Single Plan for Student Achievement Buena High …Single Plan for Student Achievement Buena High School 56-72652 5630793 Contact Information: Bobbi Powers, Principal [email protected]

Single Plan for Student Achievement

Buena High School 56-72652 5630793

Contact Information: Bobbi Powers, Principal [email protected] 5670 Telegraph Road Ventura, CA 93003 (805) 289-1826

This page intentionally left blank.

Buena High School Single Plan for Student Achievement October 2017

The Single Plan for Student Achievement ............................................................................................................ 1School Site Council Membership ........................................................................................................................... 1English Learner Advisory Council Membership .................................................................................................. 2Recommendations and Assurances ..................................................................................................................... 3District information ................................................................................................................................................. 4

District Profile ........................................................................................................................................................ 4District Vision ......................................................................................................................................................... 4District Mission ...................................................................................................................................................... 4Governing Principles ............................................................................................................................................. 4

School Information .................................................................................................................................................. 5School Vision ......................................................................................................................................................... 5School Mission ...................................................................................................................................................... 5Student Enrollment by Ethnicity – 2016-17 ........................................................................................................... 6Student Enrollment by Grade – 2016-17 ............................................................................................................... 6Student Enrollment by Subgroup – 2016-17 ......................................................................................................... 7Highly Qualified Teachers ..................................................................................................................................... 7Comprehensive Needs Assessment ..................................................................................................................... 8Community Resource Guide ................................................................................................................................. 8Programs Included in This Plan ............................................................................................................................. 9

2017-18 School Goals for Improving Student Achievement ............................................................................. 10VUSD - Local Educational Agency Plan Goals ................................................................................................... 10VUSD - Local Control Accountability Plan (LCAP) Goals .................................................................................... 102017-18 School Goals for Improving Student Achievement ................................................................................ 10

2017-18 Centralized Support for Planned Improvements in Student Performance ........................................ 21VUSD - Program Support Goals .......................................................................................................................... 21

References ............................................................................................................................................................. 23CAASPP – Grade 11 English Language Arts/Literacy 2016-17 .......................................................................... 23CAASPP – Grade 11 Mathematics 2016-17 ....................................................................................................... 24CELDT 2016-17 ................................................................................................................................................... 252017-18 Supplemental Funds Program Budget .................................................................................................. 262017-18 Site Funds Program Budget .................................................................................................................. 27Parent Involvement Calendar .............................................................................................................................. 28Districtwide Intervention Programs ...................................................................................................................... 29Teacher Mentoring Programs .............................................................................................................................. 30Professional Development Plan .......................................................................................................................... 31School Accountability Report Card ...................................................................................................................... 32School Site Council Bylaws ................................................................................................................................. 44Evaluation of 2016-17 Single Plan for Student Achievement .............................................................................. 46Chart of Requirements ........................................................................................................................................ 52


1

The Single Plan for Student Achievement The Single Plan for Student Achievement (SPSA) for Buena High School is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Bobbi Powers, Principal Buena High School 5670 Telegraph Road Ventura, CA 93003 (805) 289-1826 [email protected] The district’s Governing Board approved this revision of the school plan on .

School Site Council Membership California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the SSC is as follows:

Name of Members Principal Certificated

Staff

Other or Classified

Staff

Parent or Community

Member Student Bobbi Powers X Paula Nofziger X Heather Burris X Chelsea Wallace X Heather Burris X Frank Davis X Nicole Hofferbert X Patti Arcangelo X Anthony Garcia X Michelle Johnston X Jennifer Bates X Kelley Bray X Lauren Bromund X Sol Buxton X Esther Choe X

Taylor Spira X

Number of members in each category 1 4 3 4 4


2

English Learner Advisory Council Membership Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student Bobbi Powers X Nicole Hofferbert X Bertha Zaragoza X Sandra Reyes X Salvador Alfaro X Olga Patricia Diaz X Lourdes Hernandez X

Number of members in each category 1 2 4


3

Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing Board for approval and assures the board of the following: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative English Learner Advisory Committee

Steering Committee

Parent Teacher Student Organization

4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes

all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5) This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6) This SPSA was adopted by the SSC at a public meeting on: ________________________ 2017. Attested:

Bobbi Powers, Principal Date

SSC Chairperson Date


4

District information

District Profile Ventura Unified School District is the third largest district in the county and located on the California coastline, 63 miles northwest of Los Angeles. More than 17,000 students in grades kindergarten through twelve receive a rigorous, standards-based curriculum from dedicated and highly qualified professionals. The district is comprised of 17 elementary schools, 4 middle schools, 3 comprehensive high schools, 1 continuation high school, and 1 alternative high school.

District Vision In the Ventura Unified School District, all students will receive an exemplary and balanced education fostering a life-long passion for learning and engagement. We demand excellence of ourselves because our supportive community has entrusted us with their children.

District Mission The Ventura Unified School District will educate all students in safe, healthy, and high performing schools. We will inspire all students to excel academically, honor the unique qualities and diverse backgrounds of all students, build supportive relationships, guide all students to reach their full potential, motivate all students to successfully pursue their chosen life path, and engage all students to become responsible and contributing members of society.

Governing Principles • Every student can learn. • We will make decisions in the best interest of students. • We will value and celebrate diversity, and treat all people with dignity and respect. • We will operate in a fiscally responsible manner. • We will work as a team. • We will maintain a working environment that promotes professional growth and excellence. • We will celebrate and recognize success, creativity and achievement through a variety of indicators. • We will embrace families and the community as partners in education.


5

School Information During the 2016-17 school year, Buena High School served 1,865 students in grades 9-12. Student enrollment included 12.8% Students with Disabilities, 9.2% English learners, 0.6% foster youth, and 53.4% socioeconomically disadvantaged. The Buena High School program provides students with the necessary skills and knowledge to become academic achievers, productive citizens and technologically proficient in order to be prepared for postsecondary education and careers. Buena has a broad range of quality academic choices designed to offer a rigorous standards-based education at all grade levels. Buena is especially unique in that it has insisted upon high academic achievement in the core areas while continuing to maintain an excellent elective and career technical education program. Buena HS students reflect the diversity found in the community of Ventura. Student demographics show a wide range of socio-economic, educational and cultural backgrounds. A steady increase in the Hispanic/Latino population is evident while other minority populations have remained relatively stable.

School Vision The Buena High School community empowers all students to achieve their full potential in a safe and academically-engaging environment. We inspire our students to be responsible and productive citizens in an evolving global society.

School Mission The Buena High School community will realize its vision through its commitment to:

• Motivate learning through a challenging and engaging curriculum

• Stimulate intellectual curiosity and life-long learning

• Foster responsibility and personal growth

• Guide all students to successfully pursue their career paths

• Inspire creativity and artistic expression

• Establish a climate of respect for the unique qualities and diverse backgrounds of all students

BHS expected Student Learning Outcomes

Our Students will be: Beneficial to the community

Understanding and respectful of diversity Life-long learners

Leaders in their fields Decision-makers who display integrity Occupation and technology-oriented

Guided by critical thinking Skilled communicators


6

Student Enrollment by Ethnicity – 2016-17

Student Enrollment by Grade – 2016-17

1.5%0.3%2.1%0.7%

52.2%0.4%

40.4%

2.4%

Black or African American

American Indian or Alaska NativeAsian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific IslanderWhite

Two or More Races

0

100

200

300

400

500

600

Grade 9 Grade 10 Grade 11 Grade 12

475506 473

411


7

Student Enrollment by Subgroup – 2016-17

Highly Qualified Teachers The Superintendent or designee shall recommend only those candidates who meet all qualifications established by law and the Board for the position. Nominations for employment shall be based upon screening devices, interviews, observations and recommendations from previous employers.” (Board Policy 4111) “Recognizing the importance of teacher effectiveness in improving student achievement, the Governing Board desires to recruit and hire teachers for core academic subjects who possess the subject matter knowledge and teaching skills required by the federal No Child Left Behind Act (NCLB). All teachers employed to teach core academic subjects shall be "highly qualified" as defined by federal law and the State Board of Education.” (Board Policy 4112.24) Ventura Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

• that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

• for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Based upon the most current data available (2010 U.S. Census Bureau http://www.census.gov/cgi-bin/saipe/saipe.cgi, the district’s estimated percentage of student population of children ages 5-17 living in poverty is 12.8%. For the 2016-17 school year, there are no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Ventura Unified School District’s Human Resources Division is responsible, in partnership with Buena High School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on the EdJoin.org website. All applicants must have the following to apply:

0.0

10.0

20.0

30.0

40.0

50.0

60.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

FosterYouth

53.4

9.2

12.8

0.6

Perc

enta

ge


8

• Letter of Application • Resume • Three Letters of Reference • Copy of Credentials • Copies of Transcripts* • Copy of CBEST, MSAT, CSET, or PRAXIS Test Scores* (*not required for non-academic Adult Ed

assignments) The Ventura County Office of Education (RCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the district’s Human Resources Division. In the county’s most recent review of Ventura Unified School District’s teacher assignments, there were no misassignments reported.

Comprehensive Needs Assessment Buena High School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During a leadership team meetings, grade level collaboration, and staff meetings, administration and leadership team members considered the results of the following to identify areas of strength and weakness:

ü Analysis of Student Performance Data: o CELDT Reports o District Assessments o Teacher Feedback o ELAC Meetings Input o SSC Input o LCAP o CAASPP Assessments o Grades o AP Scores o College Entrance

ü California Healthy Kids Survey Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Community Resource Guide The Ventura Unified School District publishes a Community Resource Guide for its student, parents, and community. The guide is available at the district office and on the district website www.venturausd.org. The guide provides local and community resource contact information for:

• After School Childcare & Activities • Alcohol, Tobacco, Other Drugs • Clothing, Food, Shelter • Counseling • Family Support • Health Information • Healthcare • Hot Line Numbers • Local Alcohol & Drug Intervention List • Low or No-Cost Health Insurance for Children • School-Law Partnership • Student Assistance/Support • Teen Services • Transportation • Tutoring


9

Programs Included in This Plan The School Site Council intends for Buena High School to participate in the following programs:

State Programs Allocation

Supplemental Funds Program 2017-18 Budget $83212 + 2016-17 Carryover $33,838

$ 117,050.00

Site Based Funds Program 2017-18 Budget $100,710 + 2016-17 Carryover $18,499

$

119,209.00

Total amount of state categorical funds allocated to this school: $ 236,259.00

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I Program 2017-18 Budget $0

$ 0.00

Total amount of federal categorical funds allocated to this school: $ 0.00

Total amount of state and federal categorical funds allocated to this school: $ 236,259.00


10

2017-18 School Goals for Improving Student Achievement

VUSD - Local Educational Agency Plan Goals Goal #1: All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics. Goal #2: All English Learners will become proficient in English and reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal#3: All students will be taught by highly qualified teachers. Goal #4: All students will be educated in learning environments that are safe, drug-free, healthy and conducive to learning. Goal #5: All students will graduate from high school.

VUSD - Local Control Accountability Plan (LCAP) Goals Goal #1: Increase Student Achievement – Increase student achievement for all students while decreasing performance gaps. Goal #2: Student Connections to School – Provide a safe and secure environment for all staff and students. Goal#3: Family Involvement – Increase parent and community involvement.

2017-18 School Goals for Improving Student Achievement The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet state targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. Goal #1: Improve academic literacy with an emphasis on expository writing across the curriculum. Goal #2: Improve numeracy with integrated Math classes. Goal #3: Support and engage underperforming students at all levels. Goal #4: Implement CCSS, NGSS, and ELA/ELD Framework standards with differentiations for all learners in order to meet the needs of the changing demographic. Goal #5: Promote meaningful involvement of parents, students and staff.


11

Goal #1: Improve academic literacy with an emphasis on expository writing across the curriculum.

Describe how this goal aligns to the district’s LCAP goals:

VUSD LEAP Goal #1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2018-2019. VUSD LCAP Goal #1: Increase student achievement.

What data was used to form this goal:

SBAC Data District Assessments Grades

Individuals Involved in analyzing data and formulating goal:

All staff.

What did the analysis of the data reveal that led to this goal:

A large number of students enrolled are performing “Below Standard” or “Near Standard” on the ELA portion of the SBAC especially the reading and listening sections. Since SBAC testing is done on computers, the use of technology in the classroom needs to increase to help raise scores.

Identify targeted student groups and expected growth:

Student Group: All Students. Expected Growth: The percent of students scoring “Exceeded” or “Standard Met” in ELA Reading and Listening standards will increase by 5% as measured by the SBAC.

What data will be collected to measure student achievement?

SBAC results, curriculum-embedded common assessments, district assessments, number of students enrolled ESR English and reading classes, and BARK intervention ELA sections.

Identify the process for monitoring and evaluating collected data:

Looking at grades quarterly, classroom visitation, district assessment results, departmental data analysis, and SBAC data.

Describe the actions to improve achievement to exit program improvement (if applicable):

N/A


12

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

Continue to identify students that are underperforming, analyze grades and then place them in intervention courses such as English ESR classes

Aug. 2016 – June 2018

English Teachers. Administration, Counselors

None Semester grades, district assessments, SBAC data

Strategic reading or BARK ELA intervention classes where appropriate

Aug. 2016 – June 2018

Heather Burris, BARK Teachers, Frank Davis

“BARK Period Allocated” None

Quarterly grade checks

Review data during late-start Fridays and departmental collaborations times.

Aug. 2016 – June 2018

All staff None Collaboration meeting minutes

Provide professional development for all teachers during collaboration time, professional development days, and staff meetings.

Aug. 2016 – June 2018

Teachers, Administration, Counselors

None Evidence through observations


13

Goal #2: Improve numeracy with integrated Math classes.


VUSD LEAP Goal #1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2018-2019. VUSD LCAP Goal #1: Increase student achievement.


Grades District Assessments SBAC data


All staff.


Summative state data revealed a deficiency in Math scores with only 28% of students meeting standards or higher.


Student Group: All students enrolled in Math. Expected Growth: An increase of 5% on Math scores on the SBAC.


SBAC results, district benchmark exam results, curriculum-embedded common assessments, number of math intervention/math topics/ BARK math intervention sections.




N/A


14


Start & Completion

Dates Personnel

Responsible Funding Source

& Amount

Process for Evaluation of

Implementation

Continue with various math intervention settings including both Math 1 Readiness and BARK math classes

Aug. 2016 – June 2018

Intervention Teachers

FTEs for intervention classes,

Master schedule

Continue focus on Math curriculum module assessments to monitor progress and drive standards-aligned instruction in Math 1, Math 2, and Math 3.

Aug. 2016 – June 2018

Math Teachers Administration Counselors

None MVP module scores


15

Goal #3: Support and engage underperforming students at all levels.


VUSD LEAP Goal #2: All limited-English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading /language arts and mathematics. VUSD LCAP Goal #2: Student Connections to School.


Grades District assessments CELDT Scores


All staff.


SBAC scores revealed that 3% of EL students met the standards in ELA and that 0% of EL students met the standards in Math.


Student Group: Limited-English proficient students Expected Growth: 3% growth in SBAC scores.


D/F rate, attendance/Tardy rates, SAP referrals/contacts, Students earning Renaissance, Annual UC a-g eligibility/completion rate.




N/A


16


Start & Completion

Dates Personnel

Responsible



Continue schoolwide implementation of research-based instructional strategies (AVID, etc) with an emphasis on SDAIE strategies for English Language Learners

Aug. 2016 – June 2018

All staff Paraeds Behi Naderi and Laura Sandoval

Site Supplemental Account for paraeducators, $37,708 Teacher release time

Admin Walk-throughs ongoing

Establish progress monitoring procedures and schoolwide response to intervention and instruction protocols for both academics and behavior.

Aug. 2016 – June 2018

BARK Teachers John Beattie, Heather Burris, Frank Davis

None Admin Monitoring

Continue and expand standards-aligned common assessments to monitor student performance. Increase number of teachers posting assignments and grades on Q Parent Connect program

Aug. 2016 – June 2018

All Teachers None Admin Monitoring

Continue to support SAP counseling and SAP core team programs in order to foster personal responsibility.

Aug. 2016 – June 2018

SAP Counselor Gayle Carey

FTE from counselor allocation

Admin. Monitoring

Continue support and expansion of BARK* enrichment and UC A-G approved electives in order to help all students prepare for college and career paths

Aug. 2016 – June 2018

Heather Burris, Administration, Danelle Williams, Natalie Debbas, Natasha Hillis

BARK Classes

End of year data or students enrolling in four year college and career choices

Continue to support ELL classes and SDAIE classes.

Aug. 2016 – June 2018

Kelly Herrera, Behi Naderi, Laura Sandoval

Supplemental funds, $37,708

Admin. Monitoring

Continue support of schoolwide Renaissance program to recognize academic achievement and improvement and foster a school culture that honors learning

Aug. 2016 – June 2018

Annie McGavren, Gayle Carey

ASB: Renaissance Program

Admin. Monitoring

*BARK (Buena Advisors for Relationships & Knowledge) is a 30-minute mid-day period to help students improve grades, build positive relationships and feel connected to the school community. There are three tiers of the BARK class: intervention, study hall, and enrichment. Students with a 2.0 GPA or lower are enrolled in an intervention BARK class. Students with a 3.0 GPA or better may enroll in an enrichment BARK class. All other students are enrolled in a study hall BARK class. These various levels help to meet the needs of each student.


17

Goal #4: Implement CCSS, NGSS, and ELA/ELD Framework standards with differentiations for all learners in order to meet the needs of the changing demographic.


VUSD LCAP Goal #1: Increase Student Achievement.


Adoption of CCSS, NGSS, and ELA/ELD Framework standards Classroom observations


All Staff


Student problem solving and higher level thinking skills needed improvement schoolwide.


Student Group: All student Expected Growth: Increase in CCSS strategies within lessons.


SBAC results Benchmarks Observations


Steering, faculty, and administrative meetings.


N/A


18


Start & Completion

Dates Personnel

Responsible


Process for Evaluation of

Implementation

Administrative walk-throughs and observations

Aug. 2016 – June 2018

All teachers Administrators

None Administrative observation Evaluation form

Continued Professional Development Aug. 2016 – June 2018

All staff Professional Development Team (PDT)

School Site Funding / Variable

Professional Development Minutes

Implementation of PDT to strengthen CCSS strategies in all classrooms

Aug. 2016 – June 2018

PDT, Administration

None Late start Fridays Administrative observations

Provide displays/materials to support the use of common core strategies in the classroom

Aug. 2016 – June 2018

All staff Administration

School Site Funds

Classroom observations


19

Goal #5: Promote meaningful involvement of parents, students and staff.


VUSD LCAP Goal #3: Family Involvement.


WASC Self-Study Parent/Student survey


All staff.


Parents/stakeholders felt disconnected and uninformed on school policies and decisions.


Parents, students, community members Greater participation in community/school meetings (ELAC, PTSA, SCC) Attendance in new meetings/programs (PIQE, State of the School)


N/A


Looking at sign in sheets to identify attendance growth.


N/A


20


Start & Completion

Dates Personnel

Responsible



Continue to recruit stakeholders to participate in and attend ELAC, PTSA, SCC, and PIQE meetings

Aug. 2016 – June 2018

All teachers Administrators

College Readiness Grant, $5,750 for PIQE

Monitor attendance and participation in school groups.

Create and maintain a social media presence where stakeholders can become informed on school happenings

Aug. 2016 – June 2018

Frank Davis None. Monitor number of “likes”, “follows”, and interaction with social media sites.

Continue to keep the school website up to date and easily navigable.

Aug. 2016 – June 2018

Frank Davis, Carmen Arizaga

District Budget, $1500

Admin. Monitoring

Continue to produce and publish the morning video announcement Buena Today for the school and community

Aug. 2016 – June 2018

Frank Davis, Dawn Maloney

None

Monitor the number of views on video.

Establish a bi-annual State of the School meeting for all stakeholders to share information, ideas, and concerns in a common meeting.

Aug. 2016 – June 2018

Administrators, Craig Williams, Michael Yorke

None Monitor attendance/participation for meetings.


21

2017-18 Centralized Support for Planned Improvements in Student Performance

VUSD - Program Support Goals The Student Performance and Program Evaluation Department provides direction, coordination, and assistance to schools in carrying out a District Title I program for disadvantaged students. These include areas of program development, Single Plan Review, management, legal compliance, evaluation, fiscal accounting, staff development, and community advisory processes, as well as responsibility for District and state required reports and documents. The Director and teacher specialists provide technical assistance for schools. Multilingual/Multicultural Education The Multilingual and Multicultural Education Department provides centralized services to support English Learners at all schools in accordance with the VUSD English Learner Master Plan. The department supports program design, planning and articulation, professional development, program evaluation, parent involvement, management of fiscal resources, community awareness, and support of world language instruction and multilingualism in VUSD schools through course development and curriculum selection. VUSD promotes and celebrates multilingualism with the VUSD Multilingual Recognition Seal and the California State Seal of Biliteracy. The Department assists schools in providing this recognition for graduating seniors each year. District translation support is offered through the Multilingual and Multicultural De3partment and by staff at many schools. Curriculum & Instruction The Curriculum & Instruction Department provides leadership and support for VUSD staff by coordinating the development, alignment, and implementation of standards, assessments, curriculum, instruction, staff development, and support services to ensure each student meets or exceeds grade level content standards. The education of the whole child, academically, as well as socially and emotionally, is our goal. Gifted and Talented Education The Gifted and Talented Education Office provides direction, coordination, and assistance in carrying out the GATE Program. This includes accounting, management, legal compliance, evaluation, placement and identification, the community advisory processes, as well as providing District and state required reports. Assistance to schools is provided by the GATE Coordinator and secretary. Migrant Education The Migrant Education Program provides for the coordination and implementation of various services in partnership with the Ventura County Office of Education, and the local colleges and universities. Services include identification and recruitment, monthly parent advisory committee meetings, early child development supports, supplemental instruction, summer school, emergency medical services, Spelling, Speech & Debate Tournaments, college tours, academic counseling, credit recovery courses, Family Literacy Programs, Migrant Family Conference, informational events, computer program trainings, accounting, management, legal compliance, evaluation, as well as providing district and state required reports. Services are provided to academically support and ensure that migratory students receive the appropriate opportunities to help reduce with the educational disruption and other problems as a result of repeated moves. Service to the schools are provided by the Migrant Education Coordinator and the Migrant Liaison/Recruiter. Indian Education The Indian Education Program is a federally-funded program serving only American Indian or Alaskan Native students in all grade levels who have an Indian Student Eligibility Certification Form 506 completed by their parents and on file in our Indian Education Office. The main focus of the program is to encourage all students of American Indian descent to finish high school and attend college. The Indian Education program was implemented to reduce the high drop-out rate among Native Americans throughout the United States Elementary grade students (K-6) are engaged in a rigorous, standards-based hands-on Indian Education curriculum and reading development. Students participate in fun activities which explore their Native American history, heritage, and culture. Intervention and tutoring are available based on individual progress in meeting state proficiency standards and basic skills acquisition.


22

All qualifying 6-12 students have access to counselors who are experienced in working with students of American Indian and Native Alaskan descent in the areas of personal and academic counseling as well as tutoring in all areas of the middle school and high school curricula. Students in grades 6-9 are engaged in cultural presentations, heritage lessons, successful time management and study skills lessons, goal setting for middle school success and high school expectations, thinking about college and post high school educational and career planning, and basic skills support for language, reading and mathematics. Students in grades 9-12 are provided career counseling which includes information about special grants, scholarships, and financial assistance, and are engaged in activities to facilitate a better understanding in such areas as individual tribal history and history of other tribes. Instruction and support are administered at each qualifying student’s school site through a series of monthly sessions which may include 1) small group instruction based upon reading and language development, through interactive discussion, 2) hands-on learning activities, 3) booklets, and 4) computerized lessons. The school’s Indian education teacher or 6-12 counselor work with the district’s Indian Education Coordinator to develop a specialized curriculum and appropriate support services. Tutoring services are determined by the school administrator and Indian Education Coordinator.


23

References

CAASPP – Grade 11 English Language Arts/Literacy 2016-17

Num

ber o

f St

uden

ts E

nrol

led

Num

ber o

f St

uden

ts T

este

d

Num

ber o

f St

uden

ts W

ith

Scor

es

Stan

dard

Ex

ceed

ed

Stan

dard

Met

Stan

dard

Nea

rly

Met

Stan

dard

Not

Met

All Students Tested 456 447 447 22% 36% 24% 17%Male 243 239 239 19% 33% 25% 23%Female 213 208 208 25% 40% 24% 11%African American * * * * * * *American Indian or Alaskan Native * * * * * * *Asian * * * * * * *Filipino * * * * * * *Hispanic or Latino 230 229 229 16% 37% 25% 22%Hawaiian or Pacific Islander * * * * * * *White (not Hispanic) 195 188 188 28% 34% 24% 14%Two or More Races * * * * * * *Socioeconomically Disadvantaged 237 233 233 13% 34% 27% 26%English Learners 37 36 36 3% 3% 28% 67%Students with Disabilities 56 52 52 0% 13% 27% 60%Migrant Education * * * * * * *Foster Youth

Grade 11

English Language Arts/Literacy2016-17


24

CAASPP – Grade 11 Mathematics 2016-17

Num

ber o

f St

uden

ts E

nrol

led

Num

ber o

f St

uden

ts T

este

d

Num

ber o

f St

uden

ts W

ith

Scor

es

Stan

dard

Ex

ceed

ed

Stan

dard

Met

Stan

dard

Nea

rly

Met

Stan

dard

Not

Met

All Students Tested 457 446 446 6% 23% 23% 48%Male 244 240 240 8% 20% 20% 53%Female 213 206 206 5% 26% 26% 43%African American * * * * * * *American Indian or Alaskan Native * * * * * * *Asian 11 11 11 45% 18% 9% 27%Filipino * * * * * * *Hispanic or Latino 231 228 228 4% 19% 19% 58%Hawaiian or Pacific Islander * * * * * * *White (not Hispanic) 195 187 187 8% 29% 27% 36%Two or More Races * * * * * * *Socioeconomically Disadvantaged 238 233 233 3% 16% 19% 62%English Learners 37 36 36 0% 3% 6% 92%Students with Disabilities 57 51 51 0% 4% 6% 90%Migrant Education * * * * * * *Foster Youth

2016-17

Grade 11

Mathematics


25

CELDT 2016-17 2016-17

2015-16

2014-15

2016-17

Students Tested BeginningEarly

Intermediate IntermediateEarly

Advanced AdvancedGrade 9 40 10% 8% 28% 43% 13%Grade 10 55 7% 11% 27% 35% 20%Grade 11 50 8% 8% 14% 44% 26%Grade 12 24 4% 8% 33% 38% 17%

Results Shown as Percentage

2015-16

Advanced Students Tested BeginningEarly


Advanced Advanced13% Grade 9 50 6% 8% 26% 52% 8%20% Grade 10 49 10% 6% 29% 45% 10%26% Grade 11 44 0% 11% 16% 55% 18%17% Grade 12 28 0% 4% 25% 50% 21%

Results Shown as Percentage Results Shown as Percentage

2014-15

Advanced Students Tested BeginningEarly


Advanced Advanced8% Grade 9 48 4% 19% 38% 31% 8%10% Grade 10 50 6% 10% 28% 40% 16%18% Grade 11 36 0% 6% 19% 50% 25%21% Grade 12 37 8% 5% 14% 30% 43%

Results Shown as PercentageResults Shown as Percentage


26

2017-18 Supplemental Funds Program Budget


27

2017-18 Site Funds Program Budget


28

Parent Involvement Calendar July

January 1/9 ~ PTSA Meeting-Staff Lounge 6:00PM 1/9 ~ ELAC-Staff Lounge @ ATLAS (Saticoy) 6:00PM 1/10 ~ Buena Showcase 5:30PM-7:30PM 1/18 ~ Jazz Ensemble @ VHS 1/23 ~ SSC-Library 4:00PM-5:00PM

August 8/15 ~ 10th, 11th, 12th Student Orientation 8:00AM-12:30PM 8/16 ~ 9th Student Orientation 8:00AM-12:30PM 8/16 ~ Freshman Parent Orientation 6PM

February 2/3 ~ Mr. Buena 2/13 ~ PTSA Meeting-Staff Lounge 6:00PM 2/20 ~ Spring College Night 5:30PM TBA ~ Festival of Talent VHS 7:00p

September 9/12 ~ PTSA Meeting-Staff Lounge 6:00PM 9/12 ~ ELAC-Staff Lounge@ ATLAS (Saticoy) 6:00PM 9/13 ~ Senior College Night 6:00PM-8:00PM

March 3/13 ~ SSC-Library 4:00PM-5:00PM 3/13 ~ ELAC-Staff Lounge@ ATLAS (Saticoy) 6:00PM 3/13 ~ PTSA Meeting-Staff Lounge 6:00PM 3/21 ~ Incoming Freshmen Orientation 5:30PM-8:00PM

October 10/10 ~ SSC Meeting-Library 4:00PM-5:00PM 10/10 ~ PTSA Meeting-Staff Lounge 6:00PM 10/10 ~ ELAC-Staff Lounge@ ATLAS (Saticoy) 6:00PM 10/11 ~ Financial Aid Night 6:00PM-8:00PM

April 4/10 ~ PTSA Meeting-Staff Lounge 6:00PM 4/10 ~ ELAC-Staff Lounge@ ATLAS (Saticoy) 6:00PM 4/17 ~ SSC-Library 4:00PM-5:00PM 4/26-28 ~ Spring Play 6PM (Saturday 3PM and 6PM)

November 11/1 5th Anual Día De Los Muertos 6PM-8:00PM 11/9-11 ~ Fall Play 7PM 11/14~ ELAC-Staff Lounge@ ATLAS (Saticoy) 6:00PM 11/14 ~ SSC-Library 4:00PM-5:00PM 11/14 ~ PTSA Meeting-Staff Lounge 6:00PM 11/16 ~ Fall Wind Ensemble Concert @ VHS 11/16-18 ~ Fall Play 7PM

May 5/3-5 ~ Spring Play 6PM (Saturday 3PM and 6PM) 5/8 ~ SSC-Library 4:00PM-5:00PM 5/8 ~ PTSA Meeting-Staff Lounge 6:00PM 5/31 ~ Year End Band Concert 7:00PM

December 12/07 ~ String Concert @ VHS 12/14 ~ Not-So-Silent Night Concert @ TBD 7:00PM 12/18-12/22 Winter Spectacular TBA 12/20 ~ Concert Band @ VHS

June 6/6 ~ Senior Awards Night-Auditorium 6:00PM 6/14 ~ Graduation 5:00PM


29

Districtwide Intervention Programs

Language Arts

Gr. Intervention Model Methodology Research Base Professional Development

9-12 B.A.R.K. – (BHS only) FIRE (FTHS only) EL Block Classes (BHS & VHS Only) CAHSEE ELA Classes AVID, After-school Tutoring EDGE Classes for Struggling Learners EL @ CELDT Level + Reading Cyberhigh

Peer Mentors Intervention Classes Standards Aligned Instruction Standards Aligned Instructional Matl’s

DuFour, Marzano Site Based Adult Education

Mathematics

Gr. Intervention Model Methodology Research Base Professional Development

9-12 B.A.R.K. (BHS Only) FIRE (FTHS only) After School Tutoring (BHS Only) CAHSEE Math Classes (Math Topics) AVID Sheltered Instruction Observation Protocol (SIOP) Double math periods (Alg. 1A/1B Algebra 1A stand-alone Algebra 1B stand-alone Algebra in Spanish

Peer Mentors Intervention classes Standards Aligned Instruction Standards Aligned Instructional Matl’s Math Steps

DuFour, Marzano Site-Based Adult Education


30

Teacher Mentoring Programs The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment: Induction Consortium (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Teachers may volunteer for the PSA program or given a formal Improvement Plan as part of their performance evaluation process. The assistance plan may include activities to improve either instructional practice, content knowledge/subject and preparation, or both. Qualified, experienced teachers are assigned to work with PSA teacher volunteers/referrals by demonstrating, observing, coaching, conferencing, referring or by other activities, which, in their professional judgment, will assist in professional growth and improvement. The assigned support provider, PSA participating teacher, and principal work together to establish mutually agreed upon performance goals, develop the assistance plan and develop a process for determining successful completion of PSA Program. Progress is evaluated periodically through written reports which are reviewed with the participating teacher. The Ventura County Office of Education (VCOE) Teacher Support Services has established an integrated system that supports multiple entry points into the teaching profession to provide a skilled, credential teacher for every classroom in Ventura County. The department is a unique blending of support through the learning-to-teach system from pre-service experiences to university teacher preparation to new teacher induction. Teacher Support Services provides a broad range of professional development and services. Program and services are offered locally and within the region reaching VCOE and its 20 districts, charter and private schools, 6 university teacher preparation programs, and Santa Barbara and San Luis Obispo County offices. Classroom Organization and Management Program (COMP) - COMP workshops provide the opportunity to develop Teaching Standard #2-Creating and Maintaining Effective Environments for Student Learning. The program is designed for all teachers; however, new teachers are encouraged to participate in the series. The COMP workshop series includes:

• Module I Organizing the Classroom • Module 2 Planning and Teaching Rules and Procedures • Module 3 Managing Student Academic Work • Module 4 Maintaining Good Student Behavior • Module 5 Planning and Organizing Instruction • Module 6 Conducting Instruction & Maintaining Momentum • Module 7 Getting Off to a Good Start • Module 8 Climate, Communication, and Self-Management


31

Professional Development Plan Buena High School believes strongly in providing all employees opportunities to develop professional skills and abilities as well as acquire training on current trends and educational strategies aimed at improving student achievement. The goals developed for this year’s school plan have identified the areas and groups of teachers that will require additional support and training to ensure students meet state proficiency targets. Buena High has created a Professional Development Team made up of Buena teachers. The PDT takes recommendations from staff members and develops and leads meaningful, relatable professional development sessions for our staff. The School Accountability Report Card, also included in this plan, provides: 1) an overview of the basic structure of staff development practices at the site and district level, and 2) site-based areas of concentration. 2017-18 Professional Development Topics:

• Google Classroom • Google Docs • Website design • Mindfulness • Inclusion • Differentiation Instruction • Best Practices • Classroom Management


32

School Accountability Report Card


33


34


35


36


37


38


39


40


41


42


43


44

School Site Council Bylaws


45


46

Evaluation of 2016-17 Single Plan for Student Achievement


47


48


49


50


51


52

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA, English Learners

EIA, State C

ompensatory

Education

Title I, Targeted Assistance

Title I, Schoolw

ide

Title I, Program

Improvem

ent

Quality

Education Investm

ent Act

Title II, Improving

Teacher Quality

Title III, English Learners

School Safety Block G

rant

Pupil Retention

Block Grant

School & Library Im

provement BG

I. Involvement Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status 20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) X X X X X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(b)(1) X

SSC annually updates the SPSA EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures 5 CCR 3947(b) X X


53



EIA, State C

ompensatory

Education


Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality



rant

Pupil Retention

Block Grant

School & Library Im

provement BG

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development 20 USC 6316(b)(3) X

Provide highly qualified staff EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation 5CCR 3934 X X X X X


54



EIA, State C

ompensatory

Education


Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality



rant

Pupil Retention

Block Grant

School & Library Im

provement BG

VII. Teaching and Learning

Goals based on performance EC 64001(f) X X X X X X X

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes 5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that: 20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards 20 USC 6315(c) X X

-Are effective, research-based 20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics EC 52054 X

-Address under-served populations EC 52054 X

-Provide effective, timely assistance 20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic assessments 20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool 20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law EC 52853 X X X X X

Provide high school career preparation 5CCR 4403 X

Documents

Single Plan for Student Achievement Buena High …Single Plan for Student Achievement Buena High School 56-72652 5630793 Contact Information: Bobbi Powers, Principal [email protected]