The instructions for completing the Learning Continuity and Attendance Plan is available at https://www.cde.ca.gov/re/lc/documents/lrngcntntyatndncpln-instructions.docx.
Local Educational Agency (LEA) Name
Contact Name and Title
Email and Phone
Bay View Academy
Head of School
[A description of the impact the COVID-19 pandemic has had on the LEA and its community.]
Bay View Academy (BVA) sits in the heart of the Monterey Peninsula the school operates on two sites and upper and lower campus. BVA is a Title I Public Charter School under the Monterey County Office of Education serving 494 students in Kindergarten through 8th Grade in Monterey, CA. BVA serves a multicultural and economically diverse student body from the city of Monterey as well as adjacent cities Seaside, Marina, and Salinas. 65% of the student population, ages 5-13, identify as minority; 34% are economically disadvantaged and 15% are English language learners. 40% of the BVA population participates in free or reduced lunch programs and BVA provides free breakfast for all children and families in the community. This economic diversity is now under considerable strain due to the inability to work under the new shelter-in-place restrictions.
On March 13, 2020, as a response to Federal and State orders the school closed both campuses for live in person instruction. The impact of COVID-19 had an immediate impact on the LEA and community. The distance learning transition presented an obstacle for a school that writes its curriculum, but it is the #BVAway to have the highest expectation for ourselves and work hard to persevere and overcome these challenges. The administration spent spring break planning and preparing to enable the staff to transition online. Distance Learning Guidelines were developed after thoughtful and in-depth research. Those guidelines were then provided to teachers in addition to specialized training on digital teaching tools and techniques for online interactions to ensure the highest level of instruction to our students. Lesson plans, activities, and demonstrations were transitioned to Google Classroom. Accordingly, BVA took two weeks to develop a comprehensive emergency response distance learning plan.
During the two weeks professional development, planning, testing systems and managing expectations took place. During the week of March 23 the distance learning plan was distributed to all stakeholders for approval and the Head of School hosted Zoom meetings for stakeholders and students/families on each campus. These sessions were opportunities to onboards students and families, also a time to review, answer questions and manage expectations. Additionally, these sessions was a way to check the Socio-Emotional well-being of the community.
At Bay View Academy the initial response to the COVID-19 pandemic by the community at large wass comprehensive and complete. On March 30, 2020, teachers officially began distance learning as an emergency, temporary measure to continue schooling. Our LEA focused on Social Emotional wellness of our community, so as a key component of our distance learning plan the first two weeks, from March 30-April 13th, no new digital learning tools were introduced. Only existing digital learning technologies were utilized. Distance learning continued until the end of the 2019-2020 school year with incremental introduction of new learning materials and technology. This approach was adopted to reduce and mitigate any learning loss. With the successful completion of the 2019-2020 academic year, Staff had stronger experiential data, best practices and updated guidance from the State.
With this information our LEA worked to create an improved learning plan. Using the successes, challenges and stakeholder feedback Bay View Academy made significant strides in planning for program delivery in the 2020-2021 academic year. Having received ongoing updates and guidance from State and local agencies over the past few months Bay View worked to prepare for a safe and successful comprehensive and flexible, fall reopening plan, which embraced the values of the community.
[A description of the efforts made to solicit stakeholder feedback.]
A sufficient response to this prompt will describe the overall stakeholder engagement process, including the efforts to reach pupils, families, educators, and other stakeholders who do not have internet access, or who speak languages other than English; and a description of how stakeholder engagement was considered before finalizing the Learning Continuity Plan.
Every stakeholder group and sub-group was included in the proces. In May, a staff Reopening Team was formed and met weekly with the Head of School (HOS). This team can be thought of as the Logistics Team, which offered comprehensive technical expertise. They worked closely to address key areas of the plan. This logistics team was made up of all stakeholders groups the teams met close to a dozen times. Additionally, surveys for reopening were sent to incoming new families, staff, and returning families. This data was analyzed and initial plans were made with survey and team feedback in mind. In June, the staff Reopening Team continued to meet. Additionally, a Family Advisory Group formed and met weekly. For equity and inclusion and to ensure we represented the unique needs of our English Learner, SPED and unduplicated population The HOS held Family Town Halls in both Spanish and English to inform, answer questions and solicit feedback. A staff town hall was also convened by the HOS. In July, the weekly Family Advisory Group met with the HOS. The Instructional Leadership Team (ILT) made up of PLC teacher leads met for a 2 day retreat with the administrative team.
The overall process for stakeholder engagement included many outreach opportunities. Specifically, these efforts included engagement data analysis, stakeholder meetings, workgroups, marketing information and reporting.
An overview of the stakeholder engagement related activities are as follows:
[A description of the options provided for remote participation in public meetings and public hearings.]
A sufficient response to this prompt will describe how the LEA promoted stakeholder engagement, and the option(s) provided that allowed remote participation in the public hearings and local governing board meetings.
Bay View Academy offered a number of options to provide stakeholders with the opportunity to participate in remote public hearings and public meetings. BVA understood that all LEA’s in the State were required to “hold public meetings via teleconferencing and to make public meetings accessible telephonically or otherwise electronically to all members of the public seeking to observe and to address the local legislative body or state body consistent with the flexibility afforded by Executive Order N-29-20.” (https://www.gov.ca.gov/wp-content/uploads/2020/03/3.17.20-N-29-20-EO.pdf), published on March 18, 2020
In developing the BVA communication plan mindful attention and consideration was made for the English Learner community and community members with limited or no access to the internet. All of our virtual meetings offered a dial by telephone option in order to ensure accessibility. Additionally, BVA utilized many opportunities to gather input. For example, public board meetings, town halls, telephone calls, emails, school website, social media, Parentsquare (which offers multilingual translation services for all correspondence) were all used. Additionally, BVA offered public comment and testimonies during board meetings and town halls. Town Halls were recorded and shared for families to be able to watch later if they were unable to attend.
In terms of accessibility, we offered specialized support for those in need. For example, stakeholders without access to the internet we offer all public hearings and town halls with dial in by telephone numbers. Additionally, for English Learner stakeholders we help meetings and town halls in Spanish, published separate marketing materials in Spanish and we used Parent Square for informationals which allows for families to customize and translate information into their respective native languages. Finally, for all public meetings we advertised additional support for those in need, based on email request.
[A summary of the feedback provided by specific stakeholder groups.]
A sufficient response to this prompt will describe and summarize the stakeholder feedback provided by specific stakeholders. A sufficient response to this prompt will indicate ideas, trends, or inputs that emerged from an analysis of the feedback received from stakeholders
Trends from our family feedback in June 2020 indicated that a portion of the community was interested in a full distance learning option regardless of metrics surrounding COVID-19. Another portion was interested in having students return to school with proper safety protocols in place. As we were mandated to move to distance remote learning, the following feedback received pertains to the distance learning plans that were put into place. Specific suggestions received from families included incorporating a daily closing meeting to support reflection and proper social and emotional monitoring of students. Families indicated the need for some synchronous teaching during the day and for parent training in technology. Parents requested that we maintain the daily morning meetings and to focus Monday morning meetings on organizational strategies and to continue to send home STEAM bags with needed resources. There were also requests to include an awareness of working families and their scheduling needs.
Feedback from staff indicated a need to consider developmentally appropriate screen time; addressing the academic and social emotional needs of students; supporting the teachers with childcare needs; a 60 minute limit on synchronous teaching time; small group lessons as much as possible for synchronous learning; and providing teachers with training so they could deliver a high quality program.
The teacher survey feedback indicated a need for clear and rigorous safety protocols to create a working environment that would be safe to return to campus.
The Board of Directors supported the idea to delay the start date of the 2020-2021 academic year by one week to provide time for professional development, planning, and distribution of technology for families in need of assistance. Feedback from the Board included the decision to remain in a distance learning model through October, regardless of whether the State of California Department of Health removed Monterey County from the watch list, which would legally permit BVA to return to in-person instruction. Their reasoning included a need for continuity in learning. Additionally, they hoped to ensure that teachers, administration and District office staff would have the opportunity to be flexible but also offer time for mindful planning and execution.
[A description of the aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input.]
A sufficient response to this prompt will provide stakeholders and the public with clear, specific information about how the stakeholder engagement process influenced the development of the Learning Continuity Plan. This response must describe aspects of the Learning Continuity Plan that were influenced by or developed in response to stakeholder feedback.
● For the purposes of this prompt, “aspects” may include sections or specific actions within a section of the Learning Continuity Plan that may have been influenced by stakeholder input.
A few ways in which stakeholder input has impacted the plan are followed. BVA’s reopening plan initially had 2 paths for families to choose from: a full distance learning(DL) option and an on-campus learning option. When the state mandated distance learning for Monterey County due to being placed on the watch list on July 17th, BVA pivoted its focus on DL delivery to our students. Specific areas that were influenced by stakeholder feedback was a decision to reduce the number of live sessions to no more than 2.5 hours/day with asynchronous time including instructional videos, individual practice, and collaborative engagements. Additionally, stakeholder feedback that students and teachers would be limited to no more than 60 mins. of continuous screen time without a break. We focused on creating small group instruction during live sessions based on feedback from teachers and families. We developed a Care Team to monitor and implement plans to support students attendance, academic engagement, and safety issues. Our on site safety protocols and health screening procedures were modified based on feedback from staff.
[A description of the actions the LEA will take to offer classroom-based instruction whenever possible, particularly for students who have experienced significant learning loss due to school closures in the 2019–2020 school year or are at a greater risk of experiencing learning loss due to future school closures.]
A sufficient response to this prompt will describe the LEA’s classroom-based instructional schedule model, including how the LEA will ensure student learning and competency development while also considering a student’s social–emotional well-being.
Bay View Academy is committed to returning to the traditional school format prior to COVID-19 as soon as conditions and guidelines allow. On July 17, Governor Newsom announced that all schools within Monterey County would be required to open the 2020-21 school year using online learning only. Governor Newsom made this a requirement for all counties on the state’s coronavirus monitoring list.
Upon recent guidance from the state around small cohorts and in-person instructional offerings, BVA is in the process of planning to provide intensive support in small cohorts for high needs students, an in-person special education or ELPAC assessment.
Bay View Academy, will plan to reopen classrooms and campuses when the updated guidelines allow for school’s to safely do so. In the meantime, BVA administrators continue to regularly monitor and provide feedback to teachers. Staff training and support will focus on health and safety, assessment, English language development for English learners, literacy and math intervention, specific strategies for hybrid and online learning, social emotional learning, trauma informed practices, cultural proficiency and implicit bias, and professional learning communities. Finally, the BVA Reopening Plan includes options for flexibility and innovation so that BVA can provide families with different options based on their needs and level of comfort.
Plans for in-Person instruction include in depth and active health screening for all students and staff who enter the school grounds and detailed explanations for procedures for any student or staff that has COVID like symptoms, is tested positive or is exposed to someone who has tested positive.
Classes will be cohorted and limited to a size that can allow for social distancing. Cohorts of students will remain with one teacher throughout the day including a designated classroom, outdoor learning environment, recess area and lunch eating area. Each cohort will be assigned one bathroom and students will visit the toilet one person at a time. Recommended hand washing and hand sanitizing will take place frequently, specifically when leaving and when entering a room. Students and staff will be expected to wear masks when on campus.
Social distancing spots are painted outside every classroom and wherever students will line up. Lessons and positive reinforcement strategies for encouraging students to follow safety procedures were developed. Individual pencil boxes were purchased for each student to ensure that materials were not shared between students. Chromebooks or ipads are issued to each student and not shared.
1.1 Purchase of Personal Protective Equipment for BVA to ensure the safety of staff and students while on campus. These items purchased include signage for classrooms transparent barriers to separate staff from visitors, disposable gloves, face shields, thermometers, additional classroom cleaning supplies, and resources to designate routes for movement on campus.
1.2 Outdoor classroom furniture and materials (shades, structures, tables, chairs, rolling white boards)
1.3 Purchase of individual instructional materials for every student
1.4 Custodial staffing
[A description of how the LEA will provide continuity of instruction during the school year to ensure pupils have access to a full curriculum of substantially similar quality regardless of the method of delivery, including the LEA’s plan for curriculum and instructional resources that will ensure instructional continuity for pupils if a transition between in-person instruction and distance learning is necessary.]
BVA is mission driven and highly motivated to maintain the highest level of student and community service. BVA is an award winning school and is creating a model for distance learning implementation and care for students, families, and the community. BVA is working to deliver education, and social and emotional support to 494 students indefinitely. As per state requirement, BVA started the year in full distance learning with the hope that we will transition to in-person learning at some point in the 2020-2021 academic year.
The distance learning method of delivery includes daily morning meetings, daily check out meetings and synchronous lessons in reading (4 times/week); math (3-4 times/week); writing (3-4 times/week); thematic unit lessons (2-3 times/per week). Asynchronous lessons include instructional videos in each of the above subject areas 2-3 times per week and additionally as necessary. Individual practice is provided everyday and learning engagements are planned to include collaboration between students to cultivate group work similar to in-person learning.
Bay View Academy is committed to delivering flexible online and offline learning opportunities for all students. BVA pupils will receive the following as per State of California guidelines:
Weekly feedback to parents is done through a teacher newsletter. Social and emotional support is provided by our counseling team composed of 2 counselors and 2 interns from the local state university. Support for the social and emotional needs of our students is met through individual and group sessions as well as responsive push-in lessons by the team. The board of directors decided to time any transition back to in-person learning at natural breaks in the school calendar such as between quarters. This decision was made to ensure quality and continuity of curriculum delivery regardless of the method.
[A description of how the LEA will ensure access to devices and connectivity for all pupils to support distance learning.]
Through on-going family surveys the needs of our community is determined for access to devices and support with connectivity. Bay View is a 1-to-1 school so we had a number of devices available for students to use in the home setting. Additionally, connectivity issues for families are being addressed on a need basis. For example, connectivity solutions included providing families in need at home low cost or free installation and service. However, in cases where this was not an option we provided internet via wifi hotspots.
BVA has lent out over 300 chromebooks already this school year.
[A description of how the LEA will assess pupil progress through live contacts and synchronous instructional minutes, and a description of how the LEA will measure participation and time value of pupil work.]
Pupil participation and progress will be monitored and assessed in several ways at BVA. Attendance is taken in all synchronous sessions and registered in Powerschool. Parents receive emails if their pupil does not attend a session. Attendance is tracked daily and students absent for 3 days are referred to the Care Team (consisting of the counselors, 2 interns, SEL coordinator, administrators, and front desk employees) for follow up and an action plan for re-engagement is formulated based on the specific student and circumstances.
BVA is using both synchronous and asynchronous learning opportunities to meet the instructional minutes requirements for all instructional models. The daily instructional schedules include designated time for asynchronous learning opportunities. In addition, the BVA will leverage time-stamping capabilities of our various online platforms including our Learning Management System (Clever, SeeSaw and Google Classroom).
All asynchronous work whether it be instructional video, individual practice or collaborative engagements will be assigned a time value by the teachers. Teachers continually monitor engagement through digital learning platform statistics such as google classroom and Seesaw. Daily activity on math and reading sites such as Freckle and Raz kids provide similar data on work engagement.
We place great value on the educational experience being provided for our students, and are fully committed to ensuring that students actively participate in daily learning. BVA recognizes that non-participation in the Virtual/Remote learning model requires verification of the absence, as well as ongoing monitoring of individual student attendance.
Pupil progress will be assessed in the same ways it was during in-person learning. Students are given summative and formative assessment to meet identified benchmarks. The teacher records and communicates out to students, and families, and to the Care Team if a concern arises. On-going reading and math benchmarking is done 3 times/ year and recorded in the school-wide student tracker. If any CAASPP testing occurs then that information will be added to the student tracker and teachers and Care Team will use all these data points to triangulate determination of pupil progress.
[A description of the professional development and resources that will be provided to staff to support the distance learning program, including technological support.]
BVA provided a rich and in-depth start of the year professional development to all teachers by delaying the student school year start by one week. Items covered in this two week period included: Health and Safety Protocols and Procedures related to COVID-19; best practices for Distance Learning; guided reading instruction for all teachers and support teachers (k-3); novel studies training for all teachers and support teachers (4-8); thematic unit planning and modification for distance learning; specific on-line educational learning apps such as EdPuzzle, Freckle, RazKids, BrainPop, MysteryScience; PearDeck and Padlet.
Professional development work continues throughout the academic school year on Wednesdays during early release. These days are dedicated to grade level and school specific professional development and arise organically by needs of the school.
[A description of the new roles and responsibilities of affected staff as a result of COVID-19.]
To address potential learning losses, the enrichment teachers (performing arts, visual arts, and PE) were trained in academic support roles. The instructional aides (from grades kinder to grade 2) and the front office employees as well as the after-school coordinator, and 3 curriculum coaches were also trained in academic support roles from grades k-8. This included guided reading, novel studies, math and writing support. All these teachers and staff are pushing into classes to support the teachers by providing smaller groups to ensure more personalized attention to the academic and social/emotional needs of the pupils.
The enrichment teachers re-envisioned their instruction by providing a choice board to students k-8 that allows for off line movement and creativity that can be explored with the whole family. The enrichment teachers also developed a bi-monthly Family Fun NIght Series to offer movement, music, art, baking etc.. to families. The purpose and hope of this initiative is to help families connect in meaningful, creative, and healthy ways at home.
The new roles and responsibilities of the staff outlined above speaks volumes to the dedication and risk taking that the staff at BVA is willing to undertake.
[A description of the additional supports the LEA will provide during distance learning to assist pupils with unique needs, including English learners, pupils with exceptional needs served across the full continuum of placements, pupils in foster care, and pupils who are experiencing homelessness.]
BVA assists students with learning needs, specifically those with IEP’s during distance learning by providing in class push-in support by the special education teachers and paraprofessionals. Depending upon the student, the special education teacher may have additional one-on-one support times scheduled outside of the synchronous times. English learners will be given small group instruction ⅘ days a week and small group writing and math instruction support 2 times/ week.
A survey to families to determine needs regarding foster care, homeless status, and economic hardship status is offered at regular intervals.
BVA purchased Zoom, Reading A-Z (leveled books with comprehension assessments k-2), Brain Pop (Learning Videos with assessments k-8), NewsELA (non-fiction reading resources and reading comprehension activities for 2nd-8th grade students), SeeSaw, EdPuzzle and Learning Ally (individualized reading progress monitoring with speech to text features for SPED students). These resources contribute to meeting the increased or improved services requirements for foster youth, students experiencing homelessness, English learners, and low-income students, as they provide teachers with resources to differentiate instruction, create unique learning plans for students, and differentiate reading levels related to the same academic content to support English learners.
2.1 500 Science, Technology, Engineering, Mathematics and Art (STEAM) bags were put together for our families. They included white boards, math manipulatives, science experiment materials, leveled readers, art supplies
95% of bags were picked up and the rest were delivered to each family’s doorstep
Staffing Costs: $5,600
4 Aides- 10 days
Materials Cost: $2,000
2.2 BVA invests heavily in the professional development of teachers on an annual basis, and fully acknowledges that the unique circumstances of non-traditional learning models for in-person instruction necessitate extensive, targeted professional development for teachers/staff.
Training for Distance Learning
28 Teachers- 5 days
2.3 In order to provide additional social emotional support for students in need, BVA will hire a team of MSW Intern positions and has assigned each of them to provide support at specific groups.
2.4 BVA is providing staff school-age children with childcare during distance learning so teachers are able to fully engage with students during the workday.
2.5 Purchase chromebooks and Amazon Hotspots to distribute to all students for technology equity.
230 Laptops- $30,000
6 Amazon Hotspots- $6,000
[A description of how the LEA will address pupil learning loss that results from COVID-19 during the 2019–2020 and 2020–21 school years, including how the LEA will assess pupils to measure learning status, particularly in the areas of English language arts, English language development, and mathematics.]
BVA proactively organized early assessment of students k-3 in the areas of math and reading prior to the start of the regular school year. This bought the instructors weeks of time so that baseline levels were known at the onset of the academic year. The Care Team is available to help support academic concerns where students are significantly at risk.
[A description of the actions and strategies the LEA will use to address learning loss and accelerate learning progress for pupils, as needed, including how these strategies differ for pupils who are English learners; low-income; foster youth; pupils with exceptional needs; and pupils experiencing homelessness.]
A focused effort to concentrate instruction on reading, math and writing by providing small group instruction as much as possible addresses the potential pupil learning losses. We will continue to use a cycle of formative assessment to identify students who are in need of reading or math intervention. We are also continuing to rely on our Student Success Team meetings to create academic support plans that meet the needs of our students who may be falling behind.
BVA is in the process of researching funding sources for a potential academic summer school program.
[A description of how the effectiveness of the services or supports provided to address learning loss will be measured.]
Effectiveness of services and supports provided will be measured by our looping benchmark assessments in math and reading which are recorded in the schoolwide tracker. Teacher feedback, observations, and in-class assessments are used to gauge effectiveness of supports.
3.1 Reading fluency and comprehension testing for K-4 before school starts.
Normally we conduct reading fluency and math benchmark testing during the month of August. Students have to be tested 1:1 So this takes considerable time and delays our ability to start our data driven intervention services.
By having parents sign up for assessment time slots in the weeks leading up to school beginning we are able to start the school year with the accurate data we need to begin intervention services immediately.
3.2 Reading Intervention Teacher
[A description of how the LEA will monitor and support mental health and social and emotional well-being of pupils and staff during the school year, including the professional development and resources that will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community.]
BVA will continue to prioritize the social and emotional wellbeing of our community members during the 2020-2021 school year. Additionally we are expanding our support by adding a MSW intern to focus exclusively on providing support to staff.
Mental health supports for students is addressed by 2 full time bilingual counselors along with a team of CSUMB MSW interns to support with on-line counseling. A Social-Emotional Coordinator position has been added this year to support the community with the trauma experienced because of COVID and embed wellness more thoroughly into the fabric of our community. Additionally, we are using the Sanford Harmony social emotional curriculum to support students in developing healthy relationships and wellness skills.
The social and emotional health of our staff is also very important to our community. We are implementing a “self care” block of time for staff to engage with each other in activities that promote wellness and a work - life balance. We have also adopted the use of a staff wellness survey to help identify the areas that staff might need additional support in.
[A description of pupil engagement and outreach, including the procedures for tiered reengagement strategies for pupils who are absent from distance learning and how the LEA will provide outreach to pupils and their parents or guardians, including in languages other than English, when pupils are not meeting compulsory education requirements, or if the LEA determines the pupil is not engaging in instruction and is at risk of learning loss.]
Teachers are the frontline for initial concerns with academic concerns if students are not meeting compulsory education requirements. Teachers connect with students on a daily basis by checking attendance at all live sessions, and monitoring academic engagement and emotional affect. If a teacher has concerns about students they will refer them to the Care Team for follow up.
The Care Team meets biweekly and reviews any referrals made by staff. The front desk staff is monitoring attendance daly and making initial phone calls to families of students that are absent from live sessions. Push out notifications will also be sent through parentsquare for students marked absent in live sessions. The Care Team will initiate a plan if a student has 3 consecutive absences. Depending on the situation, the Care Team will work with the teacher to support the student re-engage with assignments. Once contact is made, then the family and school will co-create a plan to support the needs of the pupil.
Students that are chronically absent and not engaging with learning will be referred to our Student Success Team process. Through this process we will work with families and students to identify barriers to engagement and co-create a plan for supporting the family.
To underscore the value we place on relationship building, the 1st week of school was dedicated to “Ready, Set, Go!” conferences in which teachers met with every family in their class to discuss the needs of the student and get to know each other. Our Kindergarten team did “driveway drops” to deliver STEAM kits and have a socially distanced opportunity to meet our newest students. Additionally, for the 1st time, we held a new student orientation for students in grades 1-8.
There are weekly “Chat With Leadership” zoom meetings which is an informal opportunity to share feedback with administration on how the distance learning program is going.
[A description of how the LEA will provide nutritionally adequate meals for all pupils, including those students who are eligible for free or reduced-price meals, when pupils are participating in both in-person instruction and distance learning, as applicable.]
All BVA families are able to order a month’s worth of breakfast and lunches at a time. Meals are packaged with low touch protocols once per week. Families pick up 5 days worth of meals at a time. These meals include a healthy breakfast, lunch and milk. Pick up requires drive through service at the lower campus. We are currently serving over 60 families both lunch and breakfast. We continue to work with Revolution Foods for meal service. Any families that face transportation barriers have the meals and a box of groceries donated by “All In Monterey” delivered to their homes by a BVA staff member each week.
None at this time
Percentage to Increase or Improve Services
Increased Apportionment Based on the Enrollment of Foster Youth, English Learners, and Low-Income students
[For the actions being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the needs of these students.]
Bay View Academy will receive approximately $4,100,000 in Local Control Funding Formula Funds in 2020-2021. These funds are calculated based on the number of total students, unduplicated English Language Learners, and students identified as low income and foster youth. In 2020-2021, Bay View Academy will receive $394,084 in Supplemental Grant funds based on the projected enrollment of unduplicated students. The Supplemental Grant funds are being used to meet the needs of English Language Learners, and students identified as low income and foster youth.
Bay View Academy continues to invest supplemental funds in full time classroom instructional aides in grades K-2 to assist in providing differentiated, small group instruction that meets the needs of our unduplicated population.
Additionally, to increase and improve the quality of the services we are providing to our unduplicated pupils Bay View Academy is creating 3 part time Curriculum Coach positions to develop ELD reading and writing scaffolds to embed in our thematic units and to provide instructional support to classroom teachers and students.
Our ELAC committee continues to play an active role in driving the identification of the needs of our ELLs and in prioritizing the allocation of our Supplemental grant funds. This year they have identified that it is important for Bay View Academy to translate various documents into Spanish to support our diverse learning community. These documents will include: Learning Continuity and Attendance Plan, Distance Learning Plans, Board approved Policies and weekly teacher communications.
The school also offers services and programs that are aligned with our goals that serve all students, such as: intervention programs for reading and math, professional development for staff in California ELA, Mathematics and Next Generation Science Standards, 1:1 technology in grades 2-8 and Parent Square family communication platform that translates all communications into the family’s native language. School wide investment in these services will not only have a positive impact on the learning environment and the climate of the school as a whole, but will also have a positive impact on the target subgroups.
[A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.]
Additionally, to increase and improve the quality of the services we are providing to our unduplicated pupils Bay View Academy is creating 3 part time Curriculum Coach positions to develop ELD reading and writing scaffolds to embed in our thematic units and to provide instructional support to classroom teachers and students.
BVA Learning Continuity and Attendance Plan - Board Approved 9/29/20