Single Plan for
Student Achievement
Balboa Middle
School
33736766060370
Contact Information:
Wes Wade, Principal
[email protected]
247 Hill Road
Ventura, CA 93003
(805) 289-1800
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Balboa Middle School
Single Plan for Student Achievement
October 2016
The Single Plan for Student Achievement .............................................................................................................1
Wes Wade, Principal.................................................................................................................................................1
The district’s Governing Board approved this revision of the school plan on
. .........1
School Site Council Membership ............................................................................................................................1
Recommendations and Assurances .......................................................................................................................2
The SSC is correctly constituted and was formed in accordance with district governing board policy and
state law. ....................................................................................................................................................................2
District information...................................................................................................................................................3
District Profile ..........................................................................................................................................................3
District Vision ..........................................................................................................................................................3
District Mission ........................................................................................................................................................3
Governing Principles...............................................................................................................................................3
School Information ...................................................................................................................................................4
School Vision ..........................................................................................................................................................4
School Mission ........................................................................................................................................................4
Student Enrollment by Ethnicity – 2015-16 ............................................................................................................5
Student Enrollment by Grade – 2015-16 ................................................................................................................5
Student Enrollment by Subgroup – 2015-16 ..........................................................................................................6
Highly Qualified Teachers ......................................................................................................................................6
Comprehensive Needs Assessment ......................................................................................................................7
Nutrition ..................................................................................................................................................................7
Bully Prevention, Violence Prevention, and Substance Abuse Curricula ...............................................................8
Community Resource Guide ..................................................................................................................................9
Programs Included in This Plan ........................................................................................................................... 10
2016-17 School Goals for Improving Student Achievement ............................................................................. 11
VUSD - Local Educational Agency Plan Goals ................................................................................................... 11
2016-17 School Goals for Improving Student Achievement................................................................................ 11
2016-17 Centralized Support for Planned Improvements in Student Performance ........................................ 17
VUSD - Program Support Goals .......................................................................................................................... 17
References ............................................................................................................................................................. 19
CAASPP – Grade 6 English Language Arts/Literacy 2015-16 ............................................................................ 19
CAASPP – Grade 6 Mathematics 2015-16 ......................................................................................................... 20
CAASPP – Grade 7 English Language Arts/Literacy 2015-16 ............................................................................ 21
CAASPP – Grade 7 Mathematics 2015-16 ......................................................................................................... 22
CAASPP – Grade 8 English Language Arts/Literacy 2015-16 ............................................................................ 23
CAASPP – Grade 8 Mathematics 2015-16 ......................................................................................................... 24
CST Science – Grade 8 2014-15 ........................................................................................................................ 25
CST Science – Grade 8 – 3 Year Comparison ................................................................................................... 25
CELDT 2015-16 ................................................................................................................................................... 26
CELDT 3 Year Comparison ................................................................................................................................. 26
2016-17 Supplemental Funds Program Budget .................................................................................................. 28
Balboa Middle School
Single Plan for Student Achievement
October 2016
2016-17 Site Based Funds Program Budget ....................................................................................................... 29
Parent Involvement Calendar .............................................................................................................................. 30
Districtwide Intervention Programs ...................................................................................................................... 31
Teacher Mentoring Programs .............................................................................................................................. 32
Professional Development Plan .......................................................................................................................... 33
School Accountability Report Card ...................................................................................................................... 34
School Site Council Bylaws ................................................................................................................................. 35
Chart of Requirements......................................................................................................................................... 40
Balboa Middle School
Single Plan for Student Achievement
October 2016
The Single Plan for Student Achievement
The Single Plan for Student Achievement (SPSA) for Balboa Middle 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:
Wes Wade, Principal
Balboa Middle School
247 Hill Road
Ventura, CA 93003
(805) 289-1800
[email protected]
The district’s Governing Board approved this revision of the school plan on February 14, 2017.
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
Wes Wade
Principal
Certificated
Staff
Other
Staff
Parent or
Community
Member
Student
X
X
Deanna Baczek
Joe Dyess
X
April LeCroy
X
Renee Young
X
Steve Roth
X
Rob Lewis
X
Erin Gill
X
Amy Marquez
X
Kate Lewis
X
Cade Hertenstein
X
Jacob Newton
X
Number of members in each category
1
4
1
1
3
3
Balboa Middle School
Single Plan for Student Achievement
October 2016
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:
The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.
1) 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.
2) 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
Leadership Team
3) 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.
4) 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.
5) This SPSA was adopted by the SSC at a public meeting on: ________________________, 2016.
Attested:
Wes Wade, Principal
Date
SSC Chairperson
Date
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Balboa Middle School
Single Plan for Student Achievement
October 2016
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
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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.
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Balboa Middle School
Single Plan for Student Achievement
October 2016
School Information
During the 2015-16 school year, Balboa Middle School served 1,158 students in grades 6-8. Student enrollment
included 7.4% students with disabilities, 8.6% English learners (Spanish is the primary language), and 39%
socioeconomically disadvantaged.
Balboa Middle School is one of four middle schools in the Ventura Unified School District. Balboa serves students
who live in the East end of Ventura. Educational programs are tailored to meet the needs of students in their
transitional years from the self-contained classroom environment of an elementary school to the departmentalized
program of a high school. Balboa Middle School emphasizes a clean, safe and respectful school environment
focused on student learning, resulting in a campus with few behavior problems, distractions and an exemplary
rate of attendance.
The school library is managed by a full-time librarian and the school campus has four computer labs; one
computer lab is used for elective coursework, the second lab is used for math intervention, and the other two labs
are used for whole-class instruction. Teachers have access to mobile Netbook computer labs, which may be used
for whole class projects, and a portable laptop cart with 38 laptops. There are also six classrooms on campus
with a 2:1 ratio of tablet to students (iPads and Google Chromebooks).
Enrichment is provided through the Gifted and Talented Education program, electives, and music. A full-time
music teacher offers beginning to intermediate level instrumental instruction. Competitive sports including
wrestling, volleyball, cross country, field hockey, basketball, and many others. ASB, Chess and Game Club,
AVID, Schools for Salone, Drama Club, Comic Book Club, Balboa Social Club, Audio/Visual Recording Club,
Anime Club, Followers 24-7 Club, and Battle of the Books are among the many activities and organizations
available to students. A comprehensive list of school sports and clubs is available on the school’s website.
School Vision
At Balboa Middle School 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.
School Mission
Balboa Middle School will educate all students in a clean, safe, and respectful learning environment. In
conjunction with parents and community we will build academic skills, foster social skills, honor the uniqueness of
all students, inspire all students to achieve their personal best and encourage students to develop healthy
lifestyles.
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Balboa Middle School
Single Plan for Student Achievement
October 2016
Student Enrollment by Ethnicity – 2015-16
0.3%
Black or African
American
American Indian or
Alaska Native
Asian
46.7%
Filipino
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
44.2%
0.9%
3.4%
0.3% 0.9% 3.3%
Two or More Races
Student Enrollment by Grade – 2015-16
397
400
395
390
385
381
380
380
375
370
Grade 6
Grade 7
5
Grade 8
Balboa Middle School
Single Plan for Student Achievement
October 2016
Student Enrollment by Subgroup – 2015-16
39.0
40.0
35.0
Percentage
30.0
25.0
20.0
15.0
8.6
7.4
10.0
0.2
5.0
0.0
Socioeconomically
Disadvantaged
English
Learners
Students with
Disabilities
Foster
Youth
Highly Qualified Teachers
During the 2015-16 school year, 94.88% of Balboa Middle School’s classes were taught by highly qualified
teachers.
The Ventura Unified School District and its governing board desire “to employ the most highly qualified person
available for each open position. The Superintendent or designee shall develop recruitment and selection
procedures which include:
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Assessment of the district's needs for specific skills, knowledge and abilities
Development of job descriptions which accurately describe all essential and marginal functions and duties
of each position
Dissemination of vacancy announcements to ensure a wide range of candidates
Screening procedures which identify the best possible candidates for interviews
Interview procedures which determine the best qualified candidate for recommendation to the Board
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
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Balboa Middle School
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Single Plan for Student Achievement
October 2016
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/cgibin/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 Balboa Middle
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:
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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
Balboa Middle 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 staff meetings, leadership team meetings, and grade level meetings, administrators and
teacher leaders considered the results of the following to identify areas of strength and weakness:

Analysis of Student Performance Data:
o CELDT Reports
o District Benchmarks
o Local Assessments
o Math & ELA Benchmarks
Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.
Nutrition
Ventura Unified School District’s governing board recognizes the link between student health and learning and
ensures a comprehensive coordinated school health program approach that supports and reinforces health
literacy through health education, physical education, health services, nutrition services, psychological and
counseling services, health promotion for staff, a safe and healthy school environment with parent/guardian and
community involvement as outlined in Board Policy 5030 (Student Wellness). The board policy was developed
with the involvement of parents/guardians, students, school food service professionals, teachers, school
administrators, Board representatives, and members of the community.

Nutrition Education and Physical Activity Goals - the district's health programs, including health,
nutrition and physical education, are based on current scientific and educational research, meet state
standards, are consistent with the expectations established in the state's curriculum frameworks, and
designed to build the skills and knowledge that all students need to maintain a healthy lifestyle. Health,
nutrition and physical education are provided as part of the health education program in grades K-12 and,
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Balboa Middle School
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Single Plan for Student Achievement
October 2016
as appropriate, integrated into core academic subjects and offered through before-and-after-school
programs.
Foods and beverages - all foods and beverages available to students, including foods and beverages
provided through the National School Lunch Program, student stores, vending machines, fundraisers, or
other venues meet or exceed state and federal nutrition standards. It is integral to the district’s culture to
support Safe, Healthy and High Performing Schools at every occasion. For example, nutritious items and
activities are served at occasional class parties or celebrations which are held after the lunch period.
Healthy foods or non-food items only are used as incentives or award.
Health Education - all students in grades K-12 are afforded opportunities to be physically active on a
regular basis. Opportunities for moderate to vigorous physical activity are provided through physical
education, recess, school athletic programs, extracurricular programs, before and after-school programs,
and other structured and unstructured activities.
Balboa Middle School provides the following programs on campus to promote healthy lifestyle standards and
choices:
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National School Lunch Program - a federally assisted meal program which provides nutritionally
balanced, low-cost or free lunches to children each school day. VUSD Child Nutrition Programs’
Nationally acclaimed Farm-to-School Salad Bar program and scratch cooked meals meet and exceed the
Healthy, Hunger Free Kids Act of 2010 and the July 1, 2012, Federal meal regulations.
School Breakfast Program - a federally funded program which provides nutritious breakfasts to children
at reasonable prices is available.
Harvest of the Month (HOM) Program - a different locally grown seasonal fruit or vegetable is featured
each month. Classroom teachers offer samples of the produce and give information on the crop. Special
salads showcasing the Harvest of the Month produce are served each week at the school salad bar to
reinforce classroom lessons. Each month, school libraries feature a storybook for the month's HOM fruit
or vegetable.
Farm-to-School Salad Bar - the cafeteria offers a daily Farm-to-School salad bar with a variety of fresh,
seasonal produce purchased from local farmers to the extent possible. Area farmers visit schools to do
Farmer in the Classroom lessons and provide mini farmers' markets to students.
SPARK (Sports, Play & Active Recreation for Kids!) – research based physical activity/physical
education curriculum.
Bully Prevention, Violence Prevention, and Substance Abuse Curricula
All persons are to be treated with dignity and respect; therefore, the district, schools, students, parents/guardians
and community have an obligation to promote mutual respect and safe, harmonious relations that support dignity
and equality. The Ventura Unified School District has in place policies, procedures, and practices that are
designed to reduce and eliminate bullying and harassment as well as processes and procedures to address
incidents of bullying and harassment when they occur.
Balboa Middle School’s behavior standards are aligned to district standards, including the application of standards
for bullying behavior fairly and consistently. Balboa Middle School follows district guidelines, policies and
procedures according to the Education Code as well as school rules pertaining to related matters such as
bullying, suspension and expulsion, student expression, and the rights and responsibilities of students. School
administration and teaching staff are qualified to identify, manage, and respond to unacceptable behaviors to
support a safe and respectful learning environment. Balboa Middle School’s staff follow Dr. Randy Sprick’s
Guidelines for Success and CHAMPs programs to support student instruction, professional development, and
classroom management practices associated with bullying and harassment. Both programs focus on the
foundation to foster a healthy environment to reduce classroom disruptions, increase student safety, and motivate
student learning. Students are engaged in activities targeting bully prevention strategies through: classroom
discussion, discipline assemblies, and sixth grade Study Skills lessons. Parents are included in bully prevention
education and awareness activities through evening events sponsored by the school and articles published in the
school/PTO newsletter.
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Balboa Middle School
Single Plan for Student Achievement
October 2016
Balboa Middle School has adopted the following district-approved programs aimed at keeping students safe at all
times and promoting healthy habits and choices.
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Netsmartz - An interactive, educational program of the National Center for Missing & Exploited Children
(NCMEC) that provides age-appropriate resources to help teach children how to be safer on/offline. The
program is designed for children ages 5-17, parents and guardians, educators, and law enforcement.
Project Alert - Grades 7 and 8 - a digitally delivered classroom-based substance abuse prevention
program aimed at preventing and reducing experimental and continued use of drugs. Through a series of
comprehensive lessons, Project ALERT motivates students against drug use, cultivates new non-use
attitudes and beliefs, and equips students with the skills and strategies to resist drugs. The program
features self-paced lessons, downloadable lesson plans, and supporting videos and posters.
Too Good for Drugs - Grade 6 - a school-based prevention program designed to reduce risk factors and
enhance protective factors related to alcohol, tobacco, and other drug (ATOD) use. Interactive teaching
methods encourage students to bond with pro-social peers and engage students through role-play,
cooperative learning, games, small-group activities, and class discussions. The curriculum consists of 26
lessons; 14 core lessons delivered in the same class, and 12 infusion lessons included in other academic
classes.
CHAMPS Positive Behavior Support – a proactive and positive strategy program for improving:
o Improve classroom behavior
o Establish clear classroom behavior expectations with logical and fair responses to misbehavior
o Motivate students to put forth their best efforts (perseverance, pride in work)
o Reduce misbehavior (disruptions, disrespect, non-compliance)
o Increase academic engagement, resulting in improved test scores
o Spend less time disciplining students and more time teaching them
o Teach students to behave respectfully and to value diversity, thereby reducing cultural differences
that may manifest as misbehavior
o Feel empowered and happy to be in the classroom
o Develop a common language about behaviors among all staff
o Create a plan for orienting and supporting new staff
o Reduce staff burnout
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:
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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
Balboa Middle School
Single Plan for Student Achievement
October 2016
Programs Included in This Plan
The School Site Council intends for Balboa Middle School to participate in the following programs:
State Programs
Allocation
Supplemental Funds Program
$
64,940.00
$
38,045.00
$
0.00
$
102,985.00
2016-17 Budget $56,700 + 2015-16 Carryover $8,240
Site Based Funds Program
2016-17 Budget $28,950 + 2015-16 Carryover $9,095
Gifted and Talented Education
Total amount of state categorical funds allocated to this school:
Federal Programs Under the Elementary Secondary Education Act
Title I Program
Allocation
0.00
2016-17 Budget $0
Total amount of federal categorical funds allocated to this school:
$
0.00
Total amount of state and federal categorical funds allocated to this school:
$
102,985.00
10
Balboa Middle School
Single Plan for Student Achievement
October 2016
2016-17 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.
2016-17 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 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.
Goal #1: Of the “All Students” group 65% will meet or exceed standards in ELA at each grade level as assessed
on SBAC.
Goal #2: Of the “All Students” group 50% will meet or exceed standards in Math at each grade level as assessed
on SBAC.
Goal #3: Of the “English Learner” group 30% will meet or exceed standards in ELA and Math as assessed on
SBAC.
Goal #4: Of the “Hispanic/Latino” group 50% will meet or exceed standards in ELA and 40% in Math as assessed
on SBAC.
Goal #5: Of the “Socioeconomically Disadvantaged” group 50% will meet or exceed standards in ELA and 40%
in Math as assessed on SBAC.
11
Balboa Middle School
Single Plan for Student Achievement
October 2016
Goal #1: Of the “All Students” group 65% will meet or exceed standards in ELA at each grade level as assessed
on SBAC.
Describe how this goal aligns to the district’s LEA Plan goals:
Aligns with LEA goals 1, 2, and 5. This ensures students are achieving academically and are proficient in ELA
and are on track to graduate.
What data was used to form this goal:
Analysis of 2016 SBAC results
Faculty and SSC member input
Individuals Involved in analyzing data and formulating goal:
School Site Council
School administration
What did the analysis of the data reveal that led to this goal:
Although Balboa’s students are achieving at a greater rate than the district, county, and state averages, not
enough of our students are reaching proficient levels in ELA and mathematics based on SBAC scores. We
have determined our own proficiency goals based on demographics and content area.
Identify targeted student groups and expected growth:
All students move towards ELA proficiency.
th
th
th
“All Students” move from 58% to 65% in 6 grade; from 56% to 65% in 7 grade; from 54% to 65% in 8 grade.
What data will be collected to measure student achievement?
2017 SBAC results
Identify the process for monitoring and evaluating collected data:
Analyze formative assessments throughout the year (teacher-made assessments and benchmark tests) and
evaluate progress based on 2017 SBAC scores in the fall of 2017.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A – However Balboa will continue to provide increased levels/opportunities of/for intervention for students
who are not proficient in the areas of ELA and mathematics.
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Strategies/Action Plans
Continue sharing of best
practices district-wide
Continue alignment of CCSS
and NGSS standards
Continue Professional
Development in new ELA
and math curricula
Re-teach as needed
Work with TOSAs in ELA,
math and Science
Start &
Completion
Dates
Aug. 2016
to
June 2017
Personnel
Responsible
Admin for data
analysis;
teachers for
instruction and
intervention
12
Funding
Source &
Amount
Amount
unknown:
Combination
of Local Site
Funds and
Supplemental
Funds
Process for Evaluation
of Implementation
Admin/staff analysis of
2017 SBAC performance
and degree of
improvement
Balboa Middle School
Single Plan for Student Achievement
October 2016
Goal #2: Of the “All Students” group 50% will meet or exceed standards in Math at each grade level as assessed
on SBAC.
Describe how this goal aligns to the district’s LEA Plan goals:
Aligns with LEA goals 1, 2, and 5. This ensures students are achieving academically and are proficient in
mathematics and are on track to graduate.
What data was used to form this goal:
Analysis of 2016 SBAC results
Faculty and SSC member input
Individuals Involved in analyzing data and formulating goal:
School Site Council
School administration
What did the analysis of the data reveal that led to this goal:
Although Balboa’s students are achieving at a greater rate than the district, county, and state averages, not
enough of our students are reaching proficient levels in ELA and mathematics based on SBAC scores. We
have determined our own proficiency goals based on demographics and content area.
Identify targeted student groups and expected growth:
All students move towards mathematics proficiency.
th
th
th
“All Students” move from 44% to 50% in 6 grade; from 46% to 50% in 7 grade; from 41% to 50% in 8 grade.
What data will be collected to measure student achievement?
2017 SBAC results
Identify the process for monitoring and evaluating collected data:
Analyze formative assessments throughout the year (teacher-made assessments and benchmark tests) and
evaluate progress based on 2017 SBAC scores in the fall of 2017.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A – However Balboa will continue to provide increased levels/opportunities of/for intervention for students
who are not proficient in the areas of ELA and mathematics.





Strategies/Action Plans
Continue sharing of best
practices district-wide
Continue alignment of CCSS
and NGSS standards
Continue Professional
Development in new ELA
and math curricula
Re-teach as needed
Work with TOSAs in ELA,
math and Science
Start &
Completion
Dates
Aug. 2016
to
June 2017
Personnel
Responsible
Admin for data
analysis;
teachers for
instruction and
intervention
13
Funding
Source &
Amount
Amount
unknown:
Combination
of Local Site
Funds and
Supplemental
Funds
Process for Evaluation
of Implementation
Admin/staff analysis of
2017 SBAC performance
and degree of
improvement
Balboa Middle School
Single Plan for Student Achievement
October 2016
Goal #3: Of the “English Learner” group 30% will meet or exceed standards in ELA and Math as assessed on
SBAC.
Describe how this goal aligns to the district’s LEA Plan goals:
Aligns with LEA goals 1, 2, and 5. This ensures students are achieving academically, are proficient in ELA and
math, and are on track to graduate.
What data was used to form this goal:
Analysis of 2016 SBAC results
Faculty and SSC member input
Individuals Involved in analyzing data and formulating goal:
School Site Council
School administration
What did the analysis of the data reveal that led to this goal:
Although Balboa’s students are generally achieving at a greater rate than the district, county, and state
averages, not enough of our students are reaching proficient levels in ELA and mathematics based on SBAC
scores. We have determined our own proficiency goals based on demographics and content area.
Identify targeted student groups and expected growth:
English Learners move towards proficiency in ELA and math.
“English Learners” (approximately 100 students) will move from 11% proficient to 30% proficient in ELA and
math.
What data will be collected to measure student achievement?
2017 SBAC results
Identify the process for monitoring and evaluating collected data:
Analyze formative assessments throughout the year (teacher-made assessments and benchmark tests) and
evaluate progress based on 2017 SBAC scores in the fall of 2017.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A – However Balboa will continue to provide increased levels/opportunities of/for intervention for students
who are not proficient in the areas of ELA and mathematics.





Strategies/Action Plans
Continue sharing of best
practices district-wide
Continue alignment of CCSS
and NGSS standards
Continue Professional
Development in new ELA
and math curricula
Re-teach as needed
Work with TOSAs in ELA,
math and Science
Start &
Completion
Dates
Aug. 2016
to
June 2017
Personnel
Responsible
Admin for data
analysis;
teachers for
instruction and
intervention
14
Funding
Source &
Amount
Amount
unknown:
Supplemental
Funds
Process for Evaluation
of Implementation
Admin/staff analysis of
2017 SBAC performance
and degree of
improvement
Balboa Middle School
Single Plan for Student Achievement
October 2016
Goal #4: Of the “Hispanic/Latino” group 50% will meet or exceed standards in ELA and 40% in Math as
assessed on SBAC.
Describe how this goal aligns to the district’s LEA Plan goals:
Aligns with LEA goals 1 and 5. This ensures Hispanic/Latino students are achieving academically, are
proficient in ELA and math, and are on track to graduate.
What data was used to form this goal:
Analysis of 2016 SBAC results
Faculty and SSC member input
Individuals Involved in analyzing data and formulating goal:
School Site Council
School administration
What did the analysis of the data reveal that led to this goal:
Although Balboa’s students are generally achieving at a greater rate than the district, county, and state
averages, not enough of our students are reaching proficient levels in ELA and mathematics based on SBAC
scores. We have determined our own proficiency goals based on demographics and content area.
Identify targeted student groups and expected growth:
All students move towards proficiency in ELA and mathematics.
“Hispanic/Latino” students (approximately half of our students) move from 41% proficient to 50% proficient in
ELA and from 29% proficient to 40% proficient in math.
What data will be collected to measure student achievement?
2017 SBAC results
Identify the process for monitoring and evaluating collected data:
Analyze formative assessments throughout the year (teacher-made assessments and benchmark tests) and
evaluate progress based on 2017 SBAC scores in the fall of 2017.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A – However Balboa will continue to provide increased levels/opportunities of/for intervention for students
who are not proficient in the areas of ELA and mathematics.





Strategies/Action Plans
Continue sharing of best
practices district-wide
Continue alignment of CCSS
and NGSS standards
Continue Professional
Development in new ELA
and math curricula
Re-teach as needed
Work with TOSAs in ELA,
math and Science
Start &
Completion
Dates
Aug. 2016
to
June 2017
Personnel
Responsible
Admin for data
analysis;
teachers for
instruction and
intervention
15
Funding
\\Source &
Amount
Amount
unknown:
Combination
of Local Site
Funds and
Supplemental
Funds
Process for Evaluation
of Implementation
Admin/staff analysis of
2017 SBAC performance
and degree of
improvement
Balboa Middle School
Single Plan for Student Achievement
October 2016
Goal #5: Of the “Socioeconomically Disadvantaged” group 50% will meet or exceed standards in ELA and 40% in
Math as assessed on SBAC.
Describe how this goal aligns to the district’s LEA Plan goals:
Aligns with LEA goals 1, 2, and 5. This ensures students who are “Socioeconomically Disadvantaged” are
achieving academically, are proficient in ELA and math, and are on track to graduate.
What data was used to form this goal:
Analysis of 2016 SBAC results
Faculty and SSC member input
Individuals Involved in analyzing data and formulating goal:
School Site Council
School administration
What did the analysis of the data reveal that led to this goal:
Although Balboa’s students are achieving at a greater rate than the district, county, and state averages, not
enough of our students are reaching proficient levels in ELA and mathematics based on SBAC scores. We
have determined our own proficiency goals based on demographics and content area.
Identify targeted student groups and expected growth:
All students move towards proficiency.
“Socioeconomically Disadvantaged” students (approximately 35%) move from 39% proficient to 50% proficient
in ELA and 28% proficient to 40% proficient in math.
What data will be collected to measure student achievement?
2017 SBAC results
Identify the process for monitoring and evaluating collected data:
Analyze formative assessments throughout the year (teacher-made assessments and benchmark tests) and
evaluate progress based on 2017 SBAC scores in the fall of 2017.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A – However Balboa will continue to provide increased levels/opportunities of/for intervention for students
who are not proficient in the areas of ELA and mathematics.





Strategies/Action Plans
Continue sharing of best
practices district-wide
Continue alignment of CCSS
and NGSS standards
Continue Professional
Development in new ELA
and math curricula
Re-teach as needed
Work with TOSAs in ELA,
math and Science
Start &
Completion
Dates
Aug. 2016
to
June 2017
Personnel
Responsible
Admin for data
analysis;
teachers for
instruction and
intervention
16
Funding
Source &
Amount
Amount
unknown:
Combination
of Local Site
Funds and
Supplemental
Funds
Process for Evaluation
of Implementation
Admin/staff analysis of
2017 SBAC performance
and degree of
improvement
Balboa Middle School
Single Plan for Student Achievement
October 2016
2016-17 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.
17
Balboa Middle School
Single Plan for Student Achievement
October 2016
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.
18
Balboa Middle School
Single Plan for Student Achievement
October 2016
References
CAASPP – Grade 6 English Language Arts/Literacy 2015-16
Standard Met
Standard Nearly
Met
Standard Not Met
383
198
185
5
1
16
4
173
383
198
185
5
1
16
4
173
Grade 6
2545.3 20%
2533.8 17%
2557.6 23%
*
*
*
*
2591.6 38%
*
*
2517.4
8%
37%
33%
42%
*
*
50%
*
34%
26%
30%
22%
*
*
13%
*
34%
16%
19%
14%
*
*
0%
*
24%
174
12
176
32
29
1
172
12
176
32
29
1
172
12
176
32
29
1
2563.2
2606.8
2515.1
2490.0
2450.4
*
41%
25%
32%
13%
10%
*
22%
8%
31%
50%
24%
*
11%
8%
27%
31%
62%
*
19
Standard
Exceeded
Number of
Students With
Scores
385
198
187
5
1
16
4
173
Mean Scale Score
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
English Language Arts/Literacy
15-16
27%
58%
10%
6%
3%
*
Balboa Middle School
Single Plan for Student Achievement
October 2016
CAASPP – Grade 6 Mathematics 2015-16
Standard Met
Standard Nearly
Met
Standard Not Met
382
197
185
5
1
16
4
172
382
197
185
5
1
16
4
172
Grade 6
2532.1 21%
2534.0 21%
2530.1 20%
*
*
*
*
2603.3 56%
*
*
2499.9
8%
23%
22%
24%
*
*
19%
*
21%
33%
34%
32%
*
*
19%
*
39%
23%
22%
23%
*
*
6%
*
32%
174
12
176
32
29
1
172
12
175
31
29
1
172
12
175
31
29
1
2554.0
2585.8
2498.1
2477.5
2379.6
*
27%
25%
19%
3%
0%
*
29%
25%
41%
42%
7%
*
16%
8%
31%
45%
90%
*
20
Standard
Exceeded
Number of
Students With
Scores
385
198
187
5
1
16
4
173
Mean Scale Score
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
Mathematics
15-16
28%
42%
9%
10%
3%
*
Balboa Middle School
Single Plan for Student Achievement
October 2016
CAASPP – Grade 7 English Language Arts/Literacy 2015-16
Standard Met
Standard Nearly
Met
Standard Not Met
394
193
201
4
394
193
201
4
Grade 7
2562.0 17%
2548.3 11%
2575.2 23%
*
*
39%
42%
35%
*
26%
23%
28%
*
19%
24%
13%
*
13
7
181
1
180
15
171
31
28
1
13
7
179
1
175
15
170
31
26
1
13
7
179
1
175
15
170
31
26
1
2626.2
*
2531.0
*
2586.1
2580.5
2519.1
2482.0
2441.3
*
31%
*
35%
*
42%
33%
29%
10%
4%
*
8%
*
33%
*
19%
40%
34%
45%
19%
*
8%
*
26%
*
14%
0%
30%
45%
73%
*
21
Standard
Exceeded
Number of
Students With
Scores
401
195
206
4
Mean Scale Score
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
English Language Arts/Literacy
15-16
54%
*
6%
*
25%
27%
6%
0%
4%
*
Balboa Middle School
Single Plan for Student Achievement
October 2016
CAASPP – Grade 7 Mathematics 2015-16
Standard Met
Standard Nearly
Met
Standard Not Met
394
193
201
4
394
193
201
4
Grade 7
2546.4 20%
2542.2 20%
2550.4 19%
*
*
26%
26%
26%
*
30%
30%
30%
*
24%
24%
24%
*
13
7
181
1
180
15
171
31
28
1
13
7
179
1
175
15
170
31
26
1
13
7
179
1
175
15
170
31
26
1
2652.2
*
2513.6
*
2567.6
2574.8
2501.0
2472.8
2389.5
*
38%
*
19%
*
31%
40%
22%
10%
0%
*
15%
*
40%
*
20%
40%
38%
39%
12%
*
0%
*
31%
*
21%
7%
35%
52%
85%
*
22
Standard
Exceeded
Number of
Students With
Scores
401
195
206
4
Mean Scale Score
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
Mathematics
15-16
46%
*
10%
*
38%
13%
5%
0%
4%
*
Balboa Middle School
Single Plan for Student Achievement
October 2016
CAASPP – Grade 8 English Language Arts/Literacy 2015-16
Standard Met
Standard Nearly
Met
Standard Not Met
381
190
191
5
2
10
381
190
191
5
2
10
Grade 8
2571.7 17%
2562.9 18%
2580.5 16%
*
*
*
*
*
*
37%
33%
42%
*
*
*
25%
24%
27%
*
*
*
20%
25%
15%
*
*
*
191
2
165
11
176
21
35
1
187
2
164
11
173
19
30
1
187
2
164
11
173
19
30
1
2540.0
*
2601.9
2591.0
2536.1
2463.7
2464.9
*
33%
*
45%
18%
31%
0%
10%
*
32%
*
20%
9%
32%
42%
23%
*
28%
*
12%
27%
29%
58%
60%
*
23
Standard
Exceeded
Number of
Students With
Scores
386
194
192
5
2
10
Mean Scale Score
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
English Language Arts/Literacy
15-16
8%
*
23%
45%
8%
0%
7%
*
Balboa Middle School
Single Plan for Student Achievement
October 2016
CAASPP – Grade 8 Mathematics 2015-16
Standard Met
Standard Nearly
Met
Standard Not Met
381
190
191
5
2
10
381
190
191
5
2
10
Grade 8
2560.7 23%
2563.3 25%
2558.1 21%
*
*
*
*
*
*
18%
16%
19%
*
*
*
27%
28%
26%
*
*
*
32%
31%
34%
*
*
*
191
2
165
11
176
21
33
1
187
2
164
11
173
19
30
1
187
2
164
11
173
19
30
1
2524.3
*
2595.9
2558.6
2518.5
2475.1
2426.6
*
17%
*
21%
9%
17%
11%
3%
*
28%
*
26%
27%
28%
32%
23%
*
43%
*
20%
36%
44%
58%
73%
*
24
Standard
Exceeded
Number of
Students With
Scores
386
194
192
5
2
10
Mean Scale Score
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
Mathematics
15-16
12%
*
33%
27%
12%
0%
0%
*
Balboa Middle School
Single Plan for Student Achievement
October 2016
CST Science – Grade 8 2014-15
49%
50%
% Advanced
40%
30%
% Proficient
22%
% Basic
15%
20%
% Below Basic
9%
% Far Below Basic
5%
10%
0%
Grade 8 14-15
CST Science – Grade 8 – 3 Year Comparison
CST Science
Grade 8
12-13
13-14
14-15
Students Tested
382
408
437
% of Enrollment
98.2%
97.8%
96.7%
382
408
437
Mean Scale Score
396.7
403.3
399.7
% Advanced
46%
50%
49%
% Proficient
24%
24%
22%
% Basic
15%
15%
15%
% Below Basic
9%
8%
9%
% Far Below Basic
5%
3%
5%
Students with Scores
25
Balboa Middle School
Single Plan for Student Achievement
October 2016
CELDT 2015-16
Results Shown as Percentage
Students
Tested
Beginning
Early
Intermediate
Intermediate
Early
Advanced
Advanced
Grade 6
34
0%
3%
26%
47%
24%
Grade 7
34
0%
9%
35%
35%
21%
Grade 8
22
0%
9%
14%
55%
23%
CELDT 3 Year Comparison
2013-14 Beginning
2014-15 Beginning
2015-16 Beginning
6%
6%
5%
5%
4%
3%
4%
3%
2%
0%
1%
0%
0%
0%
0%
0%
Grade 6
Grade 7
2013-14 Early
Intermediate
10%
Grade 8
2014-15 Early
Intermediate
9%
8%
2015-16 Early
Intermediate
10%
9%
6%
8%
6%
3%
4%
3%
0% 0%
2%
0%
Grade 6
Grade 7
2013-14 Intermediate
60%
46%
Grade 8
2014-15 Intermediate
2015-16 Intermediate
52%
50%
26%
40%
34% 32%
35%
38%
29%
30%
14%
20%
10%
0%
Grade 6
Grade 7
26
Grade 8
Balboa Middle School
Single Plan for Student Achievement
October 2016
2013-14 Early
Advanced
47%
60%
50%
38%
2014-15 Early
Advanced
55%
52%
44%
35%
27%
40%
2015-16 Early
Advanced
33%
41%
30%
20%
10%
0%
Grade 6
2013-14 Advanced
Grade 7
Grade 8
2014-15 Advanced
2015-16 Advanced
24%
21%
25%
15%
20%
16%
16%
24%
23%
15%
15%
10%
4%
5%
0%
Grade 6
Grade 7
27
Grade 8
Balboa Middle School
Single Plan for Student Achievement
October 2016
2016-17 Supplemental Funds Program Budget
28
Balboa Middle School
Single Plan for Student Achievement
October 2016
2016-17 Site Based Funds Program Budget
29
Balboa Middle School
Single Plan for Student Achievement
October 2016
Parent Involvement Calendar
30
Balboa Middle School
Single Plan for Student Achievement
October 2016
Districtwide Intervention Programs
Language Arts
Gr.
Intervention Model
K-8
Classroom Teachers
Principal
PEAK Program
ASES
Differentiated Instruction
Flexible Grouping
2-8
Before/During (60-90 minutes)/After
School Programs
Grade Level Groups
Intervention Teachers
Classroom Teachers
District Teacher Specialists
Methodology
Standards-based
Instruction
Accelerated Reader
Gear-Up
SuccessMaker
RSN
Summer Success
Write Traits
Reading Intervention
Corrective Reading
Research Base
Professional
Development
Graves, 1984
Grade Level Articulation
Grade Level LA Liaison
Meetings
Principals’ Meetings
District-based Professional
Development
Fountas & Pinnell,
1997
Graves, 1984
Marzano, 2006
DIBELS/IDEL
District-based Professional
Development
Mathematics
Gr.
Intervention Model
K-8
Classroom Teachers
Principal
PEAK Program
ASES
2-8
Before/During (60-90 minutes)/After
School Programs
Grade Level Groups
Intervention Teachers
Classroom Teachers
District Teacher Specialists
Methodology
Standards-based
Instruction
Standards-based
Instructional Mat’ls
Written & Oral
Communication
Moving with Math
The Best Stuff
Math Intervention
Classes
SuccessMaker
31
Research Base
Professional
Development
Graves, 1984
Grade Level Articulation
Grade Level Math Liaison
Meetings
Principals’ Meeting
Marzano, 2006
District-based
Balboa Middle School
Single Plan for Student Achievement
October 2016
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 twoyear 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
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Module 8
Organizing the Classroom
Planning and Teaching Rules and Procedures
Managing Student Academic Work
Maintaining Good Student Behavior
Planning and Organizing Instruction
Conducting Instruction & Maintaining Momentum
Getting Off to a Good Start
Climate, Communication, and Self-Management
32
Balboa Middle School
Single Plan for Student Achievement
October 2016
Professional Development Plan
Balboa Middle School believes strongly in providing all employees opportunities to develop professional skills and
abilities as well as acquire training on current trends 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. 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.
During the 2016-17 school year, Balboa Middle School staff will focus on the following topics:










Rigor & Depth of Knowledge
Counseling Program
AVID Strategies
Data Analysis
Illuminate Training
Next Generation Science Standards
ELA Pilot
Math Adoption
Cultural Proficiency
Grading Policy and Practices
33
Balboa Middle School
Single Plan for Student Achievement
October 2016
School Accountability Report Card
(To be inserted upon completion).
34
Balboa Middle School
Single Plan for Student Achievement
October 2016
School Site Council Bylaws
35
Balboa Middle School
Single Plan for Student Achievement
October 2016
36
Balboa Middle School
Single Plan for Student Achievement
October 2016
37
Balboa Middle School
Single Plan for Student Achievement
October 2016
38
Balboa Middle School
Single Plan for Student Achievement
October 2016
39
Balboa Middle School
Single Plan for Student Achievement
October 2016
Chart of Requirements
School & Library
Improvement
BG
Pupil Retention
Block Grant
School Safety
Block Grant
Title III, English
Learners
Title II,
Improving
Teacher Quality
Quality
Education
Investment Act
Title I, Program
Improvement
Title I,
Schoolwide
LEGAL CITATION
Title I, Targeted
Assistance
EIA, State
Compensatory
Education
EIA, English
Learners
REQUIREMENTS
I. Involvement
Involve parents and community
EC 52055.750(b)
in planning and implementing the
EC 35294.1(b)(2)(C)
school plan
5CCR 3932
X
X
X
X
X
X
20 USC 7115(a)(1)(E)
X
20 USC 6314(b)(1), (2)(A)
EC 64001(a)
X
X
X
X
X
X
EC 52055.755
Written notice of program
improvement status
X
X
20 USC 6315(c)(1)(G)
Advisory committee review and
recommendations
X
X
X
20 USC 6316(b)(3)
X
II. Governance and Administration
Single, comprehensive plan
EC 64001(a), (d)
X
X
X
X
X
EC 52853
X
X
X
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)
School Site Council (SSC)
EC 64001(g)
constituted per former EC 52012
SSC developed SPSA and
expenditures
EC 64001(a)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EC 41572
X
EC 41507
X
EC 35294.1(b)(1)
SSC annually updates the SPSA EC 64001(g)
X
X
X
X
X
X
X
X
EC 35294.2(e)
EC 64001(h)
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
X
X
X
X
X
EC 52055.750(a)(5)
X
X
X
X
X
X
III. Funding
EC 64001(g)
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)
Describe centralized services
expenditures
5 CCR 3947(b)
X
X
X
X
X
Governing board approves
SPSA
Plan includes proposed
expenditures to improve
academic performance
X
X
X
X
40
X
Balboa Middle School
Comprehensive assessment and EC 64001(f)
analysis of data
EC 52055.740(a)(1)(D)(5)
X
X
X
X
X
X
20 USC 6314(b)(1), (2)(A)
Evaluation of improvement
strategies
Assessment results available to
parents
X
EC 64001(f)
X
X
X
X
X
EC 52853
X
X
X
X
X
EC 35294.2(e)
X
EC 32228.5(b)
X
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)
Budget 10 percent of Title I for
staff development
20 USC 6316(b)(3)
Provide highly qualified staff
EC 52055.740(a)(1)(D)(3)
X
X
X
20 USC 6315I(1)(E)
X
20 USC 6314(b)(1), (2)(A)
Distribute experienced teachers
X
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
EC 64001(f)
X
X
X
X
X
20 USC 6314(b)(1), (2)(A)
X
20 USC 6315(c)
Describe auxiliary services for at- EC 52853
risk students
20 USC 6315(c)
X
X
X
X
5CCR 3934
X
X
20 USC 6314(b)(1), (2)(A)
Avoid isolation or segregation
X
X
X
X
41
X
X
X
X
X
School & Library
Improvement BG
X
IV. Standards, Assessment, and Accountability
Pupil Retention
Block Grant
X
School Safety
Block Grant
Title III, English
Learners
X
Title II, Improving
Teacher Quality
Title I, Program
Improvement
X
Quality Education
Investment Act
Title I,
Schoolwide
LEGAL CITATION
Title I, Targeted
Assistance
EIA, State
Compensatory
Education
EIA, English
Learners
REQUIREMENTS
Single Plan for Student Achievement
October 2016
Balboa Middle School
EC 64001(f)
Define objectives
20 USC 6316(b)(3)
Steps to intended outcomes
5CCR 3930
X
X
X
X
X
Account for all services
5CCR 3930
X
X
X
X
X
X
X
X
X
X
5CCR 3931
Provide strategies responsive to
student needs
X
X
X
X
X
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)
-Are effective, research-based
20 USC 6316(b)(3)
X
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)
-Meet needs of low-performing
students
-Involve teachers in academic
assessments
X
20 USC 6315(c)(A);
X
20 USC 6314(b)(1)(B),(2)
X
20 USC 6314(b)(1)(H), (2)
X
-Coordinate state and federal
programs
20 USC 6315(c)(1)(H)
-Transition from preschool
20 USC 6314(b)(1)(J),
(2)(A)
X
X
20 USC 6315(c)(1)(D)
X
20 USC 6314(b)(1)(G),
(2)(A)
Enable continuous progress
Acquire basic skills, literacy
X
X
5CCR 3931
X
X
X
X
X
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
42
X
School & Library
Improvement BG
X
Goals based on performance
Pupil Retention
Block Grant
X
VII. Teaching and Learning
School Safety
Block Grant
Title III, English
Learners
X
Title II, Improving
Teacher Quality
Title I, Program
Improvement
X
Quality Education
Investment Act
Title I,
Schoolwide
LEGAL CITATION
Title I, Targeted
Assistance
EIA, State
Compensatory
Education
EIA, English
Learners
REQUIREMENTS
Single Plan for Student Achievement
October 2016