II.  School Vision and Mission

 

VISION STATEMENT - BRAVO LAKE HIGH SCHOOL
A safe, friendly and accepting learning environment where students want to learn and teachers want to teach.

MISSION STATEMENT
The mission of Bravo Lake High School is to assess the educational needs of each student; to provide opportunities for academic success; to plant the seeds that foster resiliency; and to model positive social skills and civic responsibility.

 

III.  School Profile

 

BLHS is located in Woodlake, California, a small, isolated agricultural community in Tulare County. The school serves approximately 38 currently enrolled ninth through twelfth grade students. The student population is 87% Hispanic and 13% Anglo. The Limited English proficiency level is approximately 40%. One hundred percent (100%) of the students are eligible for free or reduced lunch. BLHS utilizes a trimester schedule that involves three 12-week terms per school year. Students are required to attend four 55-minute periods per day to meet the state required 180 instructional minutes for continuation high schools. Also available to students is a two hour voluntary after school tutoring program (Bravo Extension) during which students may accelerate their efforts to earn credit, receive one to one tutoring, work on special Internet research based projects, and study in a quiet setting. Other support programs available to students during the required morning session include but are not limited to Special Education, counseling, mental and physical health referral assistance, and career exploration.

BLHS is a digital high school under the Woodlake Union High School District technology plan with Internet access in all classrooms. Technology continues to be integrated across the curriculum and students are provided Internet access before school, during school and after school during the voluntary Bravo Extension program.

BLHS staff includes one full time director-principal, three full time certificated teachers, one full time instructional assistant, one full time secretary/registrar, and one three quarter FTE custodian. Teachers’ teaching assignments vary. Three full days of staff development are provided over the course of the school year. In addition, the district sanctioned “Professional Learning Community Days” provide professional development opportunities over the course of 12 weeks from September – April for the Educational Options Professional Learning Community (EOPLC), which has oversight over all matters of curriculum and instruction in the Educational Options Programs, including BLHS.

Woodlake High School serves as the main feeder school for BLHS. The Woodlake Family Resource Center provides social services to the students and parents of the district, including BLHS. A Community Based English Tutoring (CBET) program for parents and adults living in the district is available as well as Adult Education classes leading to an adult education diploma.

 

IV.  Comprehensive Needs Assessment Components

 

A.   Data Analysis (See Appendix A)

The Educational Options Programs Learning Community, which includes BLHS instructional staff, met to discuss STAR data from Spring 2009. In addition, CAHSEE scores, CELDT scores, district proficiency scores, and entry level math and ELA assessment scores were reviewed and discussed. We focused on STAR data for the purposes of goal setting in this SPSA revision.

We found that typically 1-5 students repeat year to year as STAR test participants in all EOP programs. This fact results in an inadequate foundation for looking at annual progression of a student cohort. We also noted that students are testing with us in spring who do not represent 85% of the instructional year spent with us in our classrooms.

In spite of the above, we did conclude that most of our students testing each year, whether repeat participants or not, are mainly in the Basic, Below Basic, or Far Below Basic bands in all of the CSTs, as evidenced by the STAR 2009 CST data sample provided. In some cases, students did not receive scores because they did not respond to enough questions to receive a score. Unfortunately, in our discussion teachers also noted that several of our students who should be testing at Proficient or Advanced did not take the 2009 STAR test seriously and consequently did not score at the level expected. This is a trend that we have observed periodically over the last three years. We will continue to try and motivate all students to do their best during 2010 STAR testing. In spite of these issues, BLHS met API and AYP growth benchmarks. As a result, BLHS remains static in Year 3 Program Improvement.

Due to our success, we will again revise this year’s SPSA to align with the district's Instructional Action Plan (IAP) goals in all of the core subject areas. In addition, as we did in 08-09, teacher's instructional goals will align with both the IAP and the SPSA so that our instructional goals are supportive top to bottom and vice versa.

We will continue to treat all of our students as focal students, but all teachers will work with individual students per instructional goals to move students toward proficient levels on the STAR test in 2010.

 

B.   Surveys

Official surveys are not typical protocol at BLHS. The Principal's Student Advisory Team members serve as the voice of the BLHS student body and is a direct line of information to the Principal. PSAT members are always welcome to meet with the principal to discuss any ideas, concerns, or issues to improve the BLHS program.

In addition, the traditionally low student teacher ratio allows for daily one-to-one mentoring and advising so students are comfortable conferencing with any teacher on any matter on any given day.

Parents are connected to the program through the School Site Council-Parent Leadership Team which meets monthly on the BLHS campus. In addition, parents are always welcome to contact any teacher regarding his/her student's progress in school. Parents are encouraged to drop in or call at any time to discuss any issues or concerns regarding their son or daughter.

 

C.   Classroom Observations

The principal visits classrooms weekly. Formal observations are conducted per contractual agreements with the local bargaining units. Curriculum is standardized across the core subject areas so all students receive the same standards based curriculum and instruction in all core subject areas.

 

D.   Student Work and School Documents

All teachers maintain student work files which include a portfolio of all work completed and units of credit earned as a result.

All school documents legally mandated for viewing by the public are available for viewing in the BLHS main office.

 

E.   Analysis of Current Instructional Program (See Appendix B)

See Appendix B.

 

V.  Description of Barriers and Related School Goals

 

Student achievement barriers identified include, but are not limited to the following:
• Low entry level reading skills prevent students from comprehending grade level material.
• Low entry level ELA and math skills prevent students from comprehending grade level material.
• Some students struggle with the English language as a second language with Spanish as the primary language spoken at home.
• Parental academic expectations, although well intentioned, are sometimes not enforced due to the long working hours of many of our community’s parents.
• The majority of our single parent households are managed by mothers who work long hours, are not as available to their children as needed, and consequently also lack a male role model in the home. The result is that the strong, healthy, familial foundation of support is often lacking and guidance in matters of life, including the importance of education, is sorely missing.
• Gang involvement, including heavy peer pressure existent in these gangs, undermines even a modicum of desire to earn a diploma. It is not chic to be a “school boy/girl.”
• Drug/alcohol use, including marijuana, and especially the recent development of the heavy use of ‘crank” in our community, is destroying our students’ ability to function normally in an academic setting.
• Parent education levels influence the academic expectations of their children.
• Some students’ attendance levels remain below the 94% district standard.

 

 

VI.  Planned Improvements in Student Performance

 

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 API and AYP growth 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:

 

SCHOOL GOAL # 1 (Based on conclusions from Analysis of Program Components and Student Data pages) Increase by 15% student benchmark assessment scores. English/Language Arts-Mathematics/Algebra-World History-US History-Biology
Student groups and grade levels to participate in this goal: All students grades 9-12	Anticipated annual performance growth for each group: 15%
Means of evaluating progress toward this goal: Monitor benchmark assessment scores, Standards Plus assessments	Group data to be collected to measure academic gains: STAR Test data, benchmark assessment data, and district proficiencies

 

SCHOOL GOAL #1
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source
Provide small group and individualized instruction in core subjects during school day and extension hours.	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA
Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.	Ongoing	Software and Intervention Materials previously purchased	N/A	N/A
Use District Best Practice strategies to engage learning for all students.	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #2 (Based on conclusions from Analysis of Program Components and Student Data pages) Increase by 15% the number of students at Basic level of proficiency or below, to at least one performance level higher on the STAR CST’s. English/Language Arts-Mathematics/Algebra-World History-US History-Biology
Student groups and grade levels to participate in this goal: All students grades 9-12	Anticipated annual performance growth for each group: 15%
Means of evaluating progress toward this goal: Monitor benchmark scores, Standards Plus assessments	Group data to be collected to measure academic gains: STAR Test data, Edusoft Benchmarks, District Proficiencies

 

SCHOOL GOAL #2
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source
Provide small group & individualized instruction in core subjects during school day and extension hours.	(S)Aug. 2009 (C)Aug. 2010	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA
Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.	(S)Aug. 2009 (C)Aug. 2010	Software and Intervention Materials previously purchased	N/A	N/A
Use District Best Practice strategies to engage learning for all students.	(S)Aug. 2009 (C)Aug. 2010	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #3 (Based on conclusions from Analysis of Program Components and Student Data pages) Increase by 15% student passing rate on CAHSEE. English/Language Arts-Mathematics
Student groups and grade levels to participate in this goal: All students grades 9-12	Anticipated annual performance growth for each group: 15%
Means of evaluating progress toward this goal: Monitor test scores in Edusoft, entry level STAR reading-math assessments and CAHSEE scores, Standards Plus assessments	Group data to be collected to measure academic gains: STAR test data, Edusoft benchmark assessments, previous CAHSEE scores and data, CELDT scores, district proficiencies, and standardized rubrics for essay grading process

 

SCHOOL GOAL #3
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source
Provide small group & individualized instruction in English, Math and Algebra during school day and extension hours	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA
Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.	Ongoing	Software and Intervention Materials previously purchased	N/A	N/A
Use District Best Practice strategies to engage learning for all students.	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #4 (Based on conclusions from Analysis of Program Components and Student Data pages) Develop, revise and implement standards based Curriculum-Instruction-Pacing guides for Fine Arts, Careers and Earth Science.
Student groups and grade levels to participate in this goal: All students grades 9-12	Anticipated annual performance growth for each group: 15% per goals 1-3
Means of evaluating progress toward this goal: CAHSEE data, Edusoft Benchmark tests, STAR data, District Proficiencies, Senior Portfolio, Art Projects	Group data to be collected to measure academic gains: Benchmark assessment scores in Edusoft; STAR CST data, NovaNet Data, CAHSEE data, District Proficiencies, Senior Portfolio, Art Projects

 

SCHOOL GOAL #4
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source
Completion of Curriculum-Instruction-Pacing guides in Fine Arts, Careers, Earth Science.	(S)Aug. 2009 (C)June 2010	Copying, binders	$200.	Title I General Fund Title III EIA
Provide small group & individualized instruction in Fine Arts, Careers, Earth Science during the school day and extension hours.	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA
Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.	Ongoing	Software and Intervention Materials previously purchased	N/A	N/A
Use District Best Practice strategies to engage learning for all students.	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #5 (Based on conclusions from Analysis of Program Components and Student Data pages) Provide focal, targeted, differentiated, individualized instruction for all EOP students in all core subject areas.
Student groups and grade levels to participate in this goal: All students grades 9-12	Anticipated annual performance growth for each group: 15% per goals 1-3
Means of evaluating progress toward this goal: CAHSEE data, Edusoft Benchmark tests, STAR data, District Proficiencies, Standards Plus assessments	Group data to be collected to measure academic gains: Benchmark assessment scores in Edusoft; STAR CST data, NovaNet Data, CAHSEE data, District Proficiencies Data

 

SCHOOL GOAL #5
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source
Provide small group & individualized instruction in all core subject areas during the school day and extension hours	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA
Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.	Ongoing	Software and Intervention Materials previously purchased	N/A	N/A
Use District Best Practice strategies to engage learning for all students.	Ongoing	Teacher Salaries	Per WUHSTA Contract	Title I General Fund Title III EIA

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #6 (Based on conclusions from Analysis of Program Components and Student Data pages) Provide professional development, instructional materials, administrative support, and funding streams to meet goals 1-5 of this Action Plan.
Student groups and grade levels to participate in this goal: All students grades 9-12	Anticipated annual performance growth for each group: 15% per goals 1-3
Means of evaluating progress toward this goal: CAHSEE data, Edusoft Benchmark tests, STAR data, District Proficiencies	Group data to be collected to measure academic gains: Benchmark assessment scores in Edusoft; STAR CST data, NovaNet Data, CAHSEE data, District Proficiencies Data, Senior Portfolios, Art Projects

 

SCHOOL GOAL #6
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source
Provide staff development opportunities targeted to meet goals 1-5	Ongoing	Registration Fees and Materials	$2,000.	Title I General Fund Title III EIA
Purchase standards based instructional materials and supplies to supplement the core curriculum	Ongoing	Instructional Materials and Supplies	$10,177.	Title I General Fund Title III EIA
Provide administrative support and instructional leadership to support instructional staff’s efforts to meet goals 1-5	Ongoing	Administrator Salary	Per Contract	Title I General Fund Title III EIA

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #7 (Based on conclusions from Analysis of Program Components and Student Data pages)
Student groups and grade levels to participate in this goal:	Anticipated annual performance growth for each group:
Means of evaluating progress toward this goal:	Group data to be collected to measure academic gains:

 

SCHOOL GOAL #7
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source

 

 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #8 (Based on conclusions from Analysis of Program Components and Student Data pages)
Student groups and grade levels to participate in this goal:	Anticipated annual performance growth for each group:
Means of evaluating progress toward this goal:	Group data to be collected to measure academic gains:

 

SCHOOL GOAL #8
Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date Completion Date	Proposed Expenditures	Estimated Cost	Funding Source

 

 

Appendix A - School and Student Performance Data

 

Table 1: Academic Performance Index by Student Group

 

PROFICIENCY LEVEL	PERFORMANCE DATA BY STUDENT GROUP
	All Students			White			African-American			Asian
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Number Included	12	22	32	1	6	6	0	0	0	0	0	1
Growth API	524	418	486
Base API	514	524	418
Target	E	14	19
Growth	10	-106	68
Met Target		No	Yes

 

PROFICIENCY LEVEL	PERFORMANCE DATA BY STUDENT GROUP
	Hispanic			English Learners			Economically Disadvantaged			Students with Disabilities
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Number Included	11	16	25	8	12	16	12	22	32	2	2	3
Growth API
Base API
Target
Growth
Met Target

 

 

Appendix A - School and Student Performance Data (continued)

 

Table 2a - Title III Accountability (Bravo Lake High School)

 

 

Table 2b – Title III Accountability (District Data)

 

 

 

Appendix A - School and Student Performance Data (continued)

 

Table 3: English-Language Arts Adequate Yearly Progress (AYP)

 

AYP PROFICIENCY LEVEL	ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
	All Students			White			African-American			Asian
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	92	80	85	100	80	100	--	--	--	--	--	--
Number At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
Percent At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
AYP Target	22.3	33.4	44.5	22.3	33.4	44.5	22.3	33.4	44.5	22.3	33.4	44.5
Met AYP Criteria	Yes	Yes	Yes	--	--	--	--	--	--	--	--	--

 

AYP PROFICIENCY LEVEL	ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
	Hispanic			English Learners			Socioeconomic Disadvantage			Students w/Disabilities
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	88	80	80	86	100	80	92	80	85	100	100	100
Number At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
Percent At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
AYP Target	22.3	33.4	44.5	22.3	33.4	44.5	22.3	33.4	44.5	22.3	33.4	44.5
Met AYP Criteria	--	--	--	--	--	--	--	--	--	--	--	--

 

 

Appendix A - School and Student Performance Data (continued)

 

Table 4: Mathematics Adequate Yearly Progress (AYP)

 

AYP PROFICIENCY LEVEL	MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
	All Students			White			African-American			Asian
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	92	65	73	100	60	50	--	--	--	--	--	--
Number At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
Percent At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
AYP Target	20.9	32.2	43.5	20.9	32.2	43.5	20.9	32.2	43.5	20.9	32.2	43.5
Met AYP Criteria	Yes	Yes	Yes	--	--	--	--	--	--	--	--	--

 

AYP PROFICIENCY LEVEL	MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
	Hispanic			English Learners			Socioeconomic Disadvantage			Students w/Disabilities
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	88	67	84	86	60	86	92	65	73	100	100	34
Number At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
Percent At or Above Proficient	--	--	--	--	--	--	--	--	--	--	--	--
AYP Target	20.9	32.2	43.5	20.9	32.2	43.5	20.9	32.2	43.5	20.9	32.2	43.5
Met AYP Criteria	--	--	--	--	--	--	--	--	--	--	--	--

 

 

Appendix A - School and Student Performance Data (continued)

 

Table 5: California English Language Development (CELDT) Data

 

Grade	California English Language Development Test (CELDT) Results for 2008-09
	Advanced		Early Advanced		Intermediate		Early Intermediate		Beginning		Number Tested
	#	%	#	%	#	%	#	%	#	%	#
9					*********	***	*********	***			2
10			1	25	3	75					4
11			*********	***	*********	***					3
12			*********	***	*********	***					3
Total			5	42	6	50	1	8			12

 

 

Appendix B - Analysis of Current Instructional Program

 

This section lists statements about the instructional program adapted from NCLB, Title I, Part A and the related California Essential Program Components (EPC). To analyze these statements, the school site council will need information from a variety of sources (e.g., Survey Results, Library Plan, Master Plan, SARC).

 

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made.  Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

 

Standards, Assessment, and Accountability

 

1.      Use of state and local assessments to modify instruction and improve student achievement (NCLB)

BLHS teachers use district proficiency test results, benchmark assessments, STAR and CAHSEE test results to develop individualized lessons in all core subject areas to modify instruction and improve student achievement. Core subject area teachers use individual CAHSEE and CST results as two measures for determining student placement in reading, English and math classes. Results from the CELDT help determine instructional methodology for the English Language Development students. Local assessments utilized at BLHS include the STAR Computer Adaptive Reading and Math diagnostic tests, benchmark assessments, and the district’s minimum proficiency tests in math, reading and writing. Results from these multiple measures are used as criteria for determining a student’s focused academic program.

 

2.      Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

The sole focus of EOPLC, including BLHS instructional staff, professional development is to assess student performance in the context of mastery of state standards as measured by the benchmark assessments, CAHSEE, STAR, and district proficiency tests. Professional Learning Community Days are focused on examining student achievement data and adjusting instruction to better meet the needs of students not achieving at proficient or above levels.

 

Staffing and Professional Development

 

3.      Status of meeting requirements for highly qualified staff (NCLB)

All BLHS certificated and classified instructional staff meet highly qualified professional standards mandated by the No Child Left Behind legislation.

 

4.      Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC)

N/A

 

5.      Sufficiency of credentialed teachers and teacher professional development (e.g., access to AB 466 training on SBE-adopted instructional materials) (EPC)

All BLHS teachers are fully credentialed and meet highly qualified teaching standards per the NCLB requirement. Adequate teacher professional development is provided to teachers on an as needed and requested basis. Teachers also participate in District mandated staff development when directed and offered.

 

6.      Alignment of staff development to content standards, assessed student performance, and professional needs (NCLB)

The sole focus of EOPLC, including BLHS teachers, professional development is to assess student performance in the context of mastery of state standards as measured by the benchmark assessments, CAHSEE, STAR, and district proficiency tests. Professional Learning Community Days are focused on examining student achievement data and adjusting instruction to better meet the needs of students not achieving at proficient or above levels.

 

7.      Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

The District Instructional Leadership Team provides curricular and instructional leadership and support to BLHS teachers.
The BLHS Principal as well as one BLHS teacher serve as members of the DILT.
The District's Instructional Action Plan provides clear instructional goals and support to BLHS teachers.
The EOPLC provides ongoing instructional assistance and support for BLHS teachers.
The Tulare COE's BTSA program provides instructional assistance and support for 1st and 2nd year teachers.

 

8.      Teacher collaboration by grade level (EPC)

The EOPLC weekly meetings, which include BLHS teachers, on PLCDs provide an opportunity for continuing dialogue among instructional staff and site administration and facilitates our unified efforts to help ALL students achieve academic standards.

 

Teaching and Learning

 

9.      Alignment of curriculum, instruction, and materials to content and performance standards (NCLB)

The EOPLC has developed its Curriculum-Instruction-Pacing Guides in all core subject areas to ensure that students are receiving standards based instruction in these core subject areas. Benchmark assessments are included in these CIPGs and measure students’ mastery of these standards through the use of the Edusoft program which measures student achievement on identified standards. A data generating program called CRUNCHER is also used as a means to track student achievement and to develop more effective teaching strategies focused on closing the achievement gap.

 

10.    Adherence to recommended instructional minutes for reading/language arts and mathematics (EPC)

BLHS students receive the minimum state mandated 180 instructional minutes each day including adequate instructional minutes for reading/language arts and mathematics.

 

11.    Lesson pacing schedule (EPC)

The EOPLC has developed its Curriculum-Instruction-Pacing Guides in all core subject areas to ensure that students are receiving standards based instruction in these core subject areas. Benchmark assessments are included in these CIPGs and measure students’ mastery of these standards through the use of the Edusoft program which measures student achievement on identified standards. "Lesson Pacing Schedules" are included in these CIPGs.

 

12.    Availability of standards-based instructional materials appropriate to all student groups (NCLB)

The EOPLC has assessed all core subject instructional materials for coverage and alignment with the state standards. EOP instructional materials adequately cover standards. All EOP instructional materials are purchased based on adequate coverage of state standards.

 

13.    Use of SBE-adopted and standards-aligned instructional materials, including intervention materials (EPC)

N/A

 

Opportunity and Equal Educational Access

 

14.    Services provided by the regular program that enable underperforming students to meet standards (NCLB)

All BLHS students have the opportunity to attend after-school tutoring through the Bravo Extension program Monday - Friday to receive additional assistance in all subject areas. The BLHS student/teacher ratio and availability of the instructional assistant provides for consistent one-on-one tutoring as needed. Daily Sustained Silent Reading (SSR) to develop individual reading skills is required of all BLHS students. An Academic Advisory period meets bi-monthly during which teachers work with students to develop Cultural Literacy and also to work on establishing personal and academic goals and long term plans to meet these goals.

 

15.    Research-based educational practices to raise student achievement at this school (NCLB)

Standards Plus, STAR Computer Adaptive Math and Reading Tests, Nova Net, Thinking Maps, EDI, et. al., are all used at BLHS.

 

16.    Opportunities for increased learning time (Title I SWP and PI requirement)

With additional funding from the new federal legislation combined with state project funding we are providing the following services to students who need extra help meeting state standards:

• After school tutoring
• New interactive computer software programs
• Supplemental instructional materials
• Bravo Extension Program
• Supplemental Educational Services

Students who need additional assistance in meeting state standards are encouraged and invited to participate.

 

17.    Transition from preschool to kindergarten (Title I SWP)

N/A

 

Involvement

 

18.    Resources available from family, school, district, and community to assist under-achieving students (NCLB)

EOP schools, including BLHS, utilize a strong partnership with the Woodlake Family Resource Center to meet the needs of families in the district. Services offered from the Woodlake Family Resource Center include social services, mental health, medical referrals and case management. Woodlake Union High School District works closely with the Woodlake Police Department and the Tulare County Probation Department to assist families with problems and situations that surface which affect students’ academic performance.

 

19.    Strategies to increase parental involvement (Title I SWP)

*Continue practice of parents meeting directly with the Director of Educational Options for an orientation about the program their son/daughter is entering.
*Phone contacts as needed.
*Parent conferences as requested and needed.
*Newsletters
*Mailings and notifications
*SSTs
*Parent/Student/School Compacts
*Independent Study Master Contract Parent Orientation
*Sharp School web site
*Trimester Academic Open House
*School Site Council - Parent Leadership Team
*Trimester Awards Assemblies
*Student of the Month Awards Assemblies
*Annual Fall Festival
*Progress Reports and Report Cards
*School Messenger Notification System
*Weekly Bulletin
*WASC Self-Study Review

 

20.    Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932)

Parent and community input and support is provided through but not limited to our School Site Council-Parent Leadership Team, Student Study Teams, the District’s English Learner Advisory Committee, the Migrant Education program, the Woodlake High School Foundation, the local Rotary Club, Concilio de Salud, and WFRC. Parents and community members are always welcome and have a standing invitation to meet with any and all EOP staff to provide input and feedback on program improvement.

 

Funding

 

21.    Services provided by categorical funds that enable underperforming students to meet standards (NCLB)

Categorical funding provides materials aligned with the CAHSEE and the STAR California Standards tests all in support of core curriculum instructional efforts. Instructional aides are utilized in identified classrooms for students needing assistance in math and English Language Development. After school tutoring opportunities are available for BLHS students five days per week.

 

22.    Fiscal support (EPC)

Expenditures per pupil in the Woodlake Union High School District in 2008-09 were $8702.85 per pupil for all educational services. Additional funding is provided for staff development and teacher training. Additionally, BLHS receives funding from Economic Impact Aid, Title I and Migrant services.

 

Appendix C - Programs Included in this Plan

 

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

 

State Programs		Allocation
[  ]	California School Age Families Education Purpose: Assist expectant and parenting students succeed in school.	$
[X]	Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program.	$2,000.
[X]	Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners	$2,519.
[  ]	High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets.	$
[  ]	Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.	$
[  ]	Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring.	$
[  ]	Pupil Retention Block Grant Purpose: Prevent students from dropping out of school.	$
[  ]	School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.	$
[  ]	School Safety and Violence Prevention Act Purpose: Increase school safety.	$
[  ]	Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students.	$
[  ]	List and Describe Other State or Local funds (e.g., Gifted and Talented Education):	$
Total amount of state categorical funds allocated to this school		$4,519.

 

Federal Programs under No Child Left Behind (NCLB)		Allocation
[  ]	Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution	$
[  ]	Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth	$
[X]	Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas	$4,530.
[  ]	Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency	$
[  ]	Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups	$
[X]	Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals	$2,000.
[  ]	Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology	$
[X]	Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards	$1,128.
[  ]	Title IV, Part A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic achievement	$
[  ]	Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students	$
[  ]	Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs	$
[  ]	Other Federal Funds (list and describe*	$
Total amount of federal categorical funds allocated to this school		$7,568..

Total amount of state and federal categorical funds allocated to this school

$12,177.

 

* For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs.

 

Appendix D - 2009-10 Categorical District Services Budget

 

	SLIP	Title I	LEP	Title V
Allocation
Carryover
Indirect Costs
Direct Costs
Transfer to General Fund
NCLB
Intervention Programs
Less Testing Team
Plus Parent Involvement
Schools Allocation

 

2009-10 SUPPORT SERVICES DIRECT COSTS DISTRIBUTION
Object Code	Description of Services	SIP Amount	Title I Amount	LEP Amount	Title V Amount
1302	Director of Special Programs: Coordinates categorical programs among sites, develops/maintains district reports/records, compiles program assessment data of common indicators, monitors program performance, prepares/maintains personnel budget data
1912	Curriculum Specialist: Provides support/staff development/modeling for new teachers, resource teachers.
2422	Secretarial: Processes and maintains records, originates purchase orders, provides clerical support
2442	Technician: Provides network support for language arts intervention programs
2452	Program Analyst: Processes purchase orders and personnel requisitions, provides financial informational support
2432	Warehouse Assistant:  Assists in district-wide book vendor fair, processes and orders library materials.
2932	Community Liaison:  Acts as liaison and translator for the Vietnamese community and the school sites.
3000	Employee Benefits: Certificate and classified benefits
4000	Supplies: Programming curriculum materials, office supplies, computer software
5000	Conferences, Mileage: Reimbursement for professional development, program in-services/conferences, mileage, printing
	TOTALS

 

 

Appendix E - Recommendations and Assurances (Bravo Lake High School)

 

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following:

 

1.   The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law.

 

2.   The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

 

3.   The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

 

[  ]       School Advisory Committee for State Compensatory Education Programs

 

[  ]       English Learner Advisory Committee

 

[  ]       Community Advisory Committee for Special Education Programs

 

[  ]       Gifted and Talented Education Program Advisory Committee

 

Other (list)

School Site Council-Parent Leadership Team, Educational Options Programs Professional Learning Community Curriculum Committee, Principal's Student Advisory Team

 

4.   The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.

 

5.   This school plan 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 school plan was adopted by the school site council on: October 26, 2009

 

 

 

Attested:

 

 

Appendix F - Home/School Compact

 

It is important that families and schools work together to help students achieve high academic standards.  Through a process that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out to support student success in school and life.

Student Pledge:

Take an active part in my own education.
Come to class on time, prepared to learn and with assignments completed.
Use school programs such as the Thinking Maps, SSR and Standards Plus to help improve my academic performance.
Know and follow school rules and policies.
Demonstrate respect for myself, other students, school staff members and school facilities with both my words and actions.
Communicate openly with parents, teachers, coaches and other students about school and school related issues.

 

Parents Pledge:

Communicate openly with my student and school staff regarding my student’s academic performance/progress.
Support my student in attending school every day prepared to learn and having completed all assignments.
Ensure that my student gets adequate sleep, proper nutrition and any necessary medical attention.
Work with the school to provide a safe, appropriate educational setting for all students.
Know and support the school’s rules and policies for student behavior.
Make every effort to attend Back to School Nights and other events where I can have an impact on my student’s education.
Ensure that my student has adequate time and an appropriate place to do school work every day.

 

Staff Pledge:

Provide a safe environment for all students.
Deliver instruction using a variety of teaching methodologies to address different student learning styles and abilities.
Align subject matter instruction to the California Content Standards.
Support students in their efforts to meet or exceed required performance levels on local, state and national tests.
Maintain a level of professionalism that models the behaviors, work ethic and character expected of our students.
Demonstrate respect for students, parents, staff, and facilities.
Communicate openly with parents and students about student performance, motivation and behavior.
Provide and participate in professional development activities to improve instruction.
Assist students in planning and preparing for success after graduation.

 

Appendix G - School Site Council Membership: Bravo Lake High School

 

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

 

Name of Members	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Students
Rich Villanueva	[X]	[  ]	[  ]	[  ]	[  ]
Melissa Deitz	[  ]	[X]	[  ]	[  ]	[  ]
David Gonzales	[  ]	[X]	[  ]	[  ]	[  ]
Michael Kelley	[  ]	[X]	[  ]	[  ]	[  ]
Melissa Patrick	[  ]	[X]	[  ]	[  ]	[  ]
Jeff Johnson	[  ]	[  ]	[  ]	[X]	[  ]
Juan Anguiano	[  ]	[  ]	[  ]	[X]	[  ]
Guadalupe Lemus	[  ]	[  ]	[  ]	[X]	[  ]
Delma Rodriguez	[  ]	[  ]	[  ]	[X]	[  ]
Jose Flores	[  ]	[  ]	[  ]	[  ]	[X]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
	[  ]	[  ]	[  ]	[  ]	[  ]
Numbers of members of each category	1	4	0	4	1

 

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.