tutors to start in August.
Person Responsible
Martha-Irene Amador, CIS
Celia Walker, AVID Coordinator
Related Expenditures
Student Worker
Estimated Cost
$17,451
Funding Source
LCAP - AVID
Action Step 1.1.6: Principal and counselors will ensure that Study Skills, Math 180, and Read 180 are included on the 2015/16 master schedule to give additional
support to students with disabilities. During class, students will work on classwork, homework, organization, and retake failed assessments to demonstrate that
they are able to pass their A-G required classes as evidenced by the decrease in SWD students earning F grades.
Timeline
08/01/15 and 1/15/16
Master schedule each
semester.
Person Responsible
Eduardo Reyes, Principal
Paul Gil, Psychologist
Monica Sigarroa-Sanchez,
Counselor
Related Expenditures
Salary
Estimated Cost
N/A
Funding Source
General Fund
Single Plan for Student Achievement 2015-16
Action Step 1.1.7: School site will hire a part-time Intervention Services Counselor to work with at-risk students. Responsibilities include, but are not limited to
the following:
 Meet with at risk youth to develop intervention plans.
 Assist with scheduling students in outside the day intervention programs (Saturday Scholars, Reteach, Intervention Services: Credit Retrieval, etc.)
 Assist with extended day numeracy and literacy program by meeting with academically disadvantaged students.
Timeline
07/20/15-06/03/16
Person Responsible
Reem Rame, Intervention Services
Counselor
Related Expenditures
.4 FTE Intervention
Services Counselor
Estimated Cost
$30,540
Funding Source
Title 1 – Direct Services
Strategy 1.2: Students will improve the passing rate on the CAHSEE. (High School’s only)
Action Step 1.2.1: Bonita Vista Middle School students do not take the CAHSEE while attending the school. Strategy N/A.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
N/A
N/A
N/A
N/A
N/A
Strategy 1.3: District-wide assessments will be created and implemented at all schools (core only) to support A-G course completion and monitoring.
Action Step 1.3.1: District and Site Curriculum Development Specialists will collaborate in the creation of embedded assessments that are SBAC aligned to
ensure college/career readiness of all students during district cohort meetings. They will then bring back information to their respective site PLCs as evidenced
by PLC agendas and minutes.
Timeline
07/20/15 – 06/03/16
There will be 12 cohort
trainings during the year.
Three meetings for each
core subject.
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Eduardo Reyes, Principal
Mary Sumnicht, ELA Curriculum
Specialist
.2 FTE Curriculum
Specialist
$22,329
LCAP –Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
.2 FTE Curriculum
Specialist
$22,504
LCAP - Curriculum Specialist
Karlie Alonso, Social Science
Curriculum Specialist
.2 FTE Curriculum
Specialist
$17,396
LCAP –Curriculum Specialist
Maria Canales, Science Curriculum
Specialist
.2 FTE Curriculum
Specialist
$17,270
LCAP – Curriculum Specialist
Single Plan for Student Achievement 2015-16
Action Step 1.3.2: District created common assessments that are SBAC aligned to ensure college/career readiness of all students will be administered on a
quarterly basis during the district’s scheduled testing windows in all core content classes. Results will be uploaded onto Illuminate prior to being analyzed during
PLC time. Teachers will then use the results to inform instruction. Evidence of data analysis and impact on instruction will be documented in the PLC agendas
and minutes, department pacing guides, and future lesson plans.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Printing
N/A
General Fund
Performance Tasks and End Georgina Meza, Assistant
of Course Exams to happen Principal
during district testing
windows.
Strategy 1.4: All students will have access for placement into A-G courses allowing access to college level coursework. Graduation rates will improve by 3% for
subgroup populations and 2% district-wide for the 2014-15 school year.
Action Step 1.4.1: District and Site Curriculum/Professional Development Specialists will provide professional development to PLC’s to support implementation
of rigorous/relevant lesson plans in all core content areas. These trainings will take place during regional cohorts according to the schedule set forth by the
district. Evidence of these trainings will be documented by sign-in sheets, agendas, and minutes.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
There will be 12 regional
cohort trainings during the
year. Three meetings for
each core subject.
Eduardo Reyes, Principal
See Action Step 1.3.1
See Action Step 1.3.1
See Action Step 1.3.1
Mary Sumnicht, ELA Curriculum
Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science Curriculum
Specialist
Action Step 1.4.2: Bonita Vista Middle School counselors will present the A-G requirements for meeting the criteria of the Compact for Success program during
advisory classes. Counselors will promote the Compact for Success program between Sweetwater and San Diego State University, review course requirements
for A-G courses, and encourage academic success in the overall academic school program. The discussion of A-G requirements will increase student awareness
of the importance of mastering standards taught in the required classes.
Timeline
07/20/15 – 06/03/16
Person Responsible
Monica Sigarroa-Sanchez, Head
Counselor
Eduardo Reyes, Principal
Related Expenditures
Salary
Estimated Cost
N/A
Funding Source
General Fund
Single Plan for Student Achievement 2015-16
Action Step 1.4.3: Students not meeting the required level of standards mastery will have opportunities to get support for their content areas during AEC, ARC,
and Reteach held after school or during Saturday Scholars. Students will be placed on a roster by their teachers and parents will be notified. Improvement will be
demonstrated by the decrease in D and F grades on progress reports.
Timeline
07/20/15 – 06/03/16
Monday-Friday from 3:154:30 p.m.
Person Responsible
Brian Kougl, Assistant Principal
Martha-Irene Amador, CIS
Related Expenditures
See Action Step 1.1.4
Estimated Cost
See Action Step 1.1.4
Funding Source
See Action Step 1.1.4
Action Step 1.4.4: Bonita Vista Middle School’s AVID Coordinator will work with the CIS Coordinator to hire AVID tutors to work directly with AVID students
during instructional time. Funds have specifically been allocated for the AVID program for tutoring. Documentation of activities will be kept by the AVID tutors
and turned in to the CIS Coordinator.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
See Action Step 1.1.5
See Action Step 1.1.5
See Action Step 1.1.5
Celia Walker, AVID Coordinator
Action Step 1.4.5: To support students in the AVID program, funds will be allocated from the AVID budget for instructional materials. Materials purchased for
the AVID program will be used to plan daily lesson plans that promote student skills, academic reflection, and goal setting, as evidenced by agendas and daily
learning targets.
Timeline
07/20/15 – 06/03/16
Person Responsible
Martha-Irene Amador, CIS
Celia Walker, AVID Coordinator
Related Expenditures
AVID materials
Estimated Cost
$2,000
Funding Source
LCAP – AVID
Action Step 1.4.6: The CIS Coordinator and Site Tester will monitor academically disadvantaged students (ie. EL, Foster Youth, Low Socioeconomic) to help
improve academic achievement. Similarly, RFEPs will be monitored for two years following reclassification. Evidence of monitoring will be demonstrated in notes
filed in Student Cumulative Folders and placed on PowerSchools.
Timeline
07/20/15 – 06/03/16
Grade reports are
monitored every six weeks.
Intervention attendance is
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Martha-Irene Amador, CIS
.6 FTE for Coordinated
Intervention Services
$56,618
LCAP - CIS Coordinator
Esther Gaytan, Site Tester
Salary
$7,436
LCAP
Single Plan for Student Achievement 2015-16
monitored 3 times a week.
Action Step 1.4.7: Students with disabilities will be supported by resource specialists, teachers, and guidance counselors to ensure proper placement, modified
instruction and assessment, monitoring, and interventions according to their Individual Education Program (IEP). The number of IEP meetings per year is at the
discretion of the IEP team. The support systems in place for our academically disadvantaged SWD population will help close the achievement gap as evidenced
by the decrease in the number of F grades in subject areas: English and math, as well as an increase in proficiency for math and English on school assessments.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
IEP Meetings to take place
throughout the year.
Paul Gil, Psychologist
Salary
General Fund
N/A
Monica Sigarroa-Sanchez,
Head Counselor
Martha-Irene Amador, Special
Education CIS
Action Step 1.4.8: Bonita Vista Middle School will offer co-teach classes in English 7, English 8, Integrated Math 7, and Integrated Math 8 in order to offer
mainstreamed SWD additional support during class time. The approach at shared planning, instruction, and assessment is determined by the teachers and
academic progress will be monitored by the teachers and counselors.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Paul Gil, Psychologist
Salary
N/A
General Fund
Students will be placed at
Monica Sigarroa-Sanchez,
the beginning of each
Counselor
semester.
Strategy 1.5: All students will reach proficiency in math and English. A focus on numeracy and literacy is supported across all four core content areas.
Action Step 1.5.1: District and Site Curriculum Development Specialists will collaborate with PLC’s to support implementation of rigorous/relevant lesson plans in
all core content areas. During collaboration, Curriculum Specialists will take part in learning walks and facilitate peer-to-peer observations. The focus of this
collaboration is on the district initiatives: Daily Learning Targets, Academic Vocabulary, Student Interactions, Checking for Understanding, and implementation of
Common Core Lessons. Evidence of this collaboration will be documented in PLC minutes managed by the Curriculum Specialists.
Timeline
07/20/15 – 06/03/16
Person Responsible
Eduardo Reyes, Principal
Mary Sumnicht, ELA Curriculum
Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science Curriculum
Related Expenditures
See Action Step 1.3.1
Estimated Cost
See Action Step 1.3.1
Funding Source
See Action Step 1.3.1
Single Plan for Student Achievement 2015-16
Specialist
Action Step 1.5.2: Bonita Vista Middle School will promote literacy across all content areas by implementing Achieve 3000, a computer based literacy program.
Students and teachers will have access to this program that includes a reading diagnostic assessment, a database of relevant articles differentiated for all reading
levels, poll questions to tap into prior knowledge, and assessments. Students who use this program on a regular basis will improve their Lexile Scores as
evidenced by the six week progress reports provided by Achieve 3000. The license for this reading program is paid for by the Sweetwater Union High School
District.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Software
N/A
General Fund
Implementation will vary.
Expected use: twice a week
by majority of students.
Action Step 1.5.3: Bonita Vista Middle School will promote numeracy by offering Math Workshop for both grade levels. Students enrolled in this workshop will
be re-taught math concepts necessary to be successful in their regular math class. Student success will be measured by the number of workshop enrolled
students who pass their regular math classes with a grade of C or higher.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Salary
N/A
General Fund
1 course per grade level per Monica Sigarroa-Sanchez,
semester.
Counselor
Action Step 1.5.4: Literacy is promoted as part of Bonita Vista Middle School’s annotation skills/common language practice. All core subject areas use common
language with reading and summarizing skills. English, social science, and science classes annotate and summarize texts. Math classes use learning logs for
students to explain their reasoning and solutions to math problems being solved. Promotion of literacy is evidenced by the implementation of a common schoolwide annotation checklist and samples of student writing across the four core subject areas.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Classroom observations 3-4
times per semester.
Eduardo Reyes, Principal
Printing
N/A
General Fund
Brian Kougl, Assistant Principal
Georgina Meza, Assistant
Principal
Action Step 1.5.5: Numeracy is promoted as a part of Bonita Vista Middle School’s annual participation in the district’s Math Field Day. Students practice various
math skills for this competition. This educational competition is a challenge activity that is open to all Bonita Vista Middle School students.
Timeline
07/20/15 – 06/03/16
Competition during
semester 2.
Person Responsible
Vicki Bauer
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
N/A
Single Plan for Student Achievement 2015-16
Goal 2.0: District will assist schools in improving student achievement by enhancing access to technology for student and teachers across all instructional
areas to implement the Common Core State Standards, Next Generation Science Standards and ELD standards to ensure college/career readiness and meet
graduation requirements.
Strategy 2.1: All students will improve their proficiency in analyzing and synthesizing information from multiple sources in their core content classes through the
use of technology (ie. IPADS, tablets).
Action Step 2.1.1: Teachers will use technology to create/implement standards curriculum (common core/NGSS/ELD) in core content areas district-wide. This
will be demonstrated at the site through documentation during classroom observations.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Observations are ongoing.
Eduardo Reyes, Principal
iPads
N/A
General Fund
Georgina Meza, Assistant
Trainings
Principal
PLC
Brian Kougl, Assistant
Principal
Action Step 2.1.2: During advisory class, students will be introduced to a school-wide implementation of iPad use with the introduction of apps such as CANVAS,
Notability, Jupiter Grades, and Google Drive. Directions for use of these apps will be placed on CANVAS. Students will then be able to synthesize information and
utilize resources form multiple programs to be successful in class as evidenced by their daily/weekly usage of the iPad applications.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
N/A
N/A
N/A
Georgina Meza, Assistant
Principal
Action Step 2.1.3: Bonita Vista Middle School will provide access to the internet, online assessments, Canvas LMS, Google Drive, and school-based applications
and e-textbooks throughout the school day in order to improve their proficiency in technology while mastering Common Core Standards.
Timeline
07/20/15 – 06/03/16
iPad distribution begins
August 10th.
Person Responsible
Eduardo Reyes, Principal
Georgina Meza, Assistant
Principal
Barbara Wymer, Librarian
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
N/A
Single Plan for Student Achievement 2015-16
Action Step 2.1.4: Bonita Vista Middle School will administer district and state assessments using computers and iPads. Students will be able to demonstrate
their ability to use programs such as Canvas and Notability to open documents, annotate texts, and synthesize information as evidenced by test participation
and completion rates, as well as proficiency scores.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
N/A
N/A
N/A
Assessments administered
Georgina Meza, Assistant
on quarterly basis.
Principal
Action Step 2.1.5: Technology purchases and maintenance will be provided to staff to support supplementary instructional goals for literacy and numeracy
support.
Timeline
07/20/15 – 06/03/16
Person Responsible
Martha-Irene Amador, CIS
Related Expenditures
Equipment:
Document Cameras
Projectors
Laptops/Computers
Ipad Keyboards
Earbuds
Power Strips
Apple TV’s/Dongles
Rizzo
Printers
Replacement Bulbs
Dewey Camera
Stands
Fax Machine
Estimated Cost
Funding Source
$15,000
LCAP – School Sites
$5,000
Title 1 – Direct Services
Action Step 2.1.5a: Rizzo machine maintenance will be provided to support literacy and numeracy instruction for students and to support our categorical office
goals; to assist struggling students, close the achievement gap by supporting all stakeholders, and ensure interventions occur on campus while ensuring students
attend. Rizzo machine will provide needed instructional materials for intervention lessons and allow for data communication among stakeholders. Data
collection from common formative assessments and analysis of D and F rates will be utilized to measure the effectiveness of instructional materials provided by
the Rizzo machine.
Timeline
07/20/15 – 06/03/16
Person Responsible
Martha-Irene Amador, CIS
Related Expenditures
Equipment:
Rizzo
Estimated Cost
$2,000
Funding Source
LCAP – School Sites
Single Plan for Student Achievement 2015-16
Action Step 2.1.5b: Fax machine will be provided for categorical office use to assist in EL monitoring and EL reclassification. Data collection from EL
reclassification will be used to measure literacy development of EL students.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Equipment:
See Action Step 2.1.5
See Action Step 2.1.5
Fax Machine
Action Step 2.1.5c: Projectors will be provided for numeracy and literacy instructional use in core academic subject areas (math, ELA, science, and social
sciences). iPad cables, allowing hook-ups of iPads to projectors, will be provided to support the implementation of technology use in the classroom. Teachers
will use supplemental technology resources to model instruction of common core curriculum. This will be measured by classroom observations by
administrators.
Timeline
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Person Responsible
Martha-Irene Amador, CIS
Related Expenditures
Equipment:
Projectors
IPad Cables
Estimated Cost
See Action Step 2.1.5
Funding Source
See Action Step 2.1.5
Strategy 2.2: Teachers will implement Common Core Curriculum through the use of technology such as iPads or tablets, subject specific applications in the
classroom, productivity tools, and Canvas LMS to improve achievement on district/state assessments.
Action Step 2.2.1: Teachers will use technology to create/implement standards based curriculum (Common Core/NGSS/ELD) in core content areas district-wide.
Students will have access to rigorous lesson plans that require them to use technology in the same manner that it will be used on district and state assessments.
Timeline
07/20/15 – 06/03/16
Assessments administered
on quarterly basis.
Person Responsible
Eduardo Reyes, Principal
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Martha-Irene Amador, CIS
Related Expenditures
PLC Time
Regional Cohort Training
Estimated Cost
N/A
Funding Source
General Fund
Strategy 2.3: Teachers will utilize an online teaching/learning platform, CANVAS, to deliver course content and administer district-wide assessments.
Action Step 2.3.1: Bonita Vista Middle School teachers will use Canvas to upload documents and resources, retrieve submitted assignments, and promote
dialogue through its blog feature as demonstrated by the creation of Canvas courses. Site Curriculum Specialists and school administration will support teachers
in implementation by providing time for collaboration between teachers.
Single Plan for Student Achievement 2015-16
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Trainings/workshops for
applications will be
scheduled as needed.
Eduardo Reyes, Principal
See Action Step 1.3.1
See Action Step 1.3.1
See Action Step 1.3.1
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Martha-Irene Amador, CIS
Action Step 2.3.2: All District and Site Curriculum Specialists will assist in the created assessments that are SBAC aligned to ensure college/career readiness of all
students. Assessments will be administered though Canvas and results will be uploaded to Illuminate.
Timeline
07/20/15 – 06/03/16
Assessments will be
administered on quarterly
basis.
Person Responsible
Georgina Meza, Assistant
Principal
Mary Sumnicht, ELA
Resource
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Related Expenditures
See Action Step 1.3.1
Estimated Cost
See Action Step 1.3.1
Funding Source
See Action Step 1.3.1
Action Step 2.3.3: Teachers will employ technology in the classroom by involving students as learners with a focus on the following:
 Integration of technology into daily lessons permitting access for students to curriculum via Canvas, Jupiter Grades, Notability, Google Docs.
 Integration of technology into daily lesson plans for students to improve academic achievement in course content in all core subjects.
This will be demonstrated by the daily agendas and daily learning targets posted on the board in each classroom.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Single Plan for Student Achievement 2015-16
07/20/15 – 06/03/16
Classroom observations
ongoing.
Eduardo Reyes, Principal
Application Training
N/A
Georgina Meza, Assistant
PLC Time
Principal
Brian Kougl, Assistant
Principal
Strategy 2.4: Teachers use technology (ie: Jupiter Grades and Canvas) to inform parents of student progress.
General Fund
Action Step 2.4.1: The Jupiter Grades program will be used by all teachers at Bonita Vista Middle School. Jupiter Grades will be used to communicate grades,
share homework assignments, and broadcast school-wide events to both parents and students. Similarly, Canvas will be used to allow students and staff to post
videos, documents, and other resources for student and parent use. For general notifications that need to go out to groups of parents or the entire school, the
automated calling system SchoolMessenger, will be used.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
07/20/15 – 06/03/16
Technologies to be used
daily.
Eduardo Reyes, Principal
Jupiter Program License
N/A
Georgina Meza, Assistant
Canvas Application License
Principal
School Messenger License
Brian Kougl, Assistant
Principal
Strategy 2.5: Increase access and use of technology for increasing student achievement within all core content areas.
Funding Source
General Fund
Action Step 2.5.1: Students at Bonita Vista Middle School will utilize technology through their coursework and the resources made available to them. Each core
department will decide on a list of common applications used in addition to the school-wide applications. Use of these applications will lead to higher student
achievement on district performance tasks as evidenced by the increase percentage of students scoring proficient or higher.
Timeline
07/20/15 – 06/03/16
Person Responsible
Eduardo Reyes, Principal
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Martha-Irene Amador, CIS
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
General Fund
Single Plan for Student Achievement 2015-16
Goal 3.0: SUHSD will improve parent participation in academic initiatives through parent professional development, conferences, and workshops.
Strategy 3.1: Parents will be able to assist their child to be college and career ready by understanding: Graduation Requirements, A-G Courses, College
Admission, Compact for Success, Common Core, ELD Standards, Next Generation Science Standards, Technology, Parent Leadership Trainings, Financial Aid,
College Entrance Exams, Career Pathways.
Action Step 3.1.1: School site will host College Making it Happen. District representatives will explain how the Compact for Success program is a special
agreement between Sweetwater Union High School District and San Diego State University that grants admission to all qualifying students. The presentation will
include a review of A-G requirements necessary to be eligible for enrollment in a 4 year university. Parents will be able to get answers to all of their questions
regarding A-G requirements.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Eduardo Reyes, Principal
Refreshments
General Fund
N/A
Ranelo Armas, Counselor
Printing
Action Step 3.1.2: Bonita Vista Middle School staff will chaperone the annual field trip to San Diego State University. Seventh graders and their parents will be
invited to attend this tour of the university. Students and parents will also have the opportunity to ask questions about the university.
01/11/16 – 06/03/16
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
10/05/15 – 10/31/15
Monica Sigarroa-Sanchez,
Buses
N/A
General Fund
Counselor
Action Step 3.1.3: Bonita Vista Middle School will hire a translator for parent nights to help translate presentations given by staff members.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Monica Sigarroa-Sanchez,
Translator Extra Duty
$2,000
Title 1 – Parent Involvement
Ongoing as needed.
Counselor
Strategy 3.2: SUHSD will include parents in school decisions, developing parent leaders and representatives. Parent Groups (Site/District) will participate in local
and/or state professional development, conferences, and workshop opportunities, so that parents will be able to identify and integrate resources and services
from the community to strengthen school programs, family practices, and student learning and development.
Action Step 3.2.1: The CIS Coordinator will facilitate and/or participate in meetings of all district parent groups (ie. SSC, ELAC, Title I, PTSA, etc.). The CIS
coordinator will help inform, train, and guide parents regarding the educational system of their children.
Timeline
07/20/15 – 06/03/16
14-16 meetings throughout
the school year.
Person Responsible
Martha-Irene Amador, CIS
Eduardo Reyes, Principal
Related Expenditures
Same as Action Step 1.4.7
Estimated Cost
Same as Action Step 1.4.7
Funding Source
Same as Action Step 1.4.7
Single Plan for Student Achievement 2015-16
Action Step 3.2.2: The School Site Council will meet 8-10 times throughout the school year. During meetings, SSC will review and monitor the implementation of
the Single Plan for Student Achievement, evaluate the plan, evaluate the parent communication plan, and vote to approve expenditures aligned with the goals
set forth in the site plan as evidenced by meeting agendas and minutes kept by the CIS Coordinator.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Same as Action Step 1.4.7
Same as Action Step 1.4.7
Same as Action Step 1.4.7
8-10 meetings
Eduardo Reyes, Principal
Action Step 3.2.3: The English Learner Advisory Committee will meet 6-8 times throughout the school year. During meetings, the ELAC committee will elect ELAC
officers, review the Single Plan for Student Achievement, review placement waivers, be trained in the importance of regular school attendance, be presented
with English Learner data and Reclassified Fluent English Proficient data through the Language Census, take the annual Needs Assessment Survey, and be
presented the roles and responsibilities of ELAC as evidenced by meeting agendas and minutes kept in the ELAC binder in the CIS office.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Same as Action Step 1.4.7
Same as Action Step 1.4.7
Same as Action Step 1.4.7
6-8 Meetings throughout the Georgina Meza, Assistant
school year.
Principal
Action Step 3.2.4: The English Learner Advisory Committee will elect one officer to represent the school on the District English Learner Advisory Committee
(DELAC). This representative will bring information from the district parent group back to the school site. Evidence of this parent communication will be
documented in the ELAC meeting agenda and minutes from each meeting.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
N/A
N/A
N/A
Elections to take place during Georgina Meza, AP
ELAC. 8-9 DELAC meetings
scheduled throughout the
year.
Action Step 3.2.5: Bonita Vista Middle School will provide a platform for GATE parents to meet semi-annually to discuss the GATE program, school activities
geared toward the GATE students, and to communicate information learned from DAC-GATE meetings. Evidence of GATE meetings will be documented in
agendas, sign-in sheets, and minutes from meetings.
Timeline
07/20/15 – 06/03/16
2 meetings will be schedule
for the 15/16 school year.
Person Responsible
Brian Kougl, Assistant
Principal
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
General Fund
Single Plan for Student Achievement 2015-16
Action Step 3.2.6: Parents and community members will be given opportunities for specialized trainings to help build capacity. Parents and community members
will present what they learned from trainings by sharing during meetings such as SSC, ELAC, and other parent or community meetings. Trainings may include,
and are not limited to, conferences (ie. CABE), and other specialized trainings.
Timeline
07/20/15 – 06/03/16
Person Responsible
Eduardo Reyes, Principal
Related Expenditures
Conference Registration Fees
Estimated Cost
$2,000
Funding Source
Title I – Parent Involvement
Action Step 3.2.7: Bonita Vista Middle School, in collaboration with SSC, ELAC, and PTSA, will create a Parent Center. The Parent Center will have computers,
whiteboards, a printer, a projector, a document camera, and other items available for parent use. The purpose of the Parent Center is to help develop parent
leaders who will help strengthen school programs, family practices, and student learning and development.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Eduardo Reyes, Principal
Equipment:
$2,000
Title I – Parent Involvement
Computers
iPad Adapter
Projector
Whiteboards
Printer
Document Camera
Strategy 3.3: SUHSD, with the help of our community partnerships, will assist all families establish home environments to support their children’s learning.
Action Step 3.3.1: Bonita Vista Middle School will participate in community events such as the Bonita Art Festival to encourage community partnerships.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
N/A
N/A
N/A
Strategy 3.4: School site will provide information to families about how to help students at home with curriculum-related activities, decisions, and planning. The
school site is committed to maintaining effective forms of school to home communication about school programs and student progress.
Action Step 3.4.1: Bonita Vista Middle School’s CIS Coordinator will work with SSC to create a Parent Involvement Policy for the site. This policy covers parent
committees, parent communication, and parent involvement opportunities. The School Site Council reviews, amends, and approves this document. Evidence of
approval will be documented in meeting minutes prior to the document being posted on the school’s website.
Timeline
07/20/15 – 06/03/16
Item to be on an SSC agenda.
Person Responsible
Martha-Irene Amador, CIS
Related Expenditures
Printing
Estimated Cost
N/A
Funding Source
General Fund
Single Plan for Student Achievement 2015-16
Action Step 3.4.2: Bonita Vista Middle School will maintain an updated website that communicates upcoming school events, provides minutes from site
committee meetings, and offers links to educational resources for students and their parents.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Website Updated Weekly
Daniel Schroeder,
N/A
N/A
General Fund
Webmaster/Teacher
Action Step 3.4.3: Administrators and staff members will communicate directly with parents through the use of School Messenger. This automated system will
be used to communicate school related information to the entire Bonita Vista Middle School student and parent population through phone messages and emails.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Announcements sent out as
necessary.
Eduardo Reyes, Principal
School Messenger License
N/A
General Fund
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Sharon Martin, Principal’s
Administrative Assistant
Martha-Irene Amador, CIS
Action Step 3.4.4: Bonita Vista Middle School teachers will use the online gradebook program, Jupiter Grades, to communicate assignments, grades, and
classroom instructional resources to students and parents. This program will expand communication by allowing parents to see all of their student’s grades. It
also allows also parents to e-mail teachers directly from the website.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Jupiter Program License
N/A
Program used daily during
school year.
Action Step 3.4.5: Bonita Vista Middle School will purchase needed equipment for use during parent presentations.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
General Fund
Funding Source
Single Plan for Student Achievement 2015-16
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Laptop, Projector, Document
Camera, IPad adapter, etc.
See Action Step 3.2.7
See Action Step 3.2.7
Action Step 3.4.6: Administrators and staff members will communicate with parents through the use of Mail Room Services. Mailed items will be used to
communicate school related information to Bonita Vista Middle School student and parent populations.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Mail Room Services
$2,000
LCAP – School Site
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Sharon Martin, Principal’s
Administrative Assistant
Martha-Irene Amador, CIS
Strategy 3.5: SUHSD will recruit and organize parent volunteers to help and support student achievement before, during, and after school or as needed for a
variety of organizations.
Action Step 3.5.1: Administration and elected Parent Teacher Student Association (PTSA) officers will work together to facilitate annual elections. Once elected,
the PTSA officers will organize fundraisers and communicate with parents and community. Funds raised by the PTSA will be used to support the educational
needs of BVM students, staff, and parents.
Timeline
07/20/15 – 06/03/16
Person Responsible
Eduardo Reyes, Principal
Related Expenditures
Printing
Estimated Cost
N/A
Funding Source
N/A
Single Plan for Student Achievement 2015-16
Goal 4.0: Site Curriculum Specialists in collaboration with Professional Learning Communities (PLC) will create, implement and support Common Core State
Standards, Next Generation Science Standards and ELD standards to ensure students obtain a more rigorous academic path in math, English, science and
social science to ensure college career readiness.
Strategy 4.1: Students will take the SBAC tests as a benchmark assessment. PLC’s will support the achievement of students though the creation and
implementation of site based assessment in all core content areas.
Action Step 4.1.1: Teachers at Bonita Vista Middle School will be allocated PLC time each week to develop common assessments aligned with Common Core
State Standards as evidenced by PLC minutes submitted to school administration. Site Curriculum Specialists will communicate between site and district, as well
as between administration and PLC.
Timeline
07/20/15 – 06/03/16
PLC meetings take place
weekly.
Person Responsible
Eduardo Reyes, Principal
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Sciences
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Related Expenditures
Same as Action Step 1.3.1
Estimated Cost
Same as Action Step 1.3.1
Funding Source
Same as Action Step 1.3.1
Strategy 4.2: All students will increase achievement in math, English, science and social science classes by 5% on district-wide assessments and performance
tasks. Supporting the CCSS, NGSS and ELD standards through supporting numeracy and literacy in all courses.
Action Step 4.2.1: Professional Learning Community time will be focused on creating lesson plans and assessments that focus on 1) literacy and numeracy, 2)
drawing evidence from multiple texts, and 3) synthesizing information into compositions that align with district performance tasks. Data from each of these
assessments will then be analyzed during PLC time.
Timeline
07/20/15 – 06/03/16
PLC meetings take place
weekly.
Person Responsible
Eduardo Reyes, Principal
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Sciences
Curriculum Specialist
Related Expenditures
Same as Action Step 1.3.1
Estimated Cost
Same as Action Step 1.3.1
Funding Source
Same as Action Step 1.3.1
Single Plan for Student Achievement 2015-16
Maria Canales, Science
Curriculum Specialist
Strategy 4.3: The cohort graduation rate will increase 3% for subgroup populations and 2% district-wide.
Action Step 4.3.1: Bonita Vista Middle School will allocate funds from its School Sites budget to provide interventions for academically disadvantaged EL, Foster
Youth, Low Socioeconomic, and SWD students to prepare them for the administration of district assessments. Interventions include tutoring (AEC, ARC, and
Reteach), Intervention Services: Credit Retrieval, and support classes to ensure that promotion rates for academically disadvantaged students increase.
Timeline
07/20/15 – 06/03/16
Person Responsible
Martha-Irene Amador, CIS
Related Expenditures
Same as Action Step 1.1.4
Estimated Cost
Same as Action Step 1.1.4
Funding Source
Same as Action Step 1.1.4
Strategy 4.4: Students will have instructional materials in Math, English, Science, and Social Science (i.e. textbooks) to support A-G course completion aligned
with Common Core State Standards. Materials to support Common Core, NGSS, ELD standards and numeracy and literacy across the curriculum are emphasized.
Action Step 4.4.1: Bonita Vista Middle School students will have access to online textbooks via their individual iPads. Those students opting out of iPad use may
use their actual textbooks. All curriculum in the core content classes will be aligned with common core standards with a focus on technology infusion, student
collaboration, critical thinking, and problem solving. Evidence of instructional material compliance will be demonstrated in the results of the annual William’s Act
visit by the Office of State and Federal Programs and also by evidence of curriculum aligned with common core standards demonstrated through PLC agendas,
minutes, and pacing guides.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
PLCs will meet on a weekly
basis to support this action
step.
Eduardo Reyes, Principal
Printing
N/A
General Fund
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Martha-Irene Amador, CIS
Action Step 4.4.2: Categorical Coordinator will allocate funds for supplementary materials and supplies for instruction of academically disadvantaged students.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Martha-Irene Amador, CIS
Supplies (Office Supplies,
$8,000
LCAP – School Sites
Sharon Martin, Principal’s Teaching Materials, etc.)
$2,248
LCAP – Intervention Services
Administrative Assistant
$1,000
Title 1 – Direct Services
Action Step 4.4.2a: Supplemental materials will be purchased to be able to demonstrate science concepts for at risk populations that are not able to obtain the
content material using basic instructional strategies. The materials will be used to show the at risk students visually the concepts to attempt at reaching a higher
Single Plan for Student Achievement 2015-16
student achievement for these students. The supplies needed to show these concepts to this group of students are general science lab materials. This will assist
in closing the achievement gap by increasing the number of at risk students able to show content mastery in science as evidenced by measuring their application
of science concepts after the demonstrations in a common formative assessment with 100% of the students reaching mastery and through the laboratory write
up with 100% of the students completing a written component in support of literacy development at the emerging level. Student data will be able to be
discussed in the PLC to ensure support of literacy is being obtained through this type of kinesthetic learning.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Estimated Cost
Martha-Irene Amador, CIS
Supplies (Lab Materials)
Sharon Martin, Principal’s
Administrative Assistant
See Action Step 4.4.2
Funding Source
See Action Step 4.4.2
Action Step 4.4.2b: Living Coast Discovery Center School Outreach program will provide a specialized learning program for at risk populations to obtain science
content material. The program will be used to show the at risk students visually the concepts to attempt at reaching a higher student achievement for these
students. This will assist in closing the achievement gap by increasing the number of at risk students able to show content mastery in science as evidenced by
measuring their application of science concepts after the demonstrations in a common formative assessment with 100% of the students reaching mastery.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Consultant
$2,000
LCAP – School Sites
Sharon Martin, Principal’s
Administrative Assistant
Action Step 4.4.2c: The English Department, in collaboration with the library, will order historical fiction books, both digital and paperback, to supplement
Common Core instruction for ELA. This will assist in closing the achievement gap by increasing the number of at risk students able to show content mastery in
literacy as evidenced by measuring their literacy skills in a common formative assessment with 100% of the students reaching mastery. Student data will be able
to be discussed in the PLC to ensure students are meeting Common Core standards.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Supplies (Library Digital See Action Step 4.4.2
See Action Step 4.4.2
Sharon Martin, Principal’s Books)
Administrative Assistant
Action Step 4.4.2d: Funding will be allocated for categorical supplies that support our categorical office goals: to assist struggling students, close the
achievement gap by supporting all stakeholders, and ensure interventions occur on campus while ensuring students attend. This may include toner, duplication
of materials, printer paper, colored paper, blank linked paper, white-board and permanent markers, construction paper, pencils, colored pencils, highlighters,
supplies for general office, folders, hanging folders, label markers, desk organizers, etc.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
Single Plan for Student Achievement 2015-16
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
Supplies
See Action Step 4.4.2
See Action Step 4.4.2
Sharon Martin, Principal’s
Administrative Assistant
Action Step 4.4.2e: The Math Department will purchase mathematical manipulatives to supplement Common Core instruction. This will assist in closing the
achievement gap by increasing the number of at risk students able to show content mastery in mathematics as evidenced by measuring their numeracy skills in a
common formative assessment with 100% of the students reaching mastery. Student data will be able to be discussed in the PLC to ensure students are meeting
Common Core standards.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Estimated Cost
Martha-Irene Amador, CIS
Supplies (Manipulatives)
Sharon Martin, Principal’s
Administrative Assistant
See Action Step 4.4.2
Funding Source
See Action Step 4.4.2
Action Step 4.4.2f: The Social Science Department, in collaboration with the library, will order supplementary materials to supplement Common Core
instruction. This will assist in closing the achievement gap by increasing the number of at risk students able to show content mastery in literacy as evidenced by
measuring their literacy skills in a common formative assessment with 100% of the students reaching mastery. Student data will be able to be discussed in the
PLC to ensure students are meeting Common Core standards.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Martha-Irene Amador, CIS
Supplies
Sharon Martin, Principal’s Books)
Administrative Assistant
(Library
Estimated Cost
Digital See Action Step 4.4.2
Funding Source
See Action Step 4.4.2
Strategy 4.5: All students will reach proficiency in English. Literacy is emphasized across all core content areas to support the proficiency in English school-wide.
Action Step 4.5.1: Bonita Vista Middle School will promote literacy across all content areas by implementing Achieve 3000, a computer based reading program.
Students and teachers will have access to this program that includes a reading diagnostic assessment, a database of relevant articles differentiated for all reading
levels, poll questions to tap into prior knowledge, and assessments. Students who use this program on a regular basis will improve their Lexile Scores as
evidenced by the six week progress reports provided by Achieve 3000. The license for this reading program is paid for by the Sweetwater Union High School
District.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Martha-Irene Amador, CIS
N/A
N/A
See Action Step 1.5.2
Achieve 3000 implemented
all year.
Action Step 4.5.2: Bonita Vista Middle School core classes promote literacy through its school-wide emphasis on text annotation and common language. All core
content teachers will have access to the same set of annotation skills which utilize a common language across all subjects for interacting with a text.
Single Plan for Student Achievement 2015-16
Timeline
07/20/15 – 06/03/16
To be used all year.
Person Responsible
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Sciences
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Related Expenditures
Same as Action Step 1.3.1
Estimated Cost
Same as Action Step 1.3.1
Funding Source
Same as Action Step 1.3.1
Strategy 4.6: All students will reach proficiency in math. Numeracy is emphasized across all core content areas to support the proficiency in math school-wide.
Action Step 4.6.1: The Math Department will purchase mathematical manipulatives to supplement Common Core instruction. This will assist in closing the
achievement gap by increasing the number of at risk students able to show content mastery in mathematics as evidenced by measuring their numeracy skills in a
common formative assessment with 100% of the students reaching mastery. Student data will be able to be discussed in the PLC to ensure students are meeting
Common Core standards.
Timeline
07/20/15 – 06/03/16
Person Responsible
Related Expenditures
Martha-Irene Amador, CIS
Supplies (Manipulatives)
Sharon Martin, Principal’s
Administrative Assistant
Estimated Cost
See Action Step 4.4.2e
Funding Source
See Action Step 4.4.2e
Action Step 4.6.2: Numeracy is promoted as a part of Bonita Vista Middle School’s annual participation in the district’s Math Field Day. Students practice various
math skills for this competition. This educational competition is a challenge activity that is open to all Bonita Vista Middle School students.
Timeline
07/20/15 – 06/03/16
Competition during semester
2.
Person Responsible
Vicki Bauer
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
N/A
Action Step 4.6.3: Bonita Vista Middle School will promote numeracy by offering Math Workshop for both grade levels. Students enrolled in this workshop will
Single Plan for Student Achievement 2015-16
be re-taught math concepts necessary to be successful in their regular math class. Student success will be measured by the number of students enrolled in Math
Workshop that pass their regular math classes with a grade of C or higher.
Timeline
07/20/15 – 06/03/16
1 course per grade level per
semester.
Person Responsible
Dr. Eduardo Reyes, Principal
Monica Sigarroa-Sanchez,
Counselor
Related Expenditures
Salary
Estimated Cost
N/A
Funding Source
See Action Step 1.5.3
Single Plan for Student Achievement 2015-16
Goal 5.0: District will assist schools with improving student achievement for all students by implementing district-wide and site based Professional
Development to ensure proper implementation of district initiatives and Common Core State Standards, Next Generation Science Standards and ELD
Standards to enable all students to be college/career ready and meet graduation requirements.
Strategy 5.1: Professional development focus on the alignment of standards based instructional materials.
Action Step 5.1.1: Bonita Vista Middle School will hire four curriculum specialists for the core subjects of math, English, social science, and science. These
curriculum specialists will each receive a resource period to attend district trainings, develop trainings, observe and coach colleagues, meet with site leadership
team, and meet as a group to discuss curriculum, instruction, and assessment. Documentation of these positions can be found on the master schedule.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Same as Action Step 1.3.1
Same as Action Step 1.3.1
Same as Action Step 1.3.1
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Action Step 5.1.2: Curriculum Specialists will attend the district subject area cohort meetings scheduled specifically for specialists across the district. At these
meetings specialists will plan for hosting quarterly regional workshops that they will lead the following week. These planned workshops will focus on
development of Common Core Standards based lesson plans and implementation of district initiatives.
Timeline
Person Responsible
07/20/15 – 06/03/16
There will be 12 cohort
trainings during the year.
Three meetings for each core
subject. Specialists will
collaborate with district to
plan for implementation of
action steps.
Eduardo Reyes, Principal
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Related Expenditures
Same as Action Step 1.3.1
Estimated Cost
Same as Action Step 1.3.1
Funding Source
Same as Action Step 1.3.1
Single Plan for Student Achievement 2015-16
Action Step 5.1.3: District and Site Curriculum Specialists will provide professional development to PLC’s in support of implementation of rigorous/relevant
lesson plans in all core content areas during regional cohort meetings. All teachers in each of the four core content area departments will attend the regional
trainings on their assigned day. Evidence of attendance will be documented on sign-in sheets and leave of absence forms kept in the Bonita Vista Middle School
main office.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
There will be 12 regional
trainings during the year.
Three meetings for each core.
Specialists will lead these
trainings.
Eduardo Reyes, Principal
Same as Action Step 1.3.1
Same as Action Step 1.3.1
Same as Action Step 1.3.1
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Science
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Action Step 5.1.4: Teachers, staff, and administrators will be sent to conferences, trainings, and other professional development opportunities to learn and
develop strategies for aiding in the improvement of academically disadvantaged students. After attending professional development opportunities, attendees
will present what they learned to member of the school’s professional development communities. Professional Development trainings may include, but are not
limited to subject area conferences (i.e. NSTA conference), teacher leading trainings (i.e. Teacher of the Year Leadership Summit), AVID Conference, conferences
promoting literacy in all core classes (Reading Across the Curriculum), and other school site council approved professional development opportunities. This will
be monitored by attendance at professional development trainings and minutes demonstrating that the teacher or staff member presented what they learned
from the PD opportunity.
Timeline
07/20/15 – 06/03/16
Person Responsible
Eduardo Reyes, Principal
Related Expenditures
Conference Registration Fees
Estimated Cost
$3,000
$10,000
$5,000
Funding Source
LCAP – AVID
Title I – Professional
Development
Title II
Single Plan for Student Achievement 2015-16
Strategy 5.2: District and Site Curriculum/Professional Development provided for teachers of ELD/SEI teachers.
Action Step 5.2.1: ELD teachers will attend district cohort trainings. During these trainings ELD teachers will be trained in ELD portfolios, ELD Canvas
assessments, and receive strategy training. Teachers will then bring skills from the training back to the school site for implementation.
Timeline
07/20/15 – 06/03/16
5 trainings throughout the
year.
Person Responsible
Eduardo Reyes, Principal
Georgina Meza, Assistant
Principal
Martha-Irene Amador, CIS
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
General Fund
Strategy 5.3: All students are taught by highly qualified teachers.
Action Step 5.3.1: Site administration will ensure that all teachers are teaching in subject areas where they are highly qualified as evidenced in the formation of
a master schedule that places teachers in the proper course and minimizes compliance issues. In the event a teacher is placed in a class where he/she is
unqualified, necessary steps to fix the scheduling conflict will be made in a timely manner.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
Eduardo Reyes, Principal
Salary
N/A
General Fund
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Monica Sigarroa-Sanchez,
Counselor
Action Step 5.3.2: Site administrators will regularly visit classrooms to ensure that high quality, standards aligned instruction is occurring as evidenced by the
completed observation forms filled out after each visit.
Timeline
07/20/15 – 06/03/16
Observations are ongoing.
Person Responsible
Eduardo Reyes, Principal
Georgina Meza, Assistant
Principal
Brian Kougl, Assistant
Principal
Related Expenditures
N/A
Estimated Cost
N/A
Funding Source
N/A
Single Plan for Student Achievement 2015-16
Strategy 5.4: Professional development of Professional Learning Communities (PLC’s) to build shared knowledge of state standards, curriculum guides and
student achievement.
Action Step 5.4.1: Bonita Vista Middle School, with the assistance of the Site Curriculum Specialists, will provide professional development and conference
opportunities to staff members to support implementation of technology and school-wide professional development goals of creating Common Core
rigorous/relevant lesson plans in all core content areas. BVM will also provide opportunities for peer coaching and collaboration time for analysis and evaluation
of district performance tasks as evidenced by meeting agendas and minutes from weekly PLC meetings and trainings.
Timeline
Person Responsible
Related Expenditures
Estimated Cost
Funding Source
07/20/15 – 06/03/16
PLCs meet once a week.
Trainings will happen
according to agenda
items.
Eduardo Reyes, Principal
Supplies
$1,500
LCAP – Curriculum Specialist
Mary Sumnicht, ELA Curriculum
Supplies
$1,151
Title I – Professional
Specialist
Development
Vicki Bauer, Math Curriculum
LCAP – School Site
Teacher Substitutes
$10,000
Specialist
Title I – Professional
Teacher Substitutes
$5,000
Karlie Alonso, Social Sciences
Development
Curriculum Specialist
Title I – Professional
Teacher Class Coverage
$5,000
Maria Canales, Science Curriculum
Development
Specialist
Action Step 5.4.2: Site Level Curriculum Specialists will serve as Professional Developers and PLC Coaches to support site leadership in implementing the District
Common Language consistently in all core content classrooms. Documentation of these meetings will be kept in the minutes.
Timeline
07/20/15 – 06/03/16
Person Responsible
Eduardo Reyes, Principal
Mary Sumnicht, ELA
Curriculum Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Sciences
Curriculum Specialist
Maria Canales, Science
Curriculum Specialist
Related Expenditures
Same as Action Step 1.3.1
See Action Step 5.4.1
Estimated Cost
Same as Action Step 1.3.1
See Action Step 5.4.1
Funding Source
Same as Action Step 1.3.1
See Action Step 5.4.1
Single Plan for Student Achievement 2015-16
Strategy 5.5: Professional development in the use of technology applications in the classroom.
Action Step 5.5.1: SUHSD will provide on-site professional development involving teachers as learners with a focus on the following:
 Co-planning of Common Core, NGSS and ELD standards on a regular basis in Professional Learning Communities.


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
PLC Leader and Curriculum Specialists provide coaching on a regular basis.
PLC Leader and Curriculum Specialists provide three (3) content specific trainings integrating technology.
PLC Leader technology mentoring by District and Site Curriculum Specialists and Apple Trainers.
District-provided professional learning on technology applications for classroom lessons in core content areas.
PLC department technology training in SBAC access for students.
Teacher collaboration for lesson plan development utilizing technology in Common Core, NGSS and ELD standards based curriculum.
Timeline
07/20/15 – 06/03/16
PLC meetings take place
once a week.
Person Responsible
Eduardo Reyes, Principal
Mary Sumnicht, ELA Curriculum
Specialist
Vicki Bauer, Math Curriculum
Specialist
Karlie Alonso, Social Sciences
Curriculum Specialist
Maria Canales, Science Curriculum
Specialist
Related Expenditures
Same as Action Step 1.3.1
See Action Step 5.4.1
Estimated Cost
Same as Action Step 1.3.1
See Action Step 5.4.1
Funding Source
Same as Action Step 1.3.1
See Action Step 5.4.1
Action Step 5.5.2: School site will use funds to hire a resource teacher to provide professional development utilizing Illuminate, Achieve 3000, and other
technology tools to be used by teachers as evidenced by professional development training logs.
Timeline
07/20/15 – 06/03/16
Master schedule each
semester.
Person Responsible
Eduardo Reyes,
Principal
Martha-Irene Amador, Resource
Teacher
Related Expenditures
.2 FTE Resource Teacher
Estimated Cost
$18,873
Funding Source
Title 1 – Direct
Services
Sweetwater Union High School District
State & Federal Programs
2015-16 Funding
Bonita Vista Middle
Preliminary Allocations 4.21.15
Amador, Irene
TITLE I
$117,564
Professional Development
$11,564
Parent Involvement
$1,924
Direct Services
$104,076
TITLE II
$5,000
LCAP
$248,752
AVID
CAHSEE
Coordinated Intervention Services (CIS)
$17,451 Tutors ONLY
$0
$55,436 14-15 Salary & benefits, based on March
2015 payroll
Curriculum Specialist
$93,461
Intervention Services
$11,359
Professional Development
$6,360
School Site
$57,249
Tester
$7,436
ASES
$0
(Middle Schools Only)
ASSETS
$0
(High Schools Only)
Base
$0
Equitable Access
$0
Ensure these funds are in your site plan and have been reviewed and approved by your SSC. In
case of a reduction, we will work to abosorb the cost centrally - but please note site allocations
may be decreased.
If you have any questions, please contact Thelma Stevenson at 619.934.8895
Funding 2015-16 School Year
LCAP $248,752
Intervention Services – $27,248
Needs
Regular Education – Instruction – Teacher Extra
Duty
 Teacher Extra Duty for Reteach, Saturday
Scholars, and Credit Recovery
Supplies
 Supplies for Intervention Services
Cost (Approximations)
$25,000
$2,248
Curriculum Specialist - $80,999
Needs
.8 Curriculum Specialist –
 .2 ELA Curriculum Specialist -$22,329
 .2 Math Curriculum Specialist - $22,504
 .2 Social Sciences Curriculum Specialist $17,396
 .2 Science Curriculum Specialist - $17,270
Supplies
 Supplies needed for Curriculum Specialists
Cost (Approximations)
$79,499
*Note: Preliminary Allocation for the 2015-16
school year is $93,461 for a .8 Curriculum
Specialist.
$1,500
AVID - $22,451
Needs
Cost (Approximations)
AVID Tutors
$17,451
AVID – Instruction – Supplies
 Supplies Needed for the AVID program
AVID – Instruction – Business Travel
 Professional Development of AVID
Teachers (i.e. Summer AVID Institute)
$2,000
$3,000
School Site - $54,000
Needs
Regular Education – Instruction – Teacher Sub
 Subs needed for department pull-out days
and professional development of staff
members
Cost (Approximations)
$10,000
Regular Education – Instruction – Supplies
 Supplies for Common Core Use
o Science $2,000
o ELA $2,000
o Math $2,000
o Social Sciences $2,000
$8,000
Regular Education – Instruction – Equipment <
$20,000
 Ordering of projectors, computers,
laptops, and replacement parts for
equipment - $15,000
Regular Education – Instruction – Lease Report
 Rizzo Machine
Regular Education – Instruction – Mail Room
Services
 Mailed items home
$15,000
Regular Education – Instruction – Consultants
 Southbay Community Services - $15,000
 Living Coast Discovery Center - $2,000
$17,000
$2,000
$2,000
Tester - $7,436
Regular Education – Instruction – Instructional
Assistant
Site Tester
$7,436
*Note: Preliminary Allocation for the 2015-16
school year is $7,436 for the site tester.
Coordinated Intervention Services - $56,618
Needs
Regular Education – Other Instruction – Resource
Teacher Content
 CIS - $56,618
Cost (Approximations)
$56,618
*Note: Preliminary Allocation for the 2015-16
school year is $55,436 for a .6 CIS.
Title I $117,564
Staff Development (Professional Development) – $40,024
Needs
Regular Education – Instruction – Teacher Sub
 Subs needed for department pull-out days
and professional development of staff
members
Regular Education – Instruction – Teacher Class
Coverage
 Subs needed to allow teachers to observe
other classrooms (i.e. peer coaching)
Regular Instruction – Instruction – Business Travel
 Funds used for conferences
o ELA $2,500
o Social Sciences $2,500
o Sciences $2,500
o Math $2,500
 Note: Joint Team Conference may
combine these funds.
Regular Instruction – Instructional Services –
Resource Teacher Content
 .2 Allocation for a resource teacher to
provide professional development utilizing
Illuminate, Achieve 3000, and other
technology trainings of teachers - $18,873
Regular Education – Instructional Services –
Supplies
 Supplies needed for Professional
Development Trainings
Cost (Approximations)
$5,000
$5,000
$10,000
$18,873
$1,151
Parent Education (Parent Involvement) - $6,000
Needs
Regular Education – Parent Participation –
Translator Extra Duty
 Translator costs during parent meetings
Regular Education – Parent Participation –
Supplies
 Supplies needed for Parent Center (i.e.
computers, projector, whiteboards,
printer, etc.)
Regular Education – Parent Participation – NonEmployee Travel
 Funds for parents to attend conferences
(i.e. CABE, etc.)
Cost (Approximations)
$2,000
$2,000
$2,000
School Site (Direct Services) - $71,540
Needs
Regular Education – Instruction – Teacher Extra
Duty
 Teacher Extra Duty for Reteach, Saturday
Scholars, and Credit Recovery
Note – Shared with LCAP
Regular Education – Instruction – Supplies
 Supplies for Intervention Services
Cost (Approximations)
$25,000
$1,000
Note – Shared with LCAP
Regular Education – Instruction – Equipment
 Ordering of projectors, computers,
laptops, and replacement parts for
equipment - $5,000
Note – Shared with LCAP
Regular Education – Instruction – Consultants
 Southbay Community Services
Regular Education – Guidance and Counseling –
Counseling Content
 .4 Allocation for an intervention services
counselor to work with at-risk students.
$5,000
$10,000
$30,540
Title II $5,000
Title II - $5,000
Regular Instruction – Instruction – Business Travel
 Funds used for conferences
o Other conferences - $5,000
$5,000
Parent Involvement Policy
School-Level Parental Involvement Policy
Bonita Vista Middle School
Bonita Vista Middle School has developed a written parental involvement policy with
input from School Site Council parents. As parents are equal partners in the
education of their children, it shall be the policy of Bonita Vista Middle School to
develop the policy with parent input. It has distributed the policy to all parents.
Bonita Vista Middle School will provide information to parents through sponsored
meetings, events, as well as through School Messenger and the school website:
bvm.sweetwaterschools.org The policy describes the means for carrying out the
following parental involvement requirements [20 USC 6318 Section 1118(a)-(f)
inclusive].
Involvement of Parents in the school
To involve parents at Bonita Vista Middle School the following practices have been
established:

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The school convenes an annual meeting to inform parents of School Site
Council, ELAC and GATE including information about requirements of each
parent group and about the right of parents to be involved in the parent group.
School Site Council
o Once a month (8 meetings minimal during the school year)
ELAC (English Language Acquisition Committee)
o Once a month
GATE (Gifted and Talented Education)
PTSA (Parent Teacher Student Association)
The school offers a flexible number of meetings for parents, such as meetings in
the morning or evening.
Bonita Vista Middle school provides information to parents regarding
school programs through sponsored meetings, events, and programs such
as Incoming 7th Grade Orientation, Back To School Night, Compact For
Success, College Making It Happen, Parent Involvement Day and others,
including PTSA, GATE, ELAC, and SSC meetings.
The school involves parents in an organized, ongoing, and timely way, in the
planning, review, and improvement of the school’s programs and the parental
involvement policy.
Bonita Vista Middle School invites all parents to participate in programs
affecting their child, including GATE, ELAC, and SSC, where the Site Plan
for Student Achievement, which includes all categorically funded programs
components and requirements, is discussed.
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The school provides parents with timely information about the school’s programs.
Bonita Vista Middle School will communicate regularly via personal
contacts, phone calls by administrators, teachers, counselors, resource
personnel, and support staff, as well as through email, CANVAS, Jupiter
Grades, School Messenger and our website: bvm.sweetwaterschools.org
The school provides parents with an explanation of the curriculum used at the
school, the assessments used to measure student progress, and the proficiency
levels students are expected to meet.
Bonita Vista Middle school will provide parents course descriptions,
individual class syllabi, test scores and homework completion via Jupiter
grades and CANVAS.
If requested by parents, the school provides opportunities for regular meetings
that allow the parents to participate in decisions relating to the education of their
children.
Bonita Vista Middle School promotes and values the input of parents
regarding school programs, resource allocation and decisions affecting
student achievement and well-being. Embrace and “open door” policy on
the part of school administrators and program personnel in dealing with
concerns of parents and members of the community.
*It may be helpful to include the parental involvement policy review in the annual review
of the Single Plan for Student Achievement.
**The policy must be updated periodically to meet changing needs of parents and the
school. If the school has a process in place for involving parents in planning and
designing the school’s programs, the school may use that process if it includes
adequate representation of parents. [20 USC 6318 Section 1118(c)(3)]
Política de participación para padres de familia de
Bonita Vista Middle School
Bonita Vista Middle School elaboró por escrito, una política de participación para padres de
familia con la colaboración de los padres de familia del concilio escolar. Como los padres de
familia son socios por igual en la educación de sus hijos, Bonita Vista Middle School
elaboró dicha política con la colaboración de los padres de familia. La política de
participación de padres de familia se distribuyó a los padres de familia. Bonita Vista
Middle School se comunicará con los padres de familia a través de juntas y
eventos programados, así como por medio de la agenda estudiantil, el sistema de
mensajes telefónicos School Messenger, y la página de Internet del plantel:
bvm.sweetwaterschools.org. La política describe los medios para cumplir los
siguientes requisitos de participación de padres de familia [20 USC 6318 artículo 1118(a)(f) incluido].
Participación de los padres de familia
Se establecieron las siguientes prácticas de participación para los padres de familia en
Bonita Vista Middle School:



La escuela convoca una junta anual para informar a los padres de familia sobre
el concilio escolar, ELAC y GATE e información sobre los requisitos de cada
grupo para padres de familia y el derecho de los padres de familia de
involucrarse en un grupo de padres.
Concilio escolar:
o Una vez al mes (mínimo 8 juntas durante el ciclo escolar).
ELAC (Comité de Adquisición del Lenguaje Inglés):
o Junta mensual.
GATE (Educación para Dotados y Talentosos)
PTSA (Asociación de Padres de Familia, Maestros y Alumnos)
En la escuela se llevan a cabo juntas para padres de familia en diversos
horarios, tanto por la mañana, como por la noche.
El personal de Bonita Vista Middle School informa a los padres de familia
sobre los programas escolares a través de juntas patrocinadas, eventos y
programas como la Orientación para alumnos de nuevo ingreso al séptimo
grado, Noche de regreso a clases, Convenio del Éxito, Universidad
Hagámoslo Realidad, Día de participación de padres de familia y otros
eventos más, incluyendo las juntas de: PTSA, GATE, ELAC, y SSC.
El personal escolar involucra a los padres de familia de manera organizada,
constante y oportuna en la planificación, revisión y mejoramiento de los
programas de la escuela y de la política de participación de los padres de
familia.
En Bonita Vista Middle School invitamos a todos los padres de familia a
participar en los programas y comités que se ofrecen en la escuela, como
por ejemplo: GATE, ELAC, SSC, y del plan escolar, en las que se discuten
todos los componentes y los requisitos de los programas financiados con
fondos categóricos.
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La escuela proporciona a los padres de familia información oportuna sobre los
programas que se ofrecen en la escuela.
En Bonita Vista Middle School, el personal administrativo, maestros,
consejeros, personal de recursos y personal de apoyo se comunicarán de
manera oportuna por medio de llamadas telefónicas; así como a través de
la agenda estudiantil, correo electrónico, los sistemas CANVAS y Júpiter
Grades, y por medio del sistema de mensajes telefónicos School
Messenger y en la página de Internet del plantel:
bvm.sweetwaterschools.org
El personal escolar provee a los padres de familia una explicación del plan de
estudios que se implementa en la escuela, las evaluaciones que se usan para
medir el progreso del alumno, y la expectativa del nivel de competencia del
alumno.
El personal de Bonita Vista Middle School proporcionará a los padres de
familia vía los sistemas Jupiter grades y CANVAS las descripciones del
plan de estudios de las materias, resultados de pruebas e información
sobre tareas terminadas o incompletas.
A petición de los padres de familia, el personal escolar ofrecerá juntas ordinarias
que permiten a los padres participar en el proceso de la toma de decisiones
relacionadas con la educación de su hijo (a).
En Bonita Vista Middle School se promueve y valora la opinión de los
padres de familia sobre los programas escolares, distribución de recursos
y decisiones que afectan el rendimiento y bienestar del alumno. Se
fomenta la política de “puerta abierta” por parte del personal
administrativo y por parte del personal del programa al abordar las
inquietudes de los padres de familia y miembros de la comunidad.
** Puede ser útil incluir la revisión de la política de participación de los padres de familia
en la revisión anual del plan único para el rendimiento estudiantil.
***La política se debe actualizar periódicamente para satisfacer las cambiantes
necesidades de los padres y la escuela. Si en la escuela cuentan con un proceso
establecido para la participación de los padres de familia en la planificación y diseño de
los programas escolares, el persona escolar puede utilizar dicho proceso si incluye una
representación adecuada de los padres de familia. [20 USC 6318 artículo 1118(c)(3)].
Convenio Escuela-Padres de Familia
En Bonita Vista Middle School se entregó la copia de dicho convenio a los padres de familia.
El convenio, cuya elaboración se realizó con la colaboración de los padres de familia, indica
como los padres de familia, el personal escolar, y el alumno comparten la responsabilidad del
desarrollo académico del alumno. Describe maneras específicas en las que se asociarán las
familias con el personal escolar para ayudar al alumno a lograr los elevados estándares
académicos estatales. Además, cubre los siguientes puntos legales, así como sugerencias de
los padres de familia.



La escuela tiene la responsabilidad de ofrecer un plan de estudios de alta calidad.
La manera en que los padres de familia se harán responsables de apoyar a sus hijos
con sus estudios.
La importancia de establecer comunicación constante entre los padres y los maestros,
al establecer, como mínimo: junta anual de padres, informes frecuentes sobre el
progreso del alumno, acceso al personal, oportunidades para que los padres presenten
sus servicios voluntarios y participen en el salón de su hijo (a), y oportunidades para
observar las actividades del salón de clase.
Debido a que los padres de familia son socios por partes iguales en la educación
de sus hijos, el personal de Bonita Vista Middle School elaboró la política
tomando en cuenta las sugerencias de los padres. El personal escolar informará
a los padres por medio de juntas programadas, eventos, así como a través de la
agenda estudiantil, el sistema telefónico School Messenger y la página de
Internet del plantel: bvm.sweetwaterschools.org
Desarrollo de Capacidad para Participar
En Bonita Vista Middle School los padres de familia participan en las actividades del
plantel. Lo anterior fomenta el desarrollo de una sociedad entre el personal, los padres
de familia y la comunidad para mejorar el rendimiento académico del alumno. Para
lograr dichas metas la escuela estableció las siguientes prácticas:

El personal escolar proporciona a los padres de familia el apoyo necesario para
comprender los estándares académicos de contenido básico del Estado, los
métodos de evaluación, y como vigilar y mejorar el aprovechamiento de su hijo
(a).
o Junta con los padres del alumno y con el maestro, y comunicación
entre los mismos.
o Junta con los padres del alumno y el consejero.
o Noche de orientación para padres de alumnos de nuevo ingreso a 7°
grado.
o Se invita a los padres de familia a participar en los siguientes
comités:
 GATE
 SSC


PTSA
ELAC
o El personal escolar provee a los padres de familia, material y capacitación para
que ayuden a su hijo (a) a mejorar el nivel de aprovechamiento.
o Jupiter Grades.
o Agenda escolar.
o Plan de studio.
o Schoolnotes.com
o CANVAS
 Gracias al apoyo de los padres de familia, el personal comprendió la importancia de la
participación de los padres de familia, y como trabajar equitativamente con los mismos.




o PTSA
o Presentación en la junta del personal.
o Comités de grupos de padres de familia.
El personal escolar coordina e integra el programa de participación de padres de
familia a otros programas, y dirige otras actividades, tales como: el centro de
recursos de padres de familia, para promover la participación de los padres de
familia en la educación de sus hijos.
o SSC
o PTSA
o ELAC
o GATE
El personal escolar comparte con los padres de familia información sobre: los
programas escolares y para padres de familia, juntas, y otras actividades, en el
formato y lenguaje que el padre o la madre entienda.
El personal escolar provee información a los padres de familia por medio
de juntas, eventos, así como a través de la agenda estudiantil, el sistema
telefónico School Messenger y la página de Internet de la escuela:
bvm.sweetwaterschools.org
El personal escolar provee apoyo a los padres de familia para que participen en
las actividades de su elección.
Los padres reciben apoyo al externar sus necesidades durante junta,
eventos y actividades que se ofrecen en la escuela.
Accesibilidad
El personal de Bonita Vista Middle School ofrece oportunidades de participación para
los padres de familia de padres de familia, incluyendo padres con conocimiento limitado
del inglés, padres con discapacidades, y de alumnos migrantes. La información y los
informes del plantel se proporcionan en el formato y lenguaje que los padres entiendan.
Toda información que se distribuya a nivel plantel escolar se traducirá para los
padres de familia que lo requieran. Se atenderán las necesidades de acceso para
todo padre de familia con discapacidad.
Bonita Vista Middle School
Parent/Student/School Compact 2014-15
At Bonita Vista Middle School, we want all of our students to succeed. To make this vision a reality, and to ensure
we educate all of our students to their full potential, staff, students, and parents must work together as
knowledgeable partners. Each year, we make a school-wide commitment to work collaboratively with parents to
enhance the achievement of our students. Your signature on this compact acknowledges your understanding that
your active participation in this interactive partnership is vital to your child’s success.
As a STUDENT, I will:







Attend school regularly and arrive to class on time.
Adhere to standards of behavior by following the school rules.
Come to school with all necessary materials.
Complete all class and homework assignments to the best of my ability.
Read at least 30 minutes each evening.
Share all important schoolwork and information with my parents.
Participate in extended day learning opportunities.
As a SCHOOL, we will:









Involve parents as partners in the education of our students.
Teach grade level skills and concepts using effective teaching strategies.
Provide parents with strategies and techniques to assist with learning activities at home.
Communicate regularly with parents about school programs and students’ progress.
Involve students and parents as active participants in school decisions making.
Connect parents and students with community resources and support services.
Involve parents in instructional and support roles at BVM.
Provide a safe, positive, and welcoming environment for students and parents.
Make home visits when necessary to help a student’s progress.
As a PARENT, I will:
 Work with the school as a partner in my child’s education.
 Send my child to school regularly and on time.
 Provide my child with necessary materials, space, and time needed to complete schoolwork.
 Attend parent/teacher conferences and as many parent meetings as I can.
 Communicate regularly with my child’s teacher about his/her progress.
 Participate in school decision making as often as I can.
 Support my child’s learning and education at home.
 Commit to getting involved with my child’s school in as many ways as I can.
 Support my child in participating in extended day learning opportunities.
Student Name (Print): _____________________________________
Student Signature:
_____________________________________
Parent Signature:
_____________________________________
Principal Signature: _____________________________________
Date: ______________
Date: ______________
Date: ______________
Date: ______________
Programs
Check the box for each state and federal program in which the school participates. Enter the amounts allocated for each
program in which the school participates and, if applicable, check the box indicating that the program’s funds are being
consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at
the school for each of the state and federal programs in which the school participates.
The totals on these pages should match the cost estimates in the school’s allocation.
Of the four following options, please select the one that describes this school site:
This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP).
This site operates a SWP but does not consolidate its funds as part of operating a SWP.
This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP.
This site operates a SWP and consolidates all applicable funds as part of operating a SWP.
State Programs
Local Control Funding Formula (LCFF) – Base Grant
Purpose: To provide flexibility in the use of state and local
funds by LEAs and schools
LCFF – Supplemental Grant
Purpose: To provide a supplemental grant equal to 20
percent of the adjusted LCFF base grantfor targeted
disadvantaged students
LCFF – Concentration Grant
Purpose: To provide an additional concentration grant
equal to 50 percent of the adjusted LCFF base grantfor
targeted students exceeding 55 percent of an LEA’s
enrollment
Allocation
Consolidated
in the SWP
$See Below
$See Below
$See Below
Total amount of state categorical funds allocated to this school $248,752
Federal Programs
Title I, Part A: Allocation
Purpose: To improve basic programs operated by local
educational agencies (LEAs)
Allocation
$117,564
Consolidated
in the SWP
Title I, Part A: Parental Involvement (if
applicable under Section 1118[a][3][c] of the
Elementary and Secondary Education Act)
Purpose: Ensure that parents have
information they need to make well-informed
choices for their children, more effectively
$1,924
share responsibility with their children’s
schools, and help schools develop effective
and successful academic programs (this is a
reservation from the total Title I, Part A
allocation).
For Program Improvement Schools only:
Title I, Part A Program Improvement (PI)
Professional Development (10 percent
minimum reservation from the Title I, Part A
reservation for schools in PI Year 1 and 2)
$
Title III, Part A: Language Instruction for LimitedEnglish-Proficient (LEP) Students
Purpose: Supplement language instruction to help LEP
students attain English proficiency and meet academic
performance standards
$
Other federal funds (list and describe) – Title II Funds
$5,000
Title III funds
may not be
consolidated as
part of a SWP1
Total amount of federal categorical funds allocated to this school $122,564
Total amount of state and federal categorical funds allocated to
this school
$371,316
Note: All activities that are not shown on this page may be included in the SPSA Action Plan regardless of
funding source.
GOVERNANCE AND FUNDING
(Please fill in completely)
1. The School Site Council will hold _8-10_ meetings in 2015-2016 school year.
2. At _Bonita Vista Middle School_ the School Site Council is charged with the responsibility of
overseeing the following State and Federal program funds coordinated to form one
comprehensive school plan:
X TITLE I
X Other (Title II and LCAP)
3. The School Site Council received input regarding design/modification of the School Site Plan in
the following ways:
X Review by SSC members
X Changes recommended as a
result of ELAC, GATE, Title I
parent Advisory Groups
X Meetings with stakeholders
X Input/changes recommended by
site staff
X Input/changes recommended by
Needs Assessment Survey data
 External Consultants
4. Parents are involved in decision-making at the site and district level by participation in:
X School Site Council
X Site Advisory Councils: ( X ) Title I ( X ) GATE ( X ) ELAC ( ) Other: _______
X District Advisory Committee: ( X ) DAC/Title I ( X ) DELAC ( X ) DAC/GATE
5. At _Bonita Vista Middle School_ at least 85% of the funds available for programs are spent for
direct services to students.
6. Staff, contracts, resources, supplies and equipment paid for with consolidated programs funds
supplement and do not supplant the basic program as evidenced by:
X
X
X
X
Budgets (expenditures)
Time Acct. Logs
Field Trip Forms
Capital Outlay
X PARS (Personnel Action
Request)
X Requisitions
X Conference Reports
7. For Title I Schoolwide Program schools, provide any parent comments of dissatisfaction with
the plan here.
 Check here if none received
School Site Council Membership
California Education Code describes the required composition of the School Site Council (SSC). The SSC shall
be composed of the principal and representatives of: teachers selected by teachers at the school; other school
personnel selected by other school personnel at the school; parents of pupils attending the school selected by
such parents; and, in secondary schools, pupils selected by pupils attending the school.1
Classroom
Teacher
Other School
Staff
Parent or
Community
Member
Secondary
Student
Names of Members
Principal
The current make-up of the SSC is as follows:
1
4
1
3
3
Eduardo Reyes
Andrea Rivera
Karlie Alonso
Ashley Schroeder
Erica Solis
Ranelo Armas
Grizelda Human
Pamela Rand
Pamela Sanchez
Michael Contreras Tegardine
Connor Farnum
Sofia Hill
Numbers of members in each category
Brian Kougl
(Principal Designee)
Georgina Meza (Principal Designee)
Savannah Groom Castillo
(Student Alternate)
Veronica Macias
(Student Alternate)
Juanita McCoy
(Parent/Community Member Alternate)
Emi Wong
(Parent/Community Member Alternate)
Shawnee Thornton
(Teacher Alternate)
Supplemental Personnel Form
2015-16 School Year
School
School-wide Program?
Bonita Vista Middle School
Yes or No
Program Improvement Year:
1 2 3 4 5
List all the site personnel funded with Federal and/or State dollars.
Name
Position
AMADOR, Martha-Irene
CIS Coordinator
SUMNICHT, Mary
Curriculum
Specialist - ELA



Funding Source
Budgeted Amount
FTE
Cost Objective
(Work description, including targeted
population of students)
LCAP ($56,618) .6 FTE Works with academically
TITLE I ($18,873) .2 FTE disadvantaged students and
staff with A-G Readiness
courses in afterschool
programs and Saturday
Scholars programs.
Collaborates with teachers to
help teachers effectively work
with academically
disadvantaged students with AG Readiness courses. Works
with targeted TITLE I students
to ensure proper placement in
appropriate direct services (i.e.
Intervention Services: Credit
Retrieval, Reteach, and
Focused Tutoring). Works with
teachers of TITLE I students to
provide professional
development to help teachers
meet the individual needs of the
targeted TITLE I students.
Provides specialized parent
trainings to help families of
Targeted Title I students.
LCAP ($22,329) .2 FTE Coordinates collaboration
meetings with PLC leads,
disaggregates PD plan, attends
the district cohort meetings
SPSA
Reference
1.4.6
5.5.2
1.3.1
Personnel Activity
Report (PAR)
Monthly
Semi-annual
Approved by
SSC
Monthly
5/7/15
5/7/15
Supplemental Personnel Form
2015-16 School Year
BAUER, Vicki
Curriculum
Specialist - Math
LCAP ($22,504) .2 FTE
ALONSO, Karlie
Curriculum
Specialist –
Social Sciences
LCAP ($17,396) .2 FTE
CANALES, Maria
Curriculum
Specialist Sciences
LCAP ($17,270) .2 FTE
with other leads,
plans/organizes/leads PD
content areas and helps coach
teachers, develops units/lesson
plans with content teachers as
deemed necessary. Utilizes
instructional strategies to
support subgroup populations.
Coordinates collaboration
meetings with PLC leads,
disaggregates PD plan, attends
the district cohort meetings
with other leads,
plans/organizes/leads PD
content areas and helps coach
teachers, develops units/lesson
plans with content teachers as
deemed necessary. Utilizes
instructional strategies to
support subgroup populations.
Coordinates collaboration
meetings with PLC leads,
disaggregates PD plan, attends
the district cohort meetings
with other leads,
plans/organizes/leads PD
content areas and helps coach
teachers, develops units/lesson
plans with content teachers as
deemed necessary. Utilizes
instructional strategies to
support subgroup populations.
Coordinates collaboration
meetings with PLC leads,
disaggregates PD plan, attends
the district cohort meetings
1.3.1
5/7/15
1.3.1
5/7/15
1.3.1
5/7/15
Supplemental Personnel Form
2015-16 School Year
RAME, Reem
Intervention
Services
Counselor
Title 1 ($30,540) .4 FTE
GAYTAN, Esther
Site Tester
LCAP ($7,436)
with other leads,
plans/organizes/leads PD
content areas and helps coach
teachers, develops units/lesson
plans with content teachers as
deemed necessary. Utilizes
instructional strategies to
support subgroup populations.
Specialized intervention
services counselor to work with
TITLE I Targeted students.
Meets with students to develop
individualized intervention
plans. Assists with scheduling
students in outside the regular
school day intervention
programs (Saturday, Scholars,
Reteach, Credit Retrieval,
Homework Makeup, etc.).
Assists with extended day
numeracy and literacy
programs by meeting with
students.
Provide services to EL
students. Services include
coordinating CELDT testing,
monitoring EL students,
monitoring RFEP students, and
providing other services for our
EL students.
1.1.7
1.4.6
Monthly
5/7/15
5/7/15