Accrediting Commission for Schoolsbaypoint.academy/wp-content/uploads/2019/03/Bay... · BPA is located in Hemet, CA, a city in the San Jacinto Valley of Riverside County. Hemet has

ASC WASC/CDE 2015 Initial Visit School Description 1 Revised 9/15

INITIAL VISIT SCHOOL DESCRIPTION — CALIFORNIA PUBLIC SCHOOLS

Part I: Identifying Data

Today’s Date: December 1, 2015

School: Baypoint Preparatory Academy

Address: 26089 Girard Street Hemet, CA 92544

Number and Street City and State Zip Code

Mailing Address (if different):

Number and Street City and State Zip Code

Telephone #: 951-658-1700 Fax #: 951-658-7023

Email Address: [email protected]

Chief Administrator: Nancy Spencer

School District: Baypoint Preparatory

Enrollment: 277 Current Grade Span

to be Reviewed: K-12

County: Riverside

Check any of the following that apply to your school:

Comprehensive Community Day School Alternative Education/ Continuation

Independent Study Charter School Home Study

Online Distance Learning Other: Explain:

If any portion of your school’s curriculum is delivered online, please indicate what percentage of your

coursework is offered online 55%, and the percentage of students utilizing the online delivery system

33%.

Briefly describe: The students in grades 6 through 12 access courses through Edgenuity, a computer-

based Common Core aligned program, for English, Math, Science, Social Studies, and Foreign

Language. This is supplemented with whole-group classroom instruction, small group instruction, and

one-on-one tutoring.

MARILYN S. GEORGE, ED.D. ASSOCIATE EXECUTIVE DIRECTOR

Accrediting Commission for Schools 533 Airport Boulevard, Suite 200

Burlingame, California 94010

(650) 696-1060 Fax (650) 696-1867

[email protected] www.acswasc.org FRED VAN LEUVEN, ED.D.

EXECUTIVE DIRECTOR

ASC WASC Initial Visit Application/School Description — California Public Schools

ACS WASC/CDE 2015 Initial Visit School Description 2 Revised 9/15

Part II: School Profile

Write an introductory paragraph or two about the school that briefly summarizes the information found

in the “description” below that can be used by the Visiting Committee in their report to the Commission.

This brief overview of the school will assist Commissioners in understanding the basic information

about the school.

Baypoint Preparatory Academy (BPA) adheres to a Personalized Learning model of Education. Our

goal is to educate K-12 students through a rigorous college prep curriculum in a flexible, student-

centered learning environment. We strive to actively partner with students, parents and the community

to support students' academic success and personal goals. BPA will strive to prepare students to become

responsible citizens in the 21st century, a world of cultural diversity and rapid technological change.

They will be held to the highest academic standards, yet given the nurturing required to reach those

standards. Students will learn in an integrated, multi-disciplinary environment that incorporates

computer technology and real life cooperative experiences.

BPA will utilize a blended learning station-rotation model to educate its students. To facilitate this,

students will participate in a rigorous, relevant, college-prep curriculum with cutting-edge educational

technology that is based on Common Core/State Standards and supports BPA’s mission statement and

School-wide Learner Outcomes. Time will be spent between working independently and in daily small

group instruction. All high school core courses will be a-g approved. The blended learning model will

allow for personalized educational plans.

Provide a description of the school that includes such areas as:

The community in which the school is located, including whether rural, suburban, industrial, or

residential; socio-economics: parent population, ethnic distribution, etc.

When the school was opened

Initial location of the school and any location changes

BPA is located in Hemet, CA, a city in the San Jacinto Valley of Riverside County. Hemet has a total

population of 81,750 (2013), an increase of 39% since 2000. Hemet was known primarily as a

retirement community until the 1980s, when residential subdivisions began to replace what was

previously agricultural and ranch land. After an economic downturn in the 1990s, Hemet has

experienced great growth in the 21st century. The area’s affordability and its somewhat rural appeal

have made it attractive to families priced out of other Southern California areas.

The following graph reflects the racial/ethnic and socio-economic diversity of the city of Hemet.

Slightly more than half of the residents are white and slightly more than one third are Hispanic, with the

remaining 12% distributed amongst African American, Asian and other ethnicities.



The Hemet community includes broad socio-economic diversity, ranging from upper income households

to significant percentages of families with children who live below the federal poverty line (36%) US

Census Bureau, American Community Survey—in 2012, the federal poverty threshold for a family of

four was $23,050. (aspe.hhs.gov/poverty/12poverty.shtml). The estimated median household income in

2013 was $35,024, up from $26,839 in 2000.

Subject Estimate Percent

INCOME AND BENEFITS

Total Population 80,877 100%

Total Households 30,096 100%

Less than $10,000 2,219 7.4%

$10,000 to $14,999 3,375 11.2%

$15,000 to $24,999 5,799 19.3%

$25,000 to $34,999 4,162 13.8%

$35,000 to $49,999 4,481 14.9%

$50,000 to $74,999 4,618 15.3%

$75,000 to $99,999 2,669 8.9%

$100,000 to $149,999 1,956 6.5%

$150,000 to $199,999 427 1.4%

$200,000 or more 390 1.3%



Hemet Unified School District is one of the largest geographic areas of any district in California,

covering over 700 square miles, from valley flat lands to foothills to mountains, with an enrollment of

almost 21,000 students. The graphs below reflect the racial/ethnic and socio-economic/EL population of

HUSD.

Hemet Unified School DistrictStudents by Race/Ethnicity

American Indian 1%

Asian 1.1%

Hispanic 52.6%

African American 8%

White 32%

Other 5.3%

Source: ed-data.k12.ca.us ( 2013-14 fiscal year)

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

District % of Enrollment

County % of Enrollment

English Learners

Free/Reduced Meals

Hemet Unified School DistrictSpecial Programs

Source: ed-data.k12.ca.us( 2013-14 fiscal year)

While the preceding data demonstrates the diverse racial, ethnic and socio-economics of the City of

Hemet and HUSD, the existing public schools do not necessary reflect the same diversity. More than

80% of HUSD students qualify for Free or Reduced Lunch Plan (FRLP). There exists between HUSD

and Hemet a disproportionate racial composition compared to the broader population-Residential

Hispanic 34%, District Hispanic 53%, White 54%, District 32%, with HUSD African American

population double the residential 8% vs. 4%.



The location where Baypoint Preparatory Academy exists was previously operated as Cornerstone

Christian School, a K-12 school that permanently closed in June of 2015. The BPA petitioners learned

of the scheduled school closing prior to the start of the 2014-2015 school year and began inquiring about

a potential lease agreement for part of the facility structures. While still negotiating a potential lease, the

BPA Charter Petition was submitted to the Hemet Unified School District in September of 2014 and

subsequently denied at their November 2014 Board meeting. Following this denial at the local leve, the

petitioners appealed the BPA Charter Petition to the Riverside County Office of Eduction. This appeal

was denied by the RCOE at their February 2015 Board meeting. The petitioners then appealed at the

State level. The two previous denials were overturned by a unanimous vote on May 6, 2015. The lease

agreement for school structures was secured, staff hired, equipment and curriculum purchased, and

Baypoint Preparatory Academy opened as a public charter school in August of 2015.

Provide demographic and achievement information regarding the students, including the following:

Enrollment by grade level

Ethnicity or nationality (list percentages of the following categories: American Indian or Alaska

Native; Asian; African American, not of Hispanic Origin; Filipino; Hispanic or Latino; Pacific

Islander; White, not of Hispanic Origin; or Other)

English Proficiency

Gender/age mix

Special Populations

Mobility of students

Analyzed and interpreted student achievement data, including subpopulations, if applicable.

Include three years of data and comparative state or national data, if available.

Student follow-up

Total current enrollment is 277, with a projected enrollment of 325 for the first year of operation, and a

yearly increase of 100 students for the first five years. Current enrollment by grade level is as follows:

K (50); 1st (30); 2

nd (21); 3

rd (30); 4

th (28); 5

th (25); 6

th (27); 7

th (25); 8

th (26); 9

th (3); 10

th (7); 11

th (2);

12th

(3). Of the total 277 students, 140 (51%) are female and 137 (49%) are male.

The ethnic breakdown of the students at Baypoint Preparatory Academy is shown in the chart that

follows. The school’s population is not reflective of HUSD or the community, since the majority of the

new students enrolling at BPA came from the private school (Cornerstone) that formerly operated in the

facility. Stakeholders believe this will change as the community becomes aware that BPA is a public,

tuition-free school. School staff and board members have reached out to the community by attending

local events, displaying school banners, and walking the neighborhood adjacent to the school.



BPA currently has sixteen (16) students who are classified as English Language Learners. In the Fall of

2015, a designated CELDT coordinator was trained in accordance with State guidelines to ensure

accurate administration of the test and identification of ELL students. Since then, ongoing

comprehensive review of student files has been conducted to determine testing and instructional needs,

classification, and level of English Language support required for identified students.

BPA operates as an LEA within the El Dorado County Office of Education (EDCOE) Charter SELPA to

provide services to students with special needs. Presently, there are fourteen students who qualify for

these services. These students meet individually or in a small group with an Education Specialist or

Special Education Instructional Aide according to the specifications in the student’s IEP. During these

meetings, the Education Specialist or Instructional Aide works with the students to help support them in

the pursuit of their academic and/or behavioral goals.

52% of BPA students are classified as socio-economically disadvantaged. The school’s population is

not reflective of HUSD or the community, since the majority of the new students enrolling at BPA came

from the private school (Cornerstone) that formerly operated in the facility. Stakeholders believe this

will change as the community becomes aware that BPA is a public, tuition-free school. School staff and

board members have reached out to the community by attending local events, displaying school banners,

and walking the neighborhood adjacent to the school.

Is there anything that is unique or special about your school that is not addressed in this or other parts of

this form?

The structure of BPA is unique in that two different delivery methods exist within our K-12 program.

Students enrolled in grades 6 though 12 receive the majority of their instructon via the Edgenuity

curriculum, a Common Core aligned computer-based program. Students in these grades work



independently in a learning center by grade level (6-7, 8, 9-12), receiving support and assistance from

instructional coaches. During the day, the students attend core and elective classes taught by teachers

credentialed in the specific subject.

Students at the K-5 level follow a more traditional program in a self-contained classroom, but each class

has both a teacher and instructional coach. Elementary teachers and coaches utilize a blended learning

(station rotation) model that incorporates daily computer instruction for all students. The students are

placed in small groups (3-5 students) that are based on similar ability levels, cooperative groupings

(mixed abilities), or peer tutoring. This allows teachers to meet the individual needs of all students.

During this rotation, students are introduced to more detailed concepts than were previously introduced

during whole group instruction. The stations include technology based learning (i.e. web-based

programs, tablet applications), hand-on activities, collaborative projects, and pencil and paper

assignments.



Part III: The Criteria

As you answer the following questions, please strive to base your answers on objective evidence and

data that is available at the school and involves the stakeholders. Please remember that this is an

Initial Visit Application and not a full self-study. Try to answer questions briefly and succinctly.

Online schools or schools that have online components should incorporate responses to the iNACOL

standards listed below along with their responses to the ACS WASC/CDE criteria. The evidence can

be provided electronically, e.g., dropbox, hyperlink.

Category A Organization

A1. Vision and Purpose Criterion: The school has a clearly stated vision and mission (purpose)

based on its student needs, current educational research, the district LCAP, and the belief that all

students can achieve at high academic levels. Supported by the governing board and the district LCAP,

the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Online Programs: iNACOL Standard A: Mission Statement: The mission statement of a quality online program clearly conveys it purpose and goals. It serves as the basis for the program’s day-to-day operations, as well as a guide for its strategic plans for the future. Communications between the buy-in from stakeholders is a critical component of a mission statement. [iNACOL Standard A, 2009]

State the school’s statement of purpose, which may include the vision, mission, beliefs, and core values. State the school’s learner outcomes. Summarize how they were developed and the degree to which there was involvement of representatives of the school community. Comment on the level of understanding of the stakeholders at this stage of development. Explain how the school’s purpose is communicated to the members of the school community. Explain the degree to which there is consistency between the school vision, mission, schoolwide learner outcomes, the student learner needs, the school program and ongoing school improvement process. Comment on the current process or proposed plan for regular review or revision of the school purpose and schoolwide learner outcomes.

The mission at Baypoint Preparatory Academy (BPA) is to educate K-12 students through a rigorous

college prep curriculum in a flexible, student-centered learning environment. The goal is to actively

partner with students, parents and the community to support students’ academic success and personal

goals.

Research indicates that the 21st century will demand literate workers with excellent problem-solving

skills. According to a 2010 report by the Georgetown University Center on Education, 59% of jobs

currently require post-secondary education; however, by the year 2018, it is expected that 63% of jobs

will require some form of post-secondary education. The U.S. Chamber of Commerce reports that 90%

of jobs in the fastest growing occupations require some form of post-secondary education. As this

century unfolds, the nation will increasingly require a citizenry who have not only mastered the learning

process, but also the skills to work cooperatively amongst their peers. Change will also be a core

characteristic of the 21st century. As knowledge continues to expand, critical thinking, information

acquisition, management, technology and communication will become key tools for success. BPA's



vision is to enable students to become self-motivated, creative, and analytical contributors to society.

Such a citizenry would be characterized by the following Schoolwide Learner Outcomes:

Baypoint Preparatory Academy students will be:

Academic Achievers who:

o Take personal responsibility in the life-long learning process

o Demonstrate organizational and time management skills

o Endeavor to develop their full academic potential according to their individual ability

Effective Communicators who:

o Exhibit proficiency in communication through listening, speaking, reading, writing and the

arts

o Comprehend and interpret messages respectfully

o Research, document and convey information reflectively, critically and clearly

Critical Thinkers who:

o Demonstrate logical and effective decision making skills

o Analyze, evaluate and synthesize information

o Apply problem-solving strategies to real life situations

o Formulate personal values

Technology Users who:

o Develop necessary skills to function in a constantly changing technological society

o Utilize technology as a tool for learning

Career-focused students who:

o Achieve their post-secondary goals.

Throughout the charter petition process and during the 2014-2015 school year, BPA petitioners held

monthly meetings to inform community members of the proposed educational plan to be implemented at

Baypoint Preparatory Academy. Community members were encouraged to attend Board meetings at

HUSD and RCOE to stay abreast of the approval process. The Baypoint website was established so that

interested parents and community members could stay informed. After State approval was achieved and

a BPA Site Administrator was hired, additional meetings were held to keep the community informed of

enrollment procedures. The Charter petition, including the school’s mission, vision, and schoolwide

learner outcomes, has been available at all meetings, as well as posted on the Baypoint Academy

website. In addition, the Site Administrator holds monthly BFF (Baypoint Friends and Family)

meetings since the opening of the school.

The BPA governing board has supported the development and implementation of the school’s mission,

vision, and schoolwide learner outcomes, providing input and guidance that enabled the educational

team to support the school’s goals. The BPA governing board meets, at a minimum, on a quarterly

basis. Parents and community members are encouraged to attend the board meetings, in which current

school policies are discussed and the site administrator provides up-to-date news on the status of the

school and its progress.

Supporting Evidence and Documentation: Petition signatures, School Mission statement, BPA

Governing Board agendas/minutes, Schoolwide Learner Outcomes posted throughout the school,



Baypoint.Academy website, Student/Parent handbook, BFF meeting agendas/minutes, Baypoint

information sheet

Achievements: Clear mission and vision, multiple meetings (school and community), implementation

of One-Call system

Areas for Improvement: Development of school website, promotion/advertisement of the school,

additional community involvement and outreach



A2. Governance Criterion: The governing board (a) has policies and bylaws that are aligned with

the school’s purpose and support the achievement of the schoolwide learner outcomes and academic

standards based on data-driven instructional decisions for the school; (b) delegates implementation of

these policies to the professional staff; and (c) monitors results regularly and approves the single

schoolwide action plan and its relationship to the Local Control and Accountability Plan.

Online Programs: iNACOL Standard B: Governance Statement: Governance is typically provided by a Board of Directors, and Advisory Board or an ISCHOOL Board. In a quality online program, governance and leadership work hand-in-hand, developing the operational policies for the program and its leadership and staff. [iNACOL Standard B, 2009]

Provide information about the governance structure and its responsibilities. Explain how the school’s vision, mission and schoolwide learner outcomes are aligned to the board and district policies and bylaws. Evaluate the level of understanding of the role of the board in relation to the responsibilities of the professional staff. Explain the evaluation and monitoring procedures carried out by the governing board in relationship to the LCAP metrics, including the review of student performance toward career and college readiness, overall school programs and operations, and the fiscal health of the school. Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.

The focus of BPA board meetings is to determine and implement school goals and policies, as well as

expectations for student learning. Board meetings include reports from the Executive Director, Site

Administrator, parent(s), teacher representative, and student representative in order to keep the Board

apprised of student progress and school management and events. This information directly impacts

decisions made by the Board to contribute to the success of the school. The board approves job

descriptions of administrative and teaching staff that ensure accountability in decisions that financially

or academically impact the school. Membership in professional development organizations, such as

CCSA, that support the achievement of the schoolwide learner outcomes, is encouraged and backed by

the governing board.

A crucial part of BPA’s plan for overall excellence is the establishment of clear academic goals for each

student and for the school, as well as accurate ways to measure academic progress toward those goals.

Because of their proven reliability and validity, great emphasis is placed upon measured outcomes

detailed in standardized tests. BPA students will participate in all state mandated testing, including the

SBAC, PFT, CST, and CMA. Students were assessed at the beginning of the current school year

utilizing NWEA’s Measures of Academic Progress (MAP). Results of each child's tests are reviewed by

the assigned teacher, the parent/guardian and the student. If necessary, remediation strategies are

developed to ensure that each individual student is provided with the necessary support to achieve the

schoolwide learner outcomes. MAP testing in Math, Reading, and Language Arts will be administered

three times a year in order to assess students’ mastery of old and new concepts, as well as demonstrating

student growth. Modifications and additional support or advancement within the core subjects is

determined based on these assessments; teacher, parent and student input; mastery of the core

curriculum; and standardized test results.

The governing board delegates BPA’s daily operations to the Executive Director and Site Administrator.



During regular communication and staff meetings, the implementation of policies and procedures that

are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes

is assigned to individual teachers and/or discussed by the staff and enacted immediately.

Representation by parents, teachers, students and administration at all board meetings provides members

with the most current student assessement and achievement results and activities that support the

school’s mission and student learner outcomes. The BPA governing board consists of five members,

one of which is a BPA parent, three business professionals, with one seat currently vacant.

The Governing Board has established a policy and procedure for complaints and conflict resolution.

This information is provided to families upon enrollment at Baypoint. Complaint forms, and

accompanying explanation for filing a complaint, are available at the front desk. Quarterly, the Site

Administrator or Executive Director reports to the County Office of Education and the Governing

Board.

BPA will pursue the school wide and subgroup outcome goals defined in Element 2 in the Charter

Petition, as measured by multiple and varied benchmark assessments that are aligned to state and federal

standards (including the new Common Core) and reflect proficiency measures required by the CAASPP

(Smarter Balanced Assessments), as well as state priorities detailed in California Education Code §

52060(d). BPA will comply with all applicable laws and regulations related to AB 97 (Local Control

Funding Formula), as they may be amended from time to time, including requirements relating to a

Local Control and Accountability Plan (LCAP) pursuant to California Education Code §§ 47604.33 and

47606.5.

Supporting Evidence and Documentation: BPA Charter Petition, Board meeting agenda/minutes,

Bylaws binder, Application for Board position, Uniform Complaint Procedure, Enrollment packet,

Student/Parent handbook, Emergency Preparedness Handbook, Employee Handbook, Baypoint website

Achievements: Adoption and implementation of extensive Board policies

Areas for Improvement: Recruitment and filling of vacant Board position(s) with community

member(s) who support the mission and vision of the school



A3. Leadership: Continuous Planning and Monitoring Criterion: Based on student

achievement data, the school leadership, parent/community, and staff make decisions and initiate

activities that focus on all students achieving the schoolwide learner outcomes and academic, college,

and career standards. The school leadership and staff annually monitor and refine the single schoolwide

action plan and make recommendations to modify the LCAP based on analysis of data to ensure

alignment with student.

Online Programs: iNACOL Standard C: Leadership: The leadership of a quality online program is accountable to the program’s governance body, and is responsible for setting and meeting the operational and strategic goals in support of the program’s mission and vision statement. [iNACOL Standard C, 2009]

Online Programs: iNACOL Standard I: Integrity and Accountability: In a quality online program, leadership is transparent in it management of the program, providing regular and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes. [iNACOL Standard I, 2009]

Online Programs: iNACOL Standard D: Planning: A quality online program makes planning, managed by the leadership and staff of the organization a regular part of the program. There are several types of planning activities, including strategic planning, long-range and operational planning, which identifies annual goals. Effective planning is not a one-time activity, but instead should provide opportunities for reflection on how to improve the organization’s performance. [iNACOL Standard D, 2009]

Online Programs: iNACOL Standard F: Commitment: In a quality online program governance, leadership and staff are responsible for creating an organization that demonstrates a commitment to attaining the program’s goals and mission statement. Everyone within the organization understands the mission statement and works to achieve it. [iNACOL Standard F, 2009]

Comment on the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. Provide representative examples. Comment on the effectiveness of the existing structures for internal communication, planning, and resolving differences. Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, parents, and business community. Comment on how staff ensure that the analysis of student achievement of the critical learner needs, schoolwide learner outcomes, and academic and career readiness standards impact the development, implementation, and monitoring of the single plan and the LCAP.

At Baypoint, administration works closely with faculty and staff through a collaborative model to ensure

there is shared responsibility for student learning. During regular meetings with teachers and

instructional coaches, there is an ongoing conversation about student achievement and performance, as

well as a platform to identify issues in instructional practices that need addressing. A leadership team

was created and is comprised of two teachers representing their grade spans as well as two classified

staff and school administration. During weekly meetings, the leadership team discusses many aspects of

the school program including academic achievement and growth. The two lead teachers communicate

with their grade spans and are a voice for teachers and instructional coaches.



BPA’s Site Administrator and Executive Director maintain open communication with the governing

board regarding student academic progress. Board members visit the site on an regular basis. Open

communication between the Executive Director and Site Administrator ensures oversight and support.

The communication extends to students, parents, and the community through the use of the One-Call

system, personal emails from the Baypoint staff, and participation in community events.

Parents and students are given the opportunity to participate in the planning process by attending BPA

Board meetings, BFF (Baypoint friends and family) meetings, and volunteering their time to help the

school achieve its goals. As outlined in the Student/Parent Handbook, parents are encouraged to

volunteer 25 hours per school year. Times and dates of Board meetings are conveyed during the

enrollment process, with the school calendar available on the Baypoint website. A clear picture is

presented to all stakeholders about the mission/vision of the school and the means by which Baypoint

will achieve its goals.

Analysis of student achievement is an ongoing process. This analysis occurs at Board meetings, staff

meetings, professional development sessions, and on an as-needed basis. BPA students will participate

in all state mandated testing, including the SBAC, CST, PFT and CMA. Analysis of these test results

will occur during professional development days at the start of the 2016-17 school year. This analysis

will determine the need for changes in curriculum or its delivery. Students were assessed at the

beginning of the current school year utilizing NWEA’s Measures of Academic Progress (MAP). Results

by grade level, as well as by individual student, were analyzed by all instructional staff. MAP testing in

Math, Reading, and Language Arts will be administered three times a year in order to assess students’

mastery of old and new concepts, as well as demonstrating student growth. Modifications and

additional support or advancement within the core subjects is determined based on these assessments;

teacher, parent and student input; mastery of the core curriculum; and standardized test results.

Supporting Evidence and Documentation: BPA Charter Petition, Board meeting agenda/minutes,

Student/Parent handbook, staff meeting agenda/minutes, job descriptions, leadership meetings,

professional development attendance, Edgenuity reports, MAP Testing reports

Achievements: Regular weekly staff meetings or profession development, adoption of rigorous

Common Core aligned curriculum, measures for assessing students

Areas for Improvement: Additional parental involvement in analysis of student data, higher percentage

of student participation in MAP testing



A4. Staff: Qualified and Professional Development Criterion: A qualified staff facilitates

achievement of the student academic standards and the schoolwide learner outcomes through a system

of preparation, induction, and ongoing professional development. There is a systematic approach to

continuous improvement through professional development based on student performance data, student

needs, and research.

Online Programs: iNACOL Standard E: Organizational Staffing: A quality online program recognizes appropriate levels of staffing are critical to the success of an online program. Staff should be well-trained in order to successfully meet their performance goals, and are provided with appropriate levels of support, resources, feedback and management. [iNACOL Standard E, 2009]

Explain the procedures to ensure all staff members in all programs, including online instruction, are qualified based on employment policies and practices, staff background, training, and preparation are qualified for their responsibilities. Explain the system used to communicate administrator and faculty written policies that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty. Explain the school’s supervision and evaluation procedures. Comment on the relationship of these procedures to ongoing professional learning of the faculty. Explain the school’s process for supporting professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college, and career readiness standards and the schoolwide learner outcomes. Summarize the current process to determine the measurable effect of professional development on student achievement. List by course those instances where teachers are not teaching in their areas of major or minor preparation, and specify the related preparation, interest, experience, or ability qualifying them to teach in the areas assigned. Attach a copy of the school’s master schedule indicating staff assignment and length of period or module. Describe any use made of regularly employed instructional assistants. Describe any regular use made of community volunteers. Give the student-teacher ratio: total student enrollment as of October 1 divided by the total number of teaching personnel. Provide the information regarding support or classified staff.

Baypoint Preparatory Academy adheres to an extensive hiring process to ensure that all hiring is

conducted legally, ethically, and responsibly. Job openings for teachers or support staff are posted on

EdJoin, and all candidates go through a screening and interview process, followed by background and

reference checks for prospective hires. All teacher assignments are based on credentialing and expertise

in subject areas. Credential records and expiration dates are maintained and monitored by the BPA

administrative assistant.

All members of the BPA staff are fully qualified and assigned to areas where their qualifications can

best meet the goals set in the schoolwide learner outcomes. Each teacher’s qualifications are reviewed

during the hiring process and then expanded and developed through ongoing professional development.

Teachers with preliminary credentials are placed in the Beginning Teacher Support and Assessment

(BTSA) program through the Riverside County Office of Education.



Baypoint utilizes both informal and formal evaluation processes in order to ensure that staff members

are continuously working to support the school’s purpose and achievement of the schoolwide learner

outcomes. Informal evaluation is conducted by the Site Administrator, Executive Director, visiting

teachers, and board members. Observation of whole-class and small group instruction, as well as

classroom management, adherence to BPA policies and procedures, and ongoing commitment to the

California Standards for the Teaching Profession are all part of the informal evaluation process.

Teachers and staff receive continuous feedback regarding their strengths and areas for improvement.

Should improvement be needed, staff are then provided with the appropriate training and/or support

necessary in order to improve in their areas of responsibility.

The evaluation process includes informal observations and twice-yearly performance evaluations. These

formal procedures serve as a resource for teachers and staff to better themselves and ensure that their

practices are aligned with the school’s purpose and schoolwide learner outcomes.

The BPA governing board places a high priority on professional development. Funds are allocated to

enable staff and Board members to participate in CCSA and CSDC conferences to ensure access to the

most up-to-date information, resources, and legislative updates related to charter schools. Staff and

Board members may attend other conferences that will benefit and improve Baypoint’s program as it

relates to student achievement. The Executive Director and Site Administrator provide professional

development opportunities to staff members through emails or flyers that are relevant to the area of

instruction. Teachers are encouraged to explore online resources, as well as attend off-site seminars,

conferences, and workshops to help expand knowledge, experience, and to improve their teaching skills.

Individuals who have attended trainings/workshops present information that is beneficial to Baypoint’s

program and students. Additional trainings and workshops have included CAASPP Interim

Assessments, BTSA, School Pathways, SPED, PBIS, mandated reporting, sexual harassment, CPR,

blood-borne pathogens, and facility lockdown procedures.

Weekly staff meetings or professional development sessions are held to facilitate communication among

staff members and to evaluate programs, procedures and existing curriculum. All teachers and

instructional aides at the elementary level have undergone extensive curriculum training in

English/Language Arts, Writing, Math, Science, and Social Studies. The instructional aide assigned to

each elementary teacher is an integral part of the K-5 blended learning program. Instructional coaches

are also utilized in the upper grades, with one coach assigned to each middle school grade (6-8), and one

assigned to the high school students. All core teachers and instructional coaches at this level received

extensive Edgenuity training prior to the start of the school year, and will receive additional training to

support the implementation of this rigorous Common Core computer-based curriculum.

Interaction with the Hemet community has included presentations by the Eastern Municipal Water

District and the Riverside County Sheriff’s Department, and a visit from the city’s Mayor. Community

involvement prior to the opening of the school included distribution of information flyers, gathering of

signatures, letters of support, and activity on Facebook.

The BFF (Baypoint Friends and Family) is a parent group comprised of volunteers who assist in

planning and implementing events such as the welcome picnic, Open House/Back to School Night, and

various school and fundraising activities. Several of BPA’s governing board members are community

volunteers who can often be seen on campus interacting with students, parents and staff and observing



daily activities and instruction. Baypoint adheres to all State-mandated background and clearance

requirements.

BPA maintains a low student to teacher ratio of 17.6:1 as of October 7, 2015. In addition to

instructional coaches at each grade level, classified staff includes a full-time custodian, administrative

assistant/receptionist, and attendance clerk/events coordinator.

Supporting Evidence and Documentation: Job Descriptions, Credential records, Livescan fingerprint

records, Board meeting agenda/minutes, Student/Parent handbook, Staff meeting agenda/minutes,

professional development attendance, Edgenuity reports, teacher observation/evaluation forms, emails,

BFF attendance

Achievements: Extensive professional development in curriculum, assessments, and school procedures

Areas for Improvement: Additional teacher collaboration and analysis of student data



A5. Resources Criterion: The human, material, physical, and financial resources are sufficient and

utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to

support students in accomplishing the academic standards, the college- and career-readiness standards,

and the schoolwide learner outcomes.

Online Programs: iNACOL Standard G: Financial and Material Resources: A quality online program has adequate financial and material resources to accomplish the mission of the organization. These resources are appropriately planned for an expended using sound business practices. [iNACOL Standard G, 2009]

Explain how resources are allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the schoolwide learner outcomes, student needs identified in the district LCAP, the academic standards, and the college- and career-readiness standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. Explain the impact the process for the allocation of resources has made on student learning. Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) Comment on the degree to which the school’s facilities are adequate to meet the school’s vision, mission, schoolwide learner outcomes; the educational program and are safe, functional, and well-maintained. Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate instructional materials and equipment. Explain how the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college and career preparation programs are in place.

Baypoint leadership places a high priority on supporting the school’s mission and schoolwide learner

outcomes. This is demonstrated by the small class size and academic support provided by a credentialed

teacher and instruction coach in each classroom. As student achievement is reviewed and analyzed,

BPA’s leadership will continue to prioritize human, material, physical and financial resources to best

support students in accomplishing the academic standards and schoolwide learner outcomes.

Prior to the opening of the school, stakeholders met to review and analyze available curriculum

materials for various grade levels. Samples were acquired, and publishers were contacted to assist with

the decision-making process. The school site and its physical assets were inventoried to determine

needed materials and resources to support classroom instruction and daily operation of Baypoint.

The Baypoint Charter Petition presented a proposed five-year financial projection, including budgets

and cash flows. For each upcoming fiscal year, the Executive Director, Site Administrator and the

budget committee, in collaboration with BPA’s on-site staff or third-party back office business service

provider, will prepare and submit a proposed budget to BPA’s Board. The Board will review and

modify the budget as needed, approving the final budget. The annual budget and State required

financial reports are submitted as mandated.

BPA’s Executive Director, Site Administrator, governing board and staff participate in ongoing

professional development both on and off-site. Off-site professional development includes general



education conferences in which staff members are encouraged to attend breakout sessions that

correspond to the areas in which they see the most need or they feel would be most beneficial, based on

the individual needs of their students. Subject-specific professional development is also encouraged in

order to ensure teachers are up-to-date on the most effective methods for their content area.

Supporting Evidence and Documentation: BPA Charter Petition, Budgets, purchase orders, invoices,

human resource files, job descriptions, cleaning contract, professional development

Achievements: Curriculum materials (textbooks, computers) purchased and implemented

Areas for Improvement: Vacant Science teacher position



NOTE: Only Charter Schools should respond to the following two criteria (A6 and A7).

A6. Resources Criterion [Charter Schools Only]: The governing authority and the school

leadership execute responsible resource planning for the future. The charter school is fiscally solvent

and uses sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal

health and reporting).

Evaluate the effectiveness of how the charter school regularly reviews its long-range plan in relation to the school’s vision, mission, and schoolwide learner outcomes. Include the extent to which all stakeholders are involved in future planning, including long-range capital needs. Comment on the degree to which the charter school has defined regular accounting and external audit procedures that meet the generally accepted principles of accounting and audits. Comment on the effectiveness of the school’s procedures to develop and monitor its annual budgeting process to ensure transparency. Comment on the extent to which the school’s governing body provides adequate compensation to faculty, administrators, and staff; adequate staffing for the school’s program; and reasonable accumulation of reserves. Comment on the effectiveness of the school’s marketing strategies to support the implementation of the developmental program, including research and information to help develop future planning. Explain the processes for the governing authorities and school leaders informing the public and appropriate governmental authorities about the financial needs of the organization. Explain how the charter school ensures the adequacy of reserve funds to ensure the financial stability of the school. Comment on whether the allocation of resources is sufficient to address the schoolwide learner outcomes and the critical learner needs of the students.

The BPA Governing Board and budget committee meet regularly on both a formal and informal basis to

discuss the long-range plan for the direction of the school program. Areas taken into consideration are

student demographics, student academic progress, staffing needs, marketing/advertising, and facility

updates and improvements, with consideration for increasing the budget reserves without compromising

the mission and vision of the school.

Baypoint retains a back office service company, Delta Managed Solutions (DMS), which implements

policies and procedures adhering to generally accepted accounting principles and procedures. Warrant

reports and budget expenditures are reviewed at the BPA Board meetings.

After receiving written approval from the Site Administrator or Executive Director, the Administrative

Assistant submits all invoices to DMS for payment and budget category placement. If any budget

category is over projection, it is brought to the attention of the Executive Director. All checks are

generated by DMS, verified by the Administrative Assistant, then signed by the Site Administrator and

mailed.

All deposits are photocopied with supporting documents, deposited and sent to DMS for tracking and

verification. Monthly, DMS reconciles the checking accounts. Baypoint’s credit card expenditures are

submitted with the monthly statement and supporting documents to DMS. They are reconciled and sent

to the Board for review at Board meetings.



Baypoint will contract with an independent auditor to complete the State mandated financial audit. The

school’s budget committee will review categorical spending and make suggestions to the Board for

budget revisions. The budget will be reviewed, revised, and re-approved each December, March, and

June.

Due to lower than projected enrollment, the budget was reviewed in November for the first interim

reporting period, and it was determined that a reduction in staff was necessary in order to maintain fiscal

solvency of the school. Staff positions were eliminated and applicable budget line items were reduced,

which resulted in the appropriate expenditures and reserves.

Salary rates are established by the Executive Director and approved by the Governing Board. Rates are

comparable to other charter schools in the area.

The school has implemented marketing strategies including a Baypoint Information Sheet, participation

in community events, and Baypoint signs/banners. The BFF parents successfully raised $3,500 with the

year’s first fundraiser. Parents have suggested that the funds be used for field trips.

Supporting Evidence and Documentation: Interim budget, Board meeting agendas/minutes, Bylaws,

Board financial policy

Achievements: Increase in enrollment following participation in community event Areas for Improvement: Investigate other back office service company due to unnecessary follow-up

and management by Executive Director



A7. Resource Planning and Fiscal Health Criterion: The school has developed policies,

procedures, and internal controls for managing the financial operations that meet state laws, generally

accepted practices, and ethical standards.

Comment on the effectiveness of the school’s process for developing, reviewing, revising, and adopting written fiscal policies and procedures for internal controls. Comment on the school’s annual independent audit that employs generally accepted accounting principles. Explain the written policies regarding the scope and responsibilities related to this audit and the procedures followed for filing the audit reports with the authorizing agency and other government entities as required by law. Comment on the effectiveness of the accountability measures to ensure that personnel follow the fiscal policies and procedures. Explain the effectiveness of the school’s processes and protections for the following: 1) who is authorized to sign contracts, write checks, and release institutional funds; 2) the monitoring of payroll information; 3) the review of bank reconciliations and deposits/withdrawals of all school financial accounts; and 4) the policies and procedures for the use of credit cards and other lines of credit.

The governing board has adopted policies and procedures that implement multiple levels of oversight,

cross-checking and accountability of the financial operations of the school, all in alignment with State

laws. These policies are reviewed periodically to improve financial procedures, as well as make updates

and changes to them as the school changes.

Annual audits will be conducted by a contracted independent accounting firm, following GAAP and

Government Auditing Standards. Financials statements will be compiled as of June 30. On-site records

will be provided to the firm for accountability and auditing purposes, as well as individual interviews to

determine effectiveness of internal controls.

Generally accepted accounting procedures are followed by the back office service, Delta Managed

Solutions (DMS) in conducting AP, AR, and payroll. Checks and balances are in place for fiscal

responsibility. DMS and on-site personnel work together to ensure procedures are transparent, and

informal audits and reconciliation comply with these procedures.

After receiving written approval from the Site Administrator or Executive Director, the Administrative

Assistant submits all invoices to DMS for payment and budget category placement. If any budget

category is over projection, it is brought to the attention of the Executive Director. All checks are

generated by DMS, verified by the Administrative Assistant, then signed by the Site Administrator and

mailed.

All deposits are photocopied with supporting documents, deposited and sent to DMS for tracking and

verification. Monthly, DMS reconciles the checking accounts. Baypoint’s credit card expenditures are

submitted with the monthly statement and supporting documents to DMS. They are reconciled and sent

to the Board for review at Board meetings.

The Governing Board bylaws and financial policy clearly define who is authorized to possess a credit

card, sign checks, or release funds. They also clearly state the amount the Site Administrator or



Executive Director may authorize without Board approval. Payroll information is kept secure and is

confidential. DMS reconciles the bank accounts, with on-site reconciliation done for batch listings and

deposit originating at the school. Board policy (Credit Card Policy) dictates the use of credit cards and

lines of credit for those authorized personnel.

The governing board closely monitors the fiscal health of the school through warrant reports and

comparisons of YTD actuals vs. budgeted revenues and expenditures, presented at board meetings. A

budget committee, comprised of two Board Members and the Executive Director, meets regularly to

address the budget. This committee reviews and revises the budget as needed, based on State funding

determinations and allocations, as well as school enrollment.

The Executive Director reviews the budget and monitors spending on an ongoing basis. AP invoices are

submitted weekly to Delta Managed Solutions for processing. Once checks are generated, BPA reviews

them for accuracy prior to disbursement.

BPA will contract with an independent accounting firm to complete an annual State mandated

compliance audit. BPA utilizes School Pathways system for student tracking and monitoring. The

auditing firm will review the school’s ADA submission for accuracy in adherence to State established

guidelines. In addition to the attendance audit, the accounting firm will complete a financial audit that is

submitted to the State and authorizing school district each Fall, and complete all required tax forms

according to generally accepted accounting principles. Upon governing board review and approval,

these forms are submitted to the State.

Supporting Evidence and Documentation: Interim budget, Board meeting agendas/minutes, Bylaws,

Board financial policy, onsite AP records, contracts, purchase orders

Achievements: Fiscal solvency

Areas for Improvement: Investigate other back office service company due to unnecessary follow-up

and management by Executive Director



Category B Standards-based Student Learning: Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion: All students participate

in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the

academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Through standards-based learning (what is taught and how it is taught), these are accomplished.

Online Programs: iNACOL Standard J: Curriculum and Course Design: A quality online program clearly will have a well thought-out approach to its curriculum and course design whether it develops its own courses and/or licenses curriculum from other educational providers. [iNACOL Standard J, 2009]

Comment on the degree to which the written and taught curriculum results in student achievement of the academic and college/career standards for each subject area, course and program, and where applicable, expectations within the courses that meet the UC “a-g” requirements. Comment on the collaborative strategies used by administrators and teachers to examine curriculum design and student work in order to refine lessons, units, and/or courses or programs. Comment on the current and/or planned processes for curricular review and evaluation processes, including graduation requirement, credits, grading policies, and homework policy. Explain the current process for articulation with both feeder schools and local colleges and universities and technical schools. Append a list of each of the classes offered under such major headings as English, technology, mathematics, science, social science, music, art, physical education, special career-oriented classes, etc. If there are other areas, create appropriate headings or list them under “other classes.” List the courses for which there is a written comprehensive and sequential documented curriculum. List the graduation requirements of the school, if applicable. Briefly describe the post-graduation plans of the school’s graduating class, if applicable.

All Baypoint students participate in a rigorous, relevant, college-prep curriculum in all core and elective

classes that are based on Common Core Standards and support the school’s mission statement and

schoolwide learner outcomes. The K-5 curriculum focuses on mastery of grade-level content as outlined

in the Common Core State Standards. Professional development for elementary teachers and

instructional coaches has centered on implementation and delivery of the adopted curriculum. Teachers

can gauge student understanding of the curriculum through the use of formative assessments and end-of-

unit summative tests.

Baypoint teachers develop activities and projects that incorporate the Common Core Standards, require

group collaboration, and encourage cross-curricular engagement in the standards and schoolwide learner

outcomes. Demonstrations of learning that access multiple intelligences are encouraged, including

portfolios and presentations that use visual technology. Teachers collaborate to develop and assign

projects that cover multiple subject areas, such as English and Social Studies. Student work samples

emphasize literacy and writing across all curricular content areas.

The middle school and high school core curriculum, Edgenuity, was adopted due to its rigor and proven

success. Teachers and instructional coaches for grades 6 through 12 received extensive Edgenuity



training prior to the start of the school year. This computer-based curriculum has many embedded

features such as text-to-speech, glossary, e-notes, and lesson transcripts to support student learning.

Lessons include “Online Content” that connects students to websites with information relevant to what

they are learning. Students have access to an assignment calendar that shows the work to be completed

each day. Any work not completed at school is expected to be completed as homework.

High school courses are designed to meet the a-g requirements; 22 have been submitted for Cal

State/UC approval, with four additional courses pending. High achieving students have the option of

honors courses in English, history, and science. Students can enroll in courses at Mt. San Jacinto

College, where they earn credits for both high school and college, as well as explore post-secondary

educational opportunities. Baypoint expects to offer AP courses in future years as the high school

program expands.

The graduation requirements are aligned with the a-g requirements to support students in their pursuit of

higher education. Baypoint’s graduation requirements are as follows:

Graduation Requirements

English 40 credits

Mathematics 30 credits

Health 5 credits

Life Science 10 credits

Physical Science 10 credits

U.S. History 10 credits

American Government 5 credits

World History/Geography 10 credits

Physical Education 15 credits

Economics 5 credits

World Language 20 credits

Visual/Performing Arts 10 credits

Electives 60 credits

Total: 230 credits

Supporting Evidence and Documentation: Student and teacher textbooks and manuals, course and

curriculum descriptions, student work samples, professional development schedule, Student/Parent

Handbook, Edgenuity assignment calendars

Achievements: Implementation of a rigorous Common Core aligned curriculum

Areas for Improvement: Student and parent involvement and understanding of the Edgenuity program

and its requirements



B2. Access to Curriculum Criterion: All students have equal access to the school’s entire

program and are provided assistance with a personal learning plan to prepare them for the pursuit of

their academic, personal, and career goals.

Online Programs: iNACOL Standard H: Equity and Access: A quality online program’s policies and practice support students’ ability to access the program. Accommodations are available to meet a variety of student needs. [iNACOL Standard H, 2009]

Explain how the school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students. Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. Comment on the extent to which the instructional practices facilitate access and success for all students. Explain the degree to which parents, students, and staff collaborate in developing, monitoring and changing a student’s personal learning plan. Comment on the effectiveness of the strategies and programs to facilitate transitions to college, career, and other postsecondary options.

BPA is committed to providing an intimate, friendly academic environment that recognizes and values a

student's unique learning profile, defines clear expectations, sets appropriate yet challenging goals, and

celebrates the achievement of these goals. BPA believes that students who are actively involved in their

educational program develop self-direction and thus become lifelong learners who are productive global

citizens.

At the foundation of our program is a partnership between students, parents and teachers. To this extent,

parents are encouraged to contribute 25 hours per school year in support of BPA. The school’s high

expectations and individualized choices will encourage students to become actively engaged, passionate

learners. Graduates will be prepared to successfully compete in the workforce, to attend the colleges of

their choice, to communicate across gender, race, and socioeconomic complexities, and to value service

to others in society.

BPA strives to prepare students to become responsible citizens in the 21st century, a world of cultural

diversity and rapid technological change. Students will be held to the highest academic standards, yet

given the nurturing required to reach those standards. They will learn in an integrated, multi-

disciplinary environment that incorporates computer technology and real life cooperative experiences.

High school elective offerings include courses in Career Explorations and Career Planning &

Development, which help students discover their learning styles and interests, set academic goals, and

prepare them for their post-secondary objectives whether college or career-oriented. Additional

electives include, but are not limited to, Drama, Art, Art History, Psychology, and Sociology. Baypoint

offers concurrent enrollment with Mt. San Jacinto College, where high school students have the

opportunity to explore college courses while earning both high school and college credits. This enables

students to begin their post-secondary education prior to graduating from high school. Baypoint hosted

a college fair in November of 2015. As the high school program grows, Baypoint will seek out and

sponsor additional college fairs and workshops, where high school students can learn about college

planning and financial aid resources.



Baypoint’s special education students participate in a transition program. Students complete online

interest/preference surveys and research college majors and careers that match their interests. Students

learn to complete college and job applications, as well as prepare a resume for future employment.

Supporting Evidence and Documentation: BPA Charter Petition, graduation requirements, course

descriptions, class schedule for grades 6-12, application for graduation, college information

Achievements: Graduation requirements aligned with a-g requirements

Areas for Improvement: Highly qualified Science teacher, addition of AP courses



B3. Preparation for Career and College Criterion: Upon completion of the high school

program, students have met all the requirements of graduation and are prepared for success in college,

career, and life.

Comment on the degree to which the school ensures that all students have access to a rigorous and relevant curriculum that includes real world applications that will prepare them for success in college, career, and life. Evaluate the effectiveness of the academic, college- and career-readiness support programs to ensure all students are meeting the graduation requirements.

Baypoint strives to offer all students access to real world applications of the skills and standards they are

learning in the curriculum. All students have access to a variety of academic supports to ensure their

success in meeting the graduation requirements, including one-on-one tutoring, small group instruction,

and embedded Edgenuity supports.

Upon enrollment in high school, a student’s transcripts are reviewed and the completed credits are

aligned with the Baypoint graduation requirements. This determines which courses the student needs to

complete each year in order to graduate. This process is initiated upon enrollment, and reviewed mid-

year and prior to graduation. This ensures that all high school students are aware of the courses they

need to complete in order to fulfill BPA’s graduation requirements. In addition, updated transcripts for

all 12th

grade students will be reviewed in February, after posting the first semester grades. This enables

students and their teachers to perform a final review and evaluation of credits to be completed prior to

the June graduation date. All seniors will receive a “grad check” sheet to notify them which courses

must be successfully completed prior to graduation.

Baypoint electives include a variety of courses to appeal to high school students. These courses include,

but are not limited to Career Explorations, Career Planning & Development, Personal Finance, Art,

Drama, and ACT Test Prep. High school students are also encouraged to enroll at Mt. San Jacinto

College to earn both college and high school credits while exploring postsecondary options. All

graduating seniors will complete an exit survey, identifying their post-graduation academic plans.

Supporting Evidence and Documentation: BPA Charter Petition, graduation requirements, student

transcripts, application for graduation, course descriptions

Achievements: Graduation requirements aligned with a-g requirements

Areas for Improvement: Expansion of high school program to include AP courses, availability of

community internships or job shadowing



Category C Standards-based Student Learning: Instruction

C1. Challenging and Relevant Learning Experiences Criterion: To achieve the academic

standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students

are involved in challenging learning experiences.

Comment on the degree to which all students are involved in challenging and relevant learning to achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Comment on the extent to which students understand the standards and the level of performance expected to demonstrate their knowledge. Explain how effectively instructional staff members differentiate instruction in order to address student differences in learning modalities, cognitive ability and life experiences and impact student learning. Comment on how the integration of multimedia and technology instructional strategies is used.

BPA utilizes a blended learning station-rotation model to educate its students and challenge them with a

variety of learning tasks at all grade levels. To facilitate this, students participate in a rigorous, relevant,

college-prep curriculum with cutting-edge educational technology that is based on Common Core

Standards and supports BPA’s mission and schoolwide learner outcomes. Students spend time between

working independently and in small group instruction. This blended learning model allows for

personalized educational plans.

K-5 students participate in learning and instruction in a variety of ways including whole group direct

instruction, small group instruction, and independent learning tasks. A key component of the K-5

program is having an instructional aide in each classroom. In the classroom setting, the big picture

(theme) of the lesson is introduced, vocabulary instruction is presented and students are exposed to what

will be taught at a more intensive level to follow in small group instruction. The small group instruction

is presented through the station rotation model where students are placed in small groups (3-5 students)

that may be based on similar ability levels, cooperative groupings (mixed abilities), or peer tutoring.

This allows teachers to meet the individual needs of all students. During this rotation, students are

introduced to more detailed concepts than were previously introduced during whole group instruction.

The small group instruction is facilitated by the classroom teacher or an instructional aide. In addition to

the small group instruction, students practice skills independently while still in their assigned groupings.

These stations include technology based learning (i.e. web-based programs, tablet applications), hand-on

activities, collaborative projects, and pencil and paper assignments. Through these rotations, elementary

teachers also meet the needs of English learners and students with special needs.

Students in grades 6 through 12 rotate between working independently, in small group instruction and in

collaborative cross-curricular projects. Classroom or small group instruction may include material not

covered in Edgenuity, or concepts in which students need additional instruction and support. Depending

on the assigned course and the teacher evaluation with the student, pretesting and prescriptive testing

may occur so that students can bypass subject matter in which they have a solid prior knowledge base in

order to spend more time on new material. English learners and students with special needs are

supported during the small group or individual instruction, based on their needs. Students are aware of



course expectations by viewing the Edgenuity assignment calendar and progress reports that are

available not only to students, but to parents and teachers as well.

Collaboration among the middle school/high school teaching staff led to changes in the daily schedule to

better meet the needs of Baypoint students. Teachers and staff members felt the middle school students

would be better supported by a block schedule, in which their class time was extended to 90 minutes.

During this instructional time, teachers can introduce a concept to the entire class, then spend time

working with students individually and in small groups. An instructional aide is present for all middle

school core classes to assist with student understanding and achievement.

At all grade levels, there is an expectation that students will be involved in high-level critical thinking

and student-centered activities. Teachers routinely use a variety of strategies, resources, and

technologies when delivering instruction. Frequent questioning for understanding enables teachers to

monitor student progress toward mastering the skill or concept taught. Additionally, teachers routinely

provide modifications and accommodations to make instructional content accessible to students with

special needs.

Supporting Evidence and Documentation: BPA Charter Petition, class schedule, Edgenuity assignment

calendar, student work samples, teacher lesson plans

Achievements: Rigorous, Common Core aligned curriculum, Graduation requirements with a-g

requirements

Areas for Improvement: Student and parent involvement and understanding of the Edgenuity program



C2. Student Engagement Criterion: All teachers use a variety of strategies and resources,

including technology and experiences beyond the textbook and the classroom that actively engage

students, emphasize higher order thinking skills, and help them succeed at high levels for college,

career, and life.

Online Programs: iNACOL Standard K: Instruction: A quality online program takes a comprehensive and integrated approach to ensuring excellent online teaching for its students. This process begins with promising practices but is equally committed to continuous improvement and adaptation to student learning needs through professional development. [iNACOL Standard K, 2009]

Comment on the degree to which teachers keep current in the instructional content taught and research-based instructional methodology, including the use of multimedia and other technology. Comment on the extent to which teachers use coaching strategies to facilitate learning for all students. Explain how students demonstrate that they can apply acquired knowledge at higher cognitive levels to extend learning opportunities. Explain how students demonstrate higher level thinking and problem solving skills in a variety of instructional settings. Comment on how the school uses a variety of materials and resources and this is demonstrated through student work and their engagement in the learning. Explain the degree to which students have access to and are engaged in career preparation activities.

Baypoint teachers participate in continuing education to stay current in content area knowledge and

teaching methodologies. Designated time is set aside each week for professional development and/or

staff meeting. All elementary teachers and instructional aides attended training in the curriculum for

English/Language Arts, Science, and Social Studies. Teachers and instructional coaches at the middle

school and high school level participated in Edgenuity training prior to the start of school in August, and

will be provided additional trainings throughout the school year. Furthermore, they have ongoing email

or phone access to Edgenuity support personnel as questions arise.

Teachers holding a preliminary teaching credential take part in a BTSA (Beginning Teacher Support and

Assessment) program through the Riverside County Office of Education. This intensive, two-year

program involves professional development that provides teachers with strategies for English learners

and students with special needs.

BPA works diligently to ensure that its students are given the opportunity they need to succeed.

Baypoint teachers strive to engage students in a variety of learning experiences that emphasize critical

thinking skills. To accomplish this, teachers use a wide range of strategies, resources, and technologies.

The school’s program encourages students to collaborate, problem solve, and become active participants

in their own education. This participation involves experiences both inside and outside the classroom

and prepares students for the challenges of today as well as those in the future. Teachers use

instructional strategies that include jigsaws, think-pair-share, debates, discussions, scientific

investigation, student-led instruction, modeling, journal writing, and directed writing. At times, lessons

incorporate the use of music, pictures, video clips, and PowerPoint presentations. Students are taught

the skills necessary to research, locate and validate data to become independent learners.



Supporting Evidence and Documentation: Teacher lesson plans, teacher and student observations,

student work samples,

Achievements: Credentialed teacher and instructional coach in each classroom, low student to

instructional staff ratio

Areas for Improvement: Student and parent engagement in the Edgenuity curriculum, Opportunities for

community internships or job shadowing



Category D Standards-based Student Learning: Assessment and

Accountability

D1. Using Assessment to Analyze Monitoring and Report Student Progress Criterion:

The school uses a professionally acceptable assessment process to collect, disaggregate, analyze and

report student performance data to the school staff, parents and other stakeholders.

Comment on the effectiveness of the school’s assessment processes that include data from external and internal sources. Include the school’s system to monitor individual students. Evaluate the current processes that inform appropriate stakeholders about student achievement, including parents and the school community. Explain the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.

BPA staff use a variety of assessments to measure individual students’ attainment of state content

standards and the objectives of the curriculum. Students will participate in several formal assessments

each year, including NWEA’s Measure of Academic Progress (MAP) diagnostic assessments, Smarter

Balanced Assessments, and California Standards Tests. Additional internal assessments, such as

teacher-created tests and informal observations, are analyzed individually by teachers and in

collaborative groups during weekly planning in order to target student needs, identify program strengths

and gaps, and to plan subsequent instruction. Official checklists and rubrics from the published

curriculum programs and online resources such as ST Math and Ticket to Read play a major role in

elementary teachers’ determination of student achievement of standards mastery. Throughout the year,

benchmark student achievement data are analyzed among the school staff during staff meetings and

professional development days.

Analysis of assessment results help to provide a personalized education experience and to understand

better when students have achieved specific competencies and are ready to advance, or where they need

additional support. Results are shared with students and parents through the use of conferences, emails,

phone calls, progress reports, and report cards. Parents/guardians of students using the Edgenuity

curriculum have access to a portal that keeps them informed of their child(ren)’s progress with a weekly

email. CELDT tests are administered according to State guidelines and results are reviewed with the

parents and student, as well as Baypoint teachers. The students’ CELDT test results are used to guide

instruction for those classified as English Language Learners or to reclassify students as English

proficient.

To make certain that the school’s primary goal of increased academic achievement for all students is

met, student achievement data obtained from standardized assessments will be disaggregated annually to

clearly identify the academic performance of students by sub-groups (e.g., by ethnicity, gender, English

learners, socio-economically disadvantaged students, and students with disabilities).



Supporting Evidence and Documentation: MAP testing results, ST Math, Ticket to Read, CELDT

results, CAASPP interim assessments, Edgenuity assessments and reports, Parent conference reports,

Progress reports, Teacher-generated assessments, Curriculum embedded assessments

Achievements: Adoption of multiple measures for assessing students, Professional development of

instructional staff

Areas for Improvement: Higher percentage of student participation in MAP testing, Teacher

collaboration and analysis of student assessment results



D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion: All

teachers employ a variety of appropriate formative and summative strategies to evaluate student

learning. Students and teachers use these finding to modify the learning/teaching practices to improve

student learning.

Online Programs: iNACOL Standard L: Assessment of Student Performance: A quality online program values student academic performance and takes a comprehensive, integrated approach to measuring student achievement. This includes use of multiple assessment measures and strategies that align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders. [iNACOL Standard L, 2009]

Comment on the effectiveness and frequency of the application of appropriate assessment strategies used by classroom teachers to monitor student acquisition of the programmatic goals and academic standards. Comment on the effectiveness of how professional staff use formative and summative classroom assessments to guide, modify and adjust instruction. Explain how student work and other assessments demonstrate student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Comment on the extent to which teachers engage in dialogue with students for the purpose of determining the degree to which learning experiences are relevant, assessable, and understood in preparing them for college, career and life.

BPA staff use a variety of assessments to measure individual students’ attainment of state content

standards and the objectives of the curriculum. Students will participate in several formal assessments

each year, including NWEA’s Measure of Academic Progress (MAP) diagnostic assessments, Smarter

Balanced Assessments, and California Standards Tests. Additional internal assessments, such as

teacher-created tests and informal observations, are analyzed individually by teachers and in

collaborative groups during weekly planning in order to target student needs, identify program strengths

and gaps, and to plan subsequent instruction. Official checklists and rubrics from the published

curriculum programs and online resources such as ST Math and Ticket to Read play a major role in

elementary teachers’ determination of student achievement of standards mastery. Middle school and

high school teachers have access to Edgenuity reports to identify student performance in specific

English Language Arts or Math skills. These reports drive small group or individual instruction to focus

on mastery of these skills. Throughout the year, benchmark student achievement data are analyzed

among the school staff during staff meetings and professional development days.

For students using the Edgenuity curriculum, online progress reports denote students’ completed

assignments and performance levels to teachers, students, and parents/guardians. The current

assessment threshold for all quizzes, tests, and cumulative finals is 70%. Students not meeting this

threshold must contact their teacher or instructional coach for further review, before moving on to the

next unit. Edgenuity assessments are randomly created for each individual student. Each assessment is

pulled from a large question bank, issuing each student a different assessment every occurrence. This

not only maintains security, but also allows students to retake assessments after reviewing information

from the lecture and assignments, without completing the same assessment.







instructional staff





D3. Using Assessment to Monitor and Modify the Program Schoolwide Criterion: The

school, with the support of the district and community, has an assessment and monitoring system to

determine student progress toward achievement of the academic standards, the college- and career-

readiness standards, and the schoolwide learner outcomes. The system drives the school’s program to

continually improve and to allocate resources to effectively meet student needs.

Online Programs: iNACOL Standard R: Program Evaluation: A quality online program recognizes the value of program evaluation. Program evaluation is both internal and external and informs all processes that affect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results. [iNACOL Standard R, 2009]

Online Programs: iNACOL Standard S: Program Improvement: A quality online program establishes a culture of continual program improvement. Improvement planning focuses on using program evaluations, research, and promising practices to improve student performance and organizational effectiveness. It fosters continuous improvement across all aspects of the organization and ensures the program is focused on accomplishing its mission and vision. [iNACOL Standard S, 2009]

Comment on the effectiveness of how the entire school examines and analyzes standards-based curriculum-embedded as well as other standardized assessments. Explain how the school uses schoolwide assessment results to make changes in the school program, professional development activities and resource allocations. Explain the current and future processes to assess its curriculum and instruction in relation to its evaluation processes. Comment on the impact of stakeholder involvement in assessing and monitoring student progress. Describe the school’s security systems that maintain the integrity of the assessment process.

The implementation and analysis of assessments has been the primary focus for professional

development this year at Baypoint. Teachers and instructional coaches have attended trainings in MAP

testing, Edgenuity, Houghton Mifflin Math and English/Language Arts, TCi Science and Social Studies,

and Step Up to Writing.

Analysis of assessment data occurs on a regular basis at Baypoint. Teachers and instructional coaches

have designated professional development time each week to review and analyze data and to collaborate

on best practices. Based on results from MAP testing, curriculum-based assessments, and staff

observations, teachers are able to adjust future lessons and assignments. Teachers can modify their

delivery method, whether in one-on-one or small group instruction, to assist each individual student in

the mastery of the academic standards and schoolwide learner outcomes. Subject matter assessments are

based on standards-driven curriculum, allowing teachers to continually assess student mastery of

Common Core Standards and the schoolwide learner outcomes.

Baypoint has implemented security measures in order to maintain the integrity of all standardized

assessments. The assigned PSAT, CAASPP and CELDT coordinators have attended the necessary

training and follow the protocol defined by the testing guidelines. All testing is conducted and proctored

by the Baypoint teaching staff, with additional use of instructional coaches to assist in monitoring

students.







instructional staff





Category E School Culture and Support for Student Personal and Academic Growth

E1. Parental and Community Engagement Criterion: The school leadership employs a wide

range of strategies to encourage family, business, industry, and community involvement, especially with

the learning/teaching process.

Online Programs: iNACOL Standard Q: Parents/Guardians: In a quality online program, parents and guardians play an integral part in their students’ educational life. They work as a team with faculty, administrators, and guidance services, and organizational support to ensure a quality educational experience for their students. [iNACOL Standard Q, 2009]

Comment on the parent-teacher organization (or other community-based group) and its activities that connect the school with the larger community. Indicate the school’s use of community resources to support students through activities such as career days, business partnerships, speakers, and professional services. Comment on how the school educates and involves parents and community members in understanding the school’s purpose, the schoolwide learner outcomes, and academic standards. Provide a description of the ways in which parents are involved with the school and are active partners in the learning process for their students. Comment on how parents have access to school personnel regarding all concerns. Describe how the school regularly communicates to parents and other stakeholders.

Beginning with the enrollment process, parents/guardians are made aware of the school’s website and

how to access the Student/Parent handbook and school calendar, which provides dates of BPA Board

meetings. Board meeting agendas are posted on the BPA website and at the school location in

accordance with the Brown Act. Approved board meeting minutes are available at the school, as well as

on the school’s website.

Prior to the school’s opening in August of 2015, school staff hosted a welcome picnic for parents and

students to meet the teaching staff. Additionally, parents of students in grades 6 through 12 were

encouraged to attend an Edgenuity information meeting to learn about the curriculum that their child

would be accessing online. Multiple meetings were held on different evenings to provide access to as

many participants as possible. Parents of middle and high school students can monitor their child(ren)’s

progress via the Edgenuity parent portal. Teachers and instructional coaches frequently email parents to

encourage their use of the Edgenuity parent portal.

Notifications to parents/students are frequently made using the One-Call Now system, which can phone

or email the entire student/parent body, or a select group/grade for reminders about school

closures/holidays, upcoming events, or for emergencies. The BPA Site Administrator emails a weekly

newsletter to keep parents and students advised of important school news. For non-English speaking

parents, the Baypoint staff includes teachers and instructional coaches who are fluent in Spanish.

Parents are encouraged to take advantage of the numerous communication options to support student

learning, partner in problem solving and actively participate in decision making in order to provide their

children with a successful academic program.



The BFF (Baypoint Friends and Family) currently meets monthly and all parents are encouraged to

attend. The committee generates and oversees fundraising events, Back to School nights, parent mixers,

student activities, and engages in continuous discussions about how to improve parent, community and

student involvement. BPA’s Site Administrator participates in these meetings where open

communication is welcomed.

Supporting Evidence and Documentation: One-Call Now records, Site Administrator newsletters,

Edgenuity Parent Portal, Baypoint website, School calendar, BFF sign-in sheets

Achievements: High parent participation in BFF meetings and school activities, Implementation of

One-Call Now system, Site Administrator newsletter

Areas for Improvement: Parent involvement at the middle school and high school level, Inclusion of a

volunteer form in the Baypoint enrollment packet



E2. School Environment Criterion: The school ensures that it is a) a safe, clean, and orderly place

that nurtures learning and b) has a culture that is characterized by trust, professionalism, and high

expectations for all students with a focus on continuous school improvement.

Online Programs: iNACOL Standard P: Organizational Support: A quality online program has organizational support to oversee the instructional learning environment as it is conveyed through technology. Some organizational support services may be distributed between the programs and other entities, depending on the physical location where the students are taking their online courses. [iNACOL Standard P, 2009]

Explain the extent to which the school has implemented policies and committed resources to ensure a safe, clean, and orderly environment that nurtures learning. Comment on the effectiveness of the school’s practices and procedures for all aspects of student safety. Comment on the extent to which the school has created and supported an atmosphere of trust, caring, concern, and high expectations for students in an environment that honors individual differences through school programs, procedures, and policies. Comment on the quality and consistency of communication and collaboration between and among the school’s leadership, staff, parents, students and other stakeholders.

BPA has taken several steps to ensure the physical and emotional safety of both students and staff. The

school employs a full-time custodian whose primary responsibility is to maintain an attractive, sanitary

and safe facility; providing adequate arrangements for meetings, classroom activities and events; and

minimizing property damage, loss and liability. In addition, a janitorial service provides daily cleanings

of all classrooms, offices, and restrooms.

The BPA Student/Parent Handbook outlines school policies and guidelines for appropriate behavior,

dress, and an alcohol, drug, tobacco and weapons-free environment. The handbook also provides an

Internet Code of Conduct that all students must follow. The school’s Emergency Preparedness

Handbook outlines procedures to be followed in the event of an emergency on or near the campus. The

disaster plan gives detailed information for situations such as fire, natural disasters, toxic spills, violent

activity, bomb threat, or suspicious packages. During monthly emergency drills, teachers and

administrators review and practice protocols that are put into place for an actual emergency. In the

event of an emergency, the One-Call Now system is utilized to keep parents/guardians abreast of the

situation and reassure them that students are safe.

Communication between staff, students and parents is essential to the success of each student. Due to

BPA’s small school environment, communication among staff is paramount and occurs in a variety of

ways including weekly staff meetings, team meetings, email, voicemail, notes, Google chat and shared

Google calendars and documents. Wednesday afternoons are designated as the time for staff meetings

and/or professional development, during which teachers and staff members have the opportunity to share

best practices and discuss student progress. Professional development for this school year has included

mandated reporting, blood-borne pathogens, sexual harassment, first aid and CPR training.

Communication with parents and students occurs via emails, phone calls and meetings. General

communication between the school and students/parents is also conducted via the One-Call system

(phone, email), fliers, posters and newsletters. Student and parent surveys will be utilized at the close of

the school year to assist BPA staff in the improvement of curriculum, courses and communication.



Supporting Evidence and Documentation: Student/Parent Handbook, Emergency Preparedness Plan,

Custodian job description, BPA Mission Statement, Staff meeting agendas, professional development

attendance

Achievements: Two school lockdown occurrences without incident, Safe and secure facility

Areas for Improvement: Possible relocation of front office and extension of security fence



E3. Personal and Academic Support Criterion: All students receive appropriate academic

support and intervention to help ensure school, college, and career success. Students with special talents

and/or needs have access to a system of personal support services, activities, and opportunities at the

school. These are enhanced by business, industry, and the community.

Online Programs: iNACOL Standard N: Organizational Support: A quality online program has student support services to address the various needs of students at different levels within the organization. The levels of support are appropriate and adequate for a student’s success. [iNACOL Standard N, 2009]

Online Programs: iNACOL Standard O: Guidance Services: A quality online program has guidance services to support students and parents to ensure success of the online program. Depending on the program, these services are either directly provided by the program or a service provider, or in the case of supplemental programs, these services may be provided by the local school. [iNACOL Standard O, 2009]

Explain the availability and effectiveness of academic and personal support services, including referral services, to support students in such areas as physical and mental health, and career, academic and personal counseling. Comment on the effectiveness of the types of strategies used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Explain how the school leadership and staff ensure that student learning needs are accurately identified in a timely manner and the appropriate support and intervention services are provided to enable access to the academic standards and schoolwide learner outcomes for all students. Explain how all students have access to a challenging, relevant, and coherent curriculum. Comment on the availability to and involvement of students in curricular and co-curricular activities that are linked to the academic standards and schoolwide learner outcomes.

Baypoint’s blended learning model, along with small class size, is conducive to both academic and

personal support for students. Having two educators in each classroom (a credentialed teacher and

instructional coach) encourages two-way communication with each student and nurtures relationship

building. As educators build those relationships and learn the best methods to instruct each individual

student, they also learn if the student may have other needs and/or require additional support services

not necessarily offered at the school level. A list of those personal and mental health services are

available to each student upon request and all information shared between staff and student is held in the

strictest of confidence.

BPA also has a Special Education Department consisting of a SPED Coordinator, Education Specialist,

and Instructional Support Coach. Personal and academic support is provided by the SPED team or

appropriate service provider to students with IEP’s and 504’s. The SPED Coordinator and Education

Specialist have developed and presented to the staff procedures to be followed for identifying students

who may need support services, but do not yet have an IEP or 504 plan.

Baypoint staff encourages all students to further their education after high school in order to widen

avenues for employment opportunities. BPA offers college fairs, college catalogs, assistance with filling

out college applications, scholarship information, and various trade related opportunities, both within

and outside the local community. The Baypoint staff takes a hands-on approach to assist all high school

seniors in applying to college.



BPA faculty and staff have taken an active approach implementing extra-curricular activities for

students. A few examples include a yearbook team for students interested in photography and/or

journalism; a homework club for 6th

-12th

grade students to meet after school for an hour twice weekly;

an art club that meets during lunch break; and a theater group that recently performed the school’s first

play. All curricular activities are supervised by staff and all interested students are encouraged to

become involved.

Supporting Evidence and Documentation: BPA Charter Petition, graduation requirements, student

transcripts, application for graduation, course descriptions, participation in clubs and activities, flyers for

school activities and events

Achievements: Student participation in school activities (Spirit Week, Harvest Festival, school play)

Areas for Improvement: Expansion of high school program to include AP courses, Availability of

community internships or job shadowing, Access to more career information and exploration for high

school students



Part IV: Major Achievements/Needs

Major Achievements/Accomplishments: Provide a prioritized list of major achievements/

accomplishments (within the past six months) of students, staff, and school.

- Appeal of Charter Petition to the State Board of Education with unanimous approval

- Opening of the school with a very short timeline (3 months)

- Acquisition of a highly qualified staff who are committed to student learning and achievement

- Extensive professional development for adopted curriculum

- Established environment of high achievement

- K-12 offerings of Art, Music, and Physical Education by a highly qualified teacher

- Parent involvement

Major School Needs: Provide a prioritized list of areas for improvement in relation to impact on

student achievement.

- Highly qualified Science teacher for grades 6-12

- Students dedicating more time daily to their course work

- Additional tech support for development of school website and student/staff support

- Opportunities for real world experiences, applications, internships, and job shadowing.

Documents

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