ACS WASC/CDE Visiting Committee Report
SELF-STUDY VISITING COMMITTEE REPORT
ACCREDITING COMMISSION FOR SCHOOLS,
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
CALIFORNIA STATE DEPARTMENT OF EDUCATION
FOR
North Valley Military Institute
12105 Allegheny Street
Sun Valley, CA 91352
Colocated on the Campus of
Sun Valley High School
LAUSD
January 24th-27th, 2016
Visiting Committee Members
Dr. Rudy Cuevas, Chairperson
Principal, YouthBuild Charter School of California
Dawn Burley Hill
Teacher, SOAR Charter Academy
Julie Kroener
Director of Special Education, Health Sciences High & Middle College
Steven Sampson
Teacher, Grimmway Academy
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Chapter I: Student/Community Profile
Briefly summarize the most critical information from the student/community profile that
impacts the school. Include the following:
● Brief description of the students and community served by the school.
North Valley Military Institute (formerly North Valley Charter Academy, NOVA) is currently colocated on the Sun Valley Senior High School campus in Sun Valley, having moved in July 2015
from its previous location of 10 years in Granada Hills.
The school continues to draw students from essentially the same neighborhoods throughout the
San Fernando Valley with approximately 90% of the student population residing within six miles
of the current Sun Valley campus, concentrated in the communities of Pacoima, Sylmar, and San
Fernando to the north, Granada Hills, and Mission Hills to the northwest; Panorama City, Van
Nuys, Northridge, and North Hills to the west, and Reseda and North Hollywood to the
southwest and south.
Demographics
NVMI’s student demographics reflect the population of these communities with 92.6% of NVMI’s
Fall enrollment self-identifying as Hispanic, 2.8% African-American, 3.6% White, and 1%
representing other ethnicities. 39% of NVMI’s parents report having attended some postsecondary education. More than half of area residents are foreign born and fewer than 50%
speak English in the home. Additionally, although the median household income for the area is
$52,000, more than 80% of NVMI’s students qualify for free or reduced price lunch. Considered
to be suburban neighborhoods, these communities nevertheless are plagued by many of the same
problems afflicting the inner city: high unemployment, gang activity, active drug dealing,
significant numbers of single parent households, lack of affordable housing, and abandoned
businesses.
● School’s analysis of student achievement data (e.g., CAHSEE, AYP, API, AP, college
SAT, graduation rates, and program improvement status).
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In 2009, North Valley Charter Academy was initially assigned to the first year of Program
Improvement because it did not make AYP in all of its subgroups, specifically Special Education
and low SES Students. NOVA automatically advanced to PI Year 2 in 2010-2011 even though it
met its API and AYP goals, because the PI system at the time automatically advanced schools
from year 1 to 2 regardless of meeting API and/or AYP. In 2011-2012, NOVA did not meet AYP
in all of its subgroups despite meeting API targets, and was advanced to PI Year 3. In 20122013, NOVA met all API and AYP targets, so stayed in PI 3. When the state assessment system
went into upheaval in 2013, and the school transitioned to NVMI, it stayed in PI year 3 and
remains there today.
Adequate Yearly Progress (AYP):
Because students in grades three through eight participated in the Smarter Balanced Field Test
during the 2013–14 academic year, the U.S. Department of Education approved a determination
waiver for California which exempts elementary schools, middle schools, elementary school
districts, and unified school districts from receiving a 2014 AYP Report. Since only high schools
and high school LEAs received a 2014 AYP Report, the California Department of Education
identified schools and LEAs that had at least 90 percent of their students enrolled in grades nine,
ten, eleven, and/or twelve on Fall Census Day in October 2013. These criteria did not apply to
NVMI and the school was therefore exempt.
NVMI did meet all AYP requirements during the 2014-2015 under the state’s waiver granted by
the US Department of Education.
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1. High school graduation rate (State Priority 5]
Grad
Year
Grad
Rate
2010
77.3%
2011
81.6%
2012
85.7%
2013
96.9%
2014
77.8%
SAT Results 2010-2015
Grad
Yr
#
Grads
#
Taking
SAT
%
Taking
SAT
Ave Score
SATCritical
Reading
Ave
Score
SATMath
Ave Score
SATWriting
Skills
Ave Score
SATMultiple
Choice
Ave
Score
SATEssay
2010
15
10
67%
381
348
391
38
6.8
2011
31
9
29%
482
452
474
48
7.2
2012
36
11
31%
429
437
425
42
7.3
2013
34
7
21%
466
431
417
42
6.6
2014
13
8
62%
461
395
459
44
7.8
2015
15
6
40%
425
400
442
43
7.7
● Other pertinent data (e.g., attendance rates, size of EL/LEP population, teacher
credentialing, class size, dropout rates, programs for students).
1. Average daily rate of attendance [State Priority 5]
Year
ADA
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2008-2009
94%
2009-2010
95%
2010-2011
95%
2011-2012
94%
2012-2013
95%
2013-2014
94%
2014-2015
95%
While the attendance rate at NVMI is high, the school continues to find ways to encourage an
even greater attendance rate and address chronically absent students who account for an
unacceptably large proportion of the 5-6% absentees. Both a positive reinforcement system
(recognizing perfect attendance and near-perfect attendance) and a follow up system (SART and
SARB processes) with chronic offenders have been put into place.
2. Chronic absentee rate [State Priority 5]
Chronic Absentee Rate
Defined as>15 Absences/Semester
2013-2014 S1
2.2%
2013-2014 S2
3.9%
2014-2015 S1
3.4%
2014-2015 S2
3.7%
2015-2016 S1
Available 12/18/15
3. Tardiness rate [Local Priority 5]
Tardiness Rate
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Defined as #p1 Tardies/(#days*ADM)
2013-2014 S1
2.4%
2013-2014 S2
2.4%
2014-2015 S1
0.6%
2014-2015 S2
0.4%
2015-2016 S1
Available 12/18/15
Focused Programs: Preparing students for postsecondary college and careers
NVMI’s singular purpose is to prepare students for college. While some students may choose
other paths after NVMI, our philosophy is rooted in the belief that all students should have the
opportunity to enroll in any California State University of their choice at a minimum. NVMI
also wants students to have the option to go to University of California or other state/private
universities (both within and outside California) of their choice upon graduation. To that end,
NVMI requires all students to take a “UC/CSU A-G” course-taking pattern while at NVMI.
NVMI does not allow “D” grades since the universities do not accept those grades. NVMI
strives consistently to help all students complete the “A-G” required courses so they can be
eligible for admission to at least a Cal State upon graduation.
NVMI has an agreement with Cal State Northridge under which any NVMI student who
successfully completes all the “A-G” courses and has a 3.0 or higher cumulative GPA is
automatically eligible for admission and enrollment at CSUN (with the exception of a very few
impacted programs like Cinema and Finance). NVMI also has an arrangement with the ROTC
program at CSUN to help all students who meet the CSUN/NVMI partnership requirements also
are eligible for full scholarships to CSUN assuming they are willing to make the commitment to
five years of military service after college graduation.
● Appropriateness of identified critical learner needs and their linkage to school wide
learner outcomes.
Expected School wide Learner Outcomes (SLOs)
North Valley Military Institute Cadets Will
Academics
1. think critically and creatively
a. by solving complex mathematical problems
b.
by designing experiments to answer specific questions and engage in scientific
inquiry
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2.
3.
4.
5.
6.
7.
c.
by understanding complex patterns and symbolism in literature and art
d. by applying knowledge to solve real world problems
demonstrate effective oral communication skills
a. by serving as a cadet leader
b. by employing academic language in effective oral communication
c.
by learning a world language other than English
write coherent, organized, and grammatically correct compositions
a. by writing effectively in a variety of genres
b. by writing effectively for a variety of audiences
c.
by writing effectively for a variety of purposes
read, analyze, and comprehend a wide variety of written materials
a.
by acquiring reading proficiency in discipline-centered texts, literature genres, and
media genres
b. by developing the academic language demanded by each discipline
c.
by evaluating and synthesizing information from a variety of texts
investigate and solve problems through a variety of logical means
a. by using mathematical algorithms effectively
b. by using research and data
c.
by using logical argumentation, inference, and deduction to solve problems
d.
by utilizing scientific methods and inquiry to solve theoretical and real-world
problems
possess sufficient content knowledge to succeed in post-secondary education
a.
by achieving content knowledge needed for State of California “high school exit
exam” or equivalent
b.
by acquiring vocabulary and other content knowledge necessary for College
entrance exams
c.
by meeting the University of California A-G requirements
use a variety of technology resources successfully in academic and real-world settings
a. by acquiring fundamental knowledge and skills of computer software and hardware
b. by evaluating and analyzing internet information
Leadership
1. work successfully for a greater purpose as a member or leader of a team
a. by sacrificing self-interest for the overall success of the team when needed
b. by ensuring the individual success of each team member
c.
by practicing organizational, planning, and leadership skills at the squad, platoon,
company, battalion, and regimental levels
2. envision and set goals
a. by organizing and prioritizing tasks to achieve goals
b. by setting interim objectives
c.
by adjusting goals and objectives as appropriate
3. display confidence and poise
a. by speaking effectively in front of peers and adults
b. by accepting leadership roles within school
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c.
d.
by reacting responsibly in times of challenge or stress
by demonstrating military courtesy
Citizenship
1. be an honorable person
a. by examining one’s values
b. by having the courage to live by those values
c.
by making and keeping commitments
d. by fulfilling the fifteen duties of an NVMI cadet
2. respect oneself and others
a. by being courteous to others
b. by using the appropriate language for school, social, and work environments
c.
by recognizing others’ physical and personal space
d. by ensuring your own lifelong physical well-being, health, and fitness.
3.
believe in the core values of justice, moderation, wisdom, patriotism, democracy, and
compassion
a. by obeying the cadet creed
b. by encouraging others to live by these values
c.
by being a role model for others
d. by valuing the views and cultural backgrounds of others
4. support the local and greater community of humankind
a. by participating in community service projects
b. by taking action for positive change in the school or local community
c.
by developing awareness of the needs of a global society
5. respect the environment in which we all live
a. by maintaining a safe and clean school campus
b. by participating in various environmentally sound practices such as recycling
c.
by participating in environmentally helpful service projects
Athletics
1. pursue victory with C.L.A.S.S.
C = Character
L = Leadership
A = Attitude
S = Scholarship
S = Service
2.
work successfully for a greater purpose as a member of an NVMI interscholastic and
intramural sports team
a. by competing fairly with the highest standards
b. by striving to achieve your personal best
c. by setting individual and team fitness goals
d. by representing NVMI in a positive fashion at all times
e. by developing the characteristics of poise, confidence, initiative, self-control, loyalty,
sacrifice, cooperation, and hard work
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Note: Show data in chart format and comment. Include sections of the profile that show
student achievement findings and interpretations.
● Comment on significant findings revealed by the profile and/or pertinent data that were
not included in the profile.
Chapter II: Progress Report (2 pages)
Since the last self-study:
● Comments on the school’s major changes and follow-up process.
● Discuss how the school through its action plan has accomplished each of the critical areas for followup, including the impact on student learning.
NVMI’S CRITICAL AREAS FOR GROWTH FOLLOWUP FROM THE PRIOR
WASC VISIT
During the last full WASC visit, the committee found five Critical Areas for Growth. These
included:
1. NVMI should pursue additional core classes and electives through a variety of
delivery methods.
2. NVMI should pursue ways to support and maintain staffing stability.
3. NVMI should continue to pursue the recruitment of additional Board members.
4. NVMI should continue improving student achievement with particular emphasis on
raising math and science scores.
5. NVMI should pursue additional funding opportunities such as grants of all kinds and
community donations.
Critical Areas for Growth #1: Pursue additional core classes and electives
through a variety of delivery methods.
The VC confirms that NVMI has successfully addressed this critical area of growth by creating
the following new courses:
New Course Offerings in 2015-2016
Beginning in 2015-2016 students are able to take honors level courses in the following areas:
·
English, grades 6-10
·
Math, grades 6-10
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·
·
Social Studies, grades 6-9
Science, grades 6-9
They may also take advanced classes including:
·
Pre-Calculus
·
Calculus
·
Spanish 3
·
Advanced Placement (AP) Spanish
In order to increase curriculum variety, NVMI also some of the following additions to their
curriculum:
·
Band – students of all grades may now participate in our band program. All sixth graders
will be taking an Introduction to Music course; all students may participate in the Marching
Band; and Modern Band will be available at the high school level. Students may participate in
different parades and music events throughout the school year. Music events throughout the
school year include representing the Sun Valley High School sports teams as well as our own.
·
APEX – students may elect to take online classes through the APEX catalogue, which
includes AP courses.
·
Leaders of Character Program – the Military Science program introduces students to
subjects such as First Aid/CERT including disaster simulation training, Orienteering, American
and Military History, Character Development, Cadet Leadership, Physical Education and
Career Choices curriculum for post-high school planning and pathway designations.
·
Cadet Corps Program – as an extension of the Leaders of Character Program, students
may participate in Bivouacs (weekend camping trips); Leadership Academies; NonCommissioned Officer and Officer Candidate School training; CERT (Community Emergency
Response Team) training which is comprised of an extensive 3 day training following the FEMA
standards for large scale natural disasters; Athletic/Marksmanship/Academic and CERT
Competition; Parades; Color Guard; Community Service; Veteran Outreach; Physical Fitness
Challenge (6th grade 1 mile Regimental Run, 7th grade High Ropes Course, 8th grade 5K Run,
9th grade 35 mile Bike Ride, 10th grade Mountain Hike, 11th/12th grade LA Marathon); Drill
Academy and Individual Major Awards; Regimental Marching Band; Pass in Reviews; Summer
Camp – which includes training in Medical Training i.e. first responder, first aid, CPR (adult,
child and infant), Marksmanship, Survival, Mountaineering, Basic Cadet training, NCO training,
OCS training, and leadership staff positions.
·
YPI After school program – In addition to the expanded sports programs, NVMI has a wide
range of after school courses provided by its partnership with YPI.
Critical Areas for Growth #2: Pursue ways to support and maintain staffing
stability.
The VC confirms that NVMI has successfully met this critical area of growth in the following
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ways:
Compensation Alignment with LAUSD
In 2014-2015, despite continued budgetary concerns, NVMI made a commitment to improving
compensation for all staff. Almost everyone on the staff was given a raise, the first in several
years. Also, the certified staff is now able to participate in the STRS retirement program. Dr.
Ryan has made a commitment to get all staff on par with the pay scale at LAUSD. For 20152016, almost all staff were again given raises and all new employees were hired on the LAUSD
salary scale.
In addition to salary and benefit improvements, the school has found other ways to make NVMI a
better place to work. By increasing staffing in the Military Program, the Security/ Support, and
Special Ed departments, we now have a more robust program to meet the needs of our students
and make the job easier on the faculty. The VC believes this will continue to increase faculty
stability.
Critical Area for Growth #3: Continue to pursue the recruitment of
additional Board members.
The VC confirms that NVMI has successfully completed the above critical area of growth as
evidenced by the following:
During the 2015-2016 school year, the board lost one member and has added three members
who are graduates of military academies (one from West Point, one from the U.S. Coast Guard
Academy, and one from the U.S. Air Force Academy). There are currently several other Service
Academy graduates being considered for membership on the NVMI board.
Critical Area for Growth #4: Continue improving student achievement
with particular emphasis on raising math and science scores.
The VC has determined that NVMI has not entirely fulfilled this particular critical area. Since
the last WASC report there was a transition to NVMI, which expanded the population
significantly, and there was also change in CST testing to SBAC testing for the areas ELA and
Math. The VC adapted the essence of this Critical Area and modified it as now listed in Chapter
IV Part B of this VC Report after building consensus with the NVMI leadership team.
Critical Area for Growth #5: Pursue additional funding opportunities
such as grants of all kinds and community donations.
The VC has determined that NVMI has not entirely fulfilled this particular critical area. The VC
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adapted the essence of this Critical Area and modified it as now listed in Chapter IV Part B of
this VC Report after building consensus with the NVMI leadership team.
Chapter III: Self-Study Process (1 page)
Include a copy of the school’s schoolwide learner outcomes.
The NVMI Schoolwide Learner Outcomes are what they call the Four Pillars:
●
●
●
●
ACADEMICS
LEADERSHIP
CITIZENSHIP
ATHLETICS
North Valley Military Institute Cadets Will
Academics
1. think critically and creatively
a. by solving complex mathematical problems
b. by designing experiments to answer specific questions and engage in scientific
inquiry
c.
by understanding complex patterns and symbolism in literature and art
d. by applying knowledge to solve real world problems
2. demonstrate effective oral communication skills
a. by serving as a cadet leader
b. by employing academic language in effective oral communication
c.
by learning a world language other than English
3. write coherent, organized, and grammatically correct compositions
a. by writing effectively in a variety of genres
b. by writing effectively for a variety of audiences
c.
by writing effectively for a variety of purposes
4. read, analyze, and comprehend a wide variety of written materials
a. by acquiring reading proficiency in discipline-centered texts, literature genres, and
media genres
b. by developing the academic language demanded by each discipline
c.
by evaluating and synthesizing information from a variety of texts
5. investigate and solve problems through a variety of logical means
a.
by using mathematical algorithms effectively
b. by using research and data
c.
by using logical argumentation, inference, and deduction to solve problems
d. by utilizing scientific methods and inquiry to solve theoretical and real-world
problems
6. possess sufficient content knowledge to succeed in post-secondary education
a. by achieving content knowledge needed for State of California “high school exit
exam” or equivalent
b. by acquiring vocabulary and other content knowledge necessary for College
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7.
entrance exams
c.
by meeting the University of California A-G requirements
use a variety of technology resources successfully in academic and real-world settings
a. by acquiring fundamental knowledge and skills of computer software and hardware
b. by evaluating and analyzing internet information
Leadership
1. work successfully for a greater purpose as a member or leader of a team
a. by sacrificing self-interest for the overall success of the team when needed
b. by ensuring the individual success of each team member
c.
by practicing organizational, planning, and leadership skills at the squad, platoon,
company, battalion, and regimental levels
2. envision and set goals
a. by organizing and prioritizing tasks to achieve goals
b. by setting interim objectives
c.
by adjusting goals and objectives as appropriate
3. display confidence and poise
a. by speaking effectively in front of peers and adults
b. by accepting leadership roles within school
c.
by reacting responsibly in times of challenge or stress
d. by demonstrating military courtesy
Citizenship
1. be an honorable person
a. by examining one’s values
b. by having the courage to live by those values
c.
by making and keeping commitments
d. by fulfilling the fifteen duties of an NVMI cadet
2. respect oneself and others
a. by being courteous to others
b. by using the appropriate language for school, social, and work environments
c.
by recognizing others’ physical and personal space
d. by ensuring your own lifelong physical well-being, health, and fitness.
3. believe in the core values of justice, moderation, wisdom, patriotism, democracy, and
compassion
a. by obeying the cadet creed
b. by encouraging others to live by these values
c.
by being a role model for others
d. by valuing the views and cultural backgrounds of others
4. support the local and greater community of humankind
a. by participating in community service projects
b. by taking action for positive change in the school or local community
c.
by developing awareness of the needs of a global society
5. respect the environment in which we all live
a. by maintaining a safe and clean school campus
b. by participating in various environmentally sound practices such as recycling
c.
by participating in environmentally helpful service projects
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Athletics
1. pursue victory with C.L.A.S.S.
C = Character
L = Leadership
A = Attitude
S = Scholarship
S = Service
2. work successfully for a greater purpose as a member of an NVMI interscholastic and
intramural sports team
a. by competing fairly with the highest standards
b. by striving to achieve your personal best
c.
by setting individual and team fitness goals
d. by representing NVMI in a positive fashion at all times
e.
by developing the characteristics of poise, confidence, initiative, selfcontrol, loyalty, sacrifice, cooperation, and hard work
Comment on the school’s self-study process with respect to the expected outcomes of the
self-study.
1. The involvement and collaboration of all staff and other stakeholders to
support student achievement
2. The clarification and measurement of what all students should know,
understand, and be able to do through schoolwide learner outcomes and
academic standards (note the selected schoolwide learner outcomes examined
by the school)
3. The gathering and analyzing of data about students and student achievement
4. The assessment of the entire school program and its impact on student
learning in relation to schoolwide learner outcomes, academic standards and
ACS WASC/CDE criteria
5. The alignment of a long-range action plan to the school’s areas of need; the
development and implementation of an accountability system for monitoring
the accomplishment of the plan.
All NVMI staff and stakeholders were clearly involved in the process of creating the self study to
support increased student achievement.
The SLOs are clear vision statements of what students should know.
NVMI has a long range action plan as outlined in Chapter V of this report that documents every
layer of their long term goals and
The VC fully endorses the NVMI action plan
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Chapter IV: Quality of the School’s Program
Part A: What Currently Exists
Based on the school’s self-study and Visiting Committee findings, for each criterion in the
following categories:
A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources
B. Standards-Based Student Learning: Curriculum
C. Standards-Based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth
● Summarize an analysis of what currently exists and its impact on student learning
● Highlight the areas of strength (if any)
●
Highlight the key issues (if any)
●
List important evidence about student learning from the self-study and the visit
that supports these strengths and key issues.
Note: When writing the analytical summary for each criterion, use the indicators as a
guide to ensure that all important aspects of each criterion are addressed (see the ACS
WASC Accreditation Status Determination Worksheet).
CATEGORY
A.
ORGANIZATION:
VISION
AND
GOVERNANCE, LEADERSHIP, STAFF, AND RESOURCES
A1.
PURPOSE,
Vision and Purpose Criterion
To what extent does the school have a clearly stated vision and mission (purpose) based on its
student needs, current educational research, current educational research, the district LCAP, and
the belief that all students can achieve at high academic levels?
To what extent is the school’s purpose supported by the governing board and the district LCAP
and further defined by schoolwide learner outcomes and the academic standards?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Vision – Mission – Schoolwide Learner Outcomes – Profile: The school has established a
clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is
based upon high-quality standards and is congruent with research, practices, the
student/community profile data, and a belief that all students can learn and be college and career
ready.
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The VC determined that the NVMI vision and purpose is very clear, strong, and a well thought
set of vision statements from which the NVMI stakeholders can carry out current and future
endeavors as evidenced by the following:
NVMI took the OMI mission, philosophy, and SLOs and modified them slightly to reflect the
community being served in the San Fernando Valley. Very careful analysis of the current student
population prompted all involved in the NVMI Schoolsite Council and all members of the NVMI
staff to make thoughtful amendments to the OMI mission, philosophy, and SLOs during extensive
conversations held in the fall of 2015.
Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes: The processes
to ensure involvement of representatives from the entire school, business, industry, and
community in the development/refinement of the vision, mission, and schoolwide learner
outcomes are effective.
The VC determined that the NVMI School Site Council was the primary entity involved with the
development and refinement of the vision, mission, and schoolwide learner outcomes. Every
element of the school’s stakeholder groups was integrally involved in the development and
refinement of these seminal documents
Understanding of Vision, Mission, and Schoolwide Learner Outcomes: Students, parents,
and other members of the school and business community demonstrate understanding of and
commitment to the vision, mission, and the schoolwide learner outcomes.
The VC clearly observed from meetings with all stakeholders that each stakeholder group has an
initial introduction to the school’s mission, philosophy, and schoolwide learner outcomes. All
incoming students are taught about these texts during their required entrance camp. All
incoming parents are required to attend a daylong orientation to the duties of an NVMI parent,
and familiarization with these texts is one of many workshops all parents must take during the
day
Regular Review and Revision: The school is implementing an effective process for regular
review/revision of the school purpose and the schoolwide learner outcomes based on student
needs, the district LCAP, global, national and local needs, and community conditions.
The VC clearly noted that there are constant micro and macro reviews/revisions of all parts of
the school up to and including a massive revision via the shift to a military academy. The latter
has included the creation of new charter documents to coincide with these stakeholder inclusive
changes. Since the transition to the military model, the vision, mission and SLOs were adopted
based upon the OMI vision, mission, and SLOs and were modified in the fall of 2015 based upon
analysis of the data found in Chapter 1 of the WASC self-study and the Local Control
Accountability Plan
A2. Governance Criterion
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To what extent does the governing board have policies and bylaws that are aligned with the
school’s purpose and support the achievement of the schoolwide learner outcomes and academic,
college, and career standards based on data-driven instructional decisions for the school?
To what extent does the governing board have delegate implementation of these policies to the
professional staff?
To what extent does the governing board monitor regularly results and approve the single
schoolwide action plan and its relationship to the Local Control and Accountability Plan?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Governing Board: The policies and procedures are clear regarding the selection, composition,
and specific duties of the governing board, including the frequency and regularity of board
meetings.
The governance at NVMI has improved based on the recent addition of new board members who
will continue to figure out how to oversee the growing enrollment, staffing, and endeavors at this
school.
Currently, the board meets monthly during the months of August through May, and as necessary
during the summer months.
Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes: The
governing board’s policies and district-wide improvement plans are directly connected to the
school’s vision, mission, and schoolwide learner outcomes.
The successful completion of the NVMI LCAP validates and confirms the relationship the governance
layers and SLOs. The formulation of the LCAP was thoroughly reviewed and developed over the course
of multiple meetings and with all stakeholders. It was designed and developed via meetings with staff,
the School Site Council, students, parents, and administrative team to ensure that every stakeholder
group in the community were represented.
Governing Board’s Involvement in the Review and Refinement: The governing board is
involved in the regular review and refinement of the school’s vision, mission, and schoolwide
learner outcomes.
The VC confirms that the NVMI board is the approving authority for the revision of the mission,
philosophy, and SLOs at NVMI. The extensive conversion process to the military academy and the
parallel board involvement validates that the board is an active and viable board overseeing NVMI.
Understanding the Role of Governing Board: The school and business community
understands the governing board’s role, including how parents can participate in the school’s
governance.
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The VC affirms that the monthly governing board meetings are always advertised on the school’s
website and in the Hawk Weekly, that agendas are posted pursuant to the Brown Act, and that the
governing board adheres to all applicable provisions of the Brown Act.
NVMI admits noted in its self study that few parents have ever attended governing board meetings,
and while they attribute this to high levels of parental satisfaction, increased stakeholder involvement
can support NVMI in meeting the 6th Critical Area of Growth listed in Chapter V.
Professional Staff and Governing Board: There is clear understanding about the relationship
between the governing board and the responsibilities of the professional staff.
Each governing board meeting includes briefings by the Academic Deans, Dean of Students,
Director of Operations, Commandant, Director of Administrative Systems, Director of Athletics,
Director of Campus Safety, Special Education Director, Enrollment Director, and
Superintendent.
Board’s Evaluation/Monitoring Procedures: There is clarity of the evaluation and monitoring
procedures carried out by the governing board in relationship to the LCAP metrics, including the
review of student performance toward career and college readiness, overall school operations,
and the fiscal health of the school.
At board meetings, board members conduct question and answer sessions for each component of the
LCAP presented. Staff participates to clarify and increase understanding on the part of the board
members. Throughout the school year, the LCAP is reviewed multiple times during faculty sessions,
School Site Council meetings, board meetings, and professional development days.
Complaint and Conflict Resolution Procedures: The established governing board/school’s
complaint and conflict resolution procedures as they apply to the school’s shareholders are
effective.
The planner contains the complaint and conflict resolution procedures adopted by the NVMI
governing board. Parents are reminded about those procedures during new parent orientation and
occasionally in the Hawk Weekly.
A3.
Leadership: Continuous Planning and Monitoring Criterion
To what extent based on student achievement data, does the school leadership and staff make
decisions and initiate activities that focus on all students achieving the schoolwide learner
outcomes and academic, college, and career standards?
To what extent does the school leadership and staff annually monitor and refine the single
schoolwide action plan and make recommendations to modify the LCAP based on analysis of
data to ensure alignment with student needs?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Broad-Based and Collaborative: The school’s planning process is broad-based, collaborative,
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and has commitment of the stakeholders, including the staff, students, parents, and business
community.
NVMI values the input of their stakeholders and strives to incorporate their input into the school
discussions and decision-making. In the transition from NOVA to NVMI, a number of systems
and processes were established to incorporate the communication and collaboration of a wider
network of stakeholders. SSC meetings are regularly attended by parents and have an open
invitation for parents and community members to participate in the various discussions around
student data and school structures. Board meetings are held monthly and are in compliance with
the Brown Act. All agendas and minutes for the both the SSC and Board meetings are made
public on the school’s website for public access.
Parents are asked to commit to completing 25-35 hours of volunteerism on campus through a
variety of activities, such as, cleaning, office work, supervision, and fundraising. The parent
focus group shared that there were also a variety of educational opportunities for their
development as involved parents. These trainings include college night, financial aid, drug
awareness, and other educational opportunities. Additionally, parents are given opportunities to
take college courses on the NVMI campus.
NVMI has expanded their student enrichment opportunities through their Leaders of Character
(LOC) courses that all students who attend the school are enrolled in daily. They have also
expanded their afterschool program through the YPI organization to offer activities, such as,
tutoring, cheerleading, dances and other interest areas identified by the students.
Across all focus group meetings and discussions with the administrative staff, there is an
identified need to grow the relationships between the school and the business community in the
neighborhood.
School Plan Correlated to Student Learning: The school’s Single Plan for Student
Achievement is directly correlated to the analysis of student achievement data about the critical
learner and career readiness needs; schoolwide learner outcomes; and academic, college, and
career standards.
As documented in NVMI’s self-study, the school’s Single Plan and LCAP have been merged into
one document. One large component of this plan was to use student achievement data to drive
classroom instruction. NVMI uses OARS to collect benchmark data on a quarterly basis. This
benchmark data, student grades, student classwork, and state mandated testing results are
discussed and analyzed in grade level and content team meetings. Disaggregated data are then
shared at the SSC and Board meetings on a quarterly basis. Through these various data
discussions, support systems and additional resources are designated as needed. Some of the
identified systems of support that were generated based on these discussions include, Academic
Support, Homework Help, YPI Homework Club, Bootcamp, and the Opportunity Program.
NVMI has stated through focus groups and their WASC Self-study, that the academic
achievement of their student body is their top priority. They support this through a military
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based culture with their identified foundation of four pillars: Leadership, Citizenship,
Academics, and Athletics. NVMI is needing to identify additional ways of infusing the military
model/culture into the classroom environment.
Correlation between All Resources, Schoolwide Learner Outcomes, the Single Plan for
Student Achievement, and the LCAP: There is correlation between allocation of
time/fiscal/personnel/material resources to the implementation, monitoring, and accomplishing
of the Schoolwide Learner Outcomes, the Single Plan for Student Achievement, and the LCAP.
As documented in NVMI’s self-study, the Single Plan and LCAP have been aligned with the
school budget to take into account staffing, operational, and curricular needs. The budget is
regularly reviewed and adjusted as needs arise and funding allows for additional allocations.
All adjustments are said to be made in the best interest of students and align with the Single Plan
and LCAP.
NVMI has made specific adjustments, such as, adding STRS as benefits for teachers and
increasing salaries to be more competitive with LAUSD. These adjustments allow NVMI to be
more marketable in the recruitment and retention of their teachers.
Staff Actions/Accountability to Support Learning: The school evaluates the effectiveness of
the processes and procedures for involving staff in shared responsibility, actions, and
accountability to support student learning throughout all programs. This includes an evaluation
of the collegial strategies used to implement innovations and encourage improvement, such as
shadowing, coaching, observation, mentoring, group presentations.
During the transition from NOVA to NVMI, NVMI restructured their administrative team to
identify specialized areas of focus. This new distribution of responsibility allowed for a
distributive approach across different elements of the school community. This new structure also
allowed for a greater responsibility and authority.
As identified in the focus group discussions and as documented in the WASC Self-Study, three
Academic Deans were identified to help implement a new coaching and instructional feedback
process. This process is in place to allow teachers to have more focused conversations around
teaching and learning. This is a process that is in its initial stages, but will grow to a more
formal process throughout the remaining time in the 2015-16 school year.
Evaluation of Existing Processes: The school leadership regularly reviews the existing
processes to determine the degree to which actions of the leadership and staff focus on successful
student learning.
Through the discussions with various focus groups and the visiting team, it was very clear that
the administrative/leadership team at the school reviews and revises its processes in an effort to
make adjustments in the best interest of all students. The administrative team meets weekly to
discuss and address issues that arise from SSC, or other focus group discussions. Grade level
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teams in collaboration with and administrative representative meet weekly to discuss student
achievement, assessment, or other identified student concerns. The military staff meets with the
Commandant of Cadets and Superintendent weekly to discuss operational issues, staff concerns,
upcoming events, and logistical planning.
Internal Communication and Planning: The school has effective existing structures for
internal communication, planning, and resolving differences.
While there is certainly new staffing and leadership roles to take on these goals, that are in the
beginning stages of implanting an evaluation and supervisorial system that is not yet tangible to
the VC
A4.
Staff: Qualified and Professional Development Criterion
To what extent does a qualified staff facilitate achievement of the student academic standards
and the schoolwide learner outcomes through a system of preparation, induction, and ongoing
professional development?
To what extent is there a systematic approach to continuous improvement through professional
development based on student performance data, student needs, and research?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Qualifications and Preparation of Staff: The school has procedures to ensure that staff
members are qualified based on staff background, training, and preparation.
According to the NVMI self-study and board policy, all teachers who are hired are pre-screened
to ensure that credentialing meets the requirements for the subject they are being hired to teach.
Additionally, other personnel who are hired for different positions must meet the training and
credentialing requirements of their position prior to starting. All staff undergo an onboarding
process to learn about NVMI’s school mission, philosophy, schoolwide learner outcomes, the
merit and demerit system, the school’s planner, notebook, backpack systems, cadet uniform
policy, cadet ranks, leadership structures, and various other components to the military school.
This is an area that NVMI would benefit in growing to ensure that the military aspect of their
culture permeates throughout the curriculum, staff, and students.
While there has been some solid military themed professional development that has been
delivered by the NVMI Superintendent & his team, there is still a need for additional for
research based and highly effective training that will support all of their students, including their
English Learner and SPED population.
Staff Assignment and Preparation: The school has a process to assign staff members and
provide appropriate orientation for all assignments, including online instruction and focused
programs, so that the expertise of the staff members is maximized in relation to impact on quality
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student learning.
VC team reviewed the staff handbook and through the documentation in the self-study there is an
extensive orientation with all staff members after initial hiring. That orientation includes a
“Command Brief” which outlines in detail the four pillars of the school. The orientation also
includes such topics as:
·
Human resource topics (payroll, benefits, etc)
·
Campus safety and emergency protocols
·
The employee handbook policies and procedures
·
The merit and demerit system
·
Classroom military protocols
·
The cadet rank and leadership structures
·
Cadet uniform policies
·
Executive function policies (planner, backpack, notebooks)
·
Curriculum maps and benchmark assessments
·
Using the student information system
·
Technology policies and procedures
·
Classroom appearance norms
·
Classroom observation protocols
·
Teacher evaluation process
·
Non-teaching employee evaluation process
·
Student support services
·
Child abuse reporting
NVMI is taking measures to incorporate more of the training and understanding of the military
models with all stakeholders (students, staff, leadership, board members, parents, and
community members).
Defining and Understanding Practices/Relationships: The school implements a clear system
to communicate administrator and faculty written policies, charts, and handbooks that define
responsibilities, operational practices, decision-making processes, and relationships of leadership
and staff.
All new hires participate in an on-boarding at the time of hire. Employee handbook, policies,
SSC minutes, and other documents are available on the school’s website. NVMI has restructured
their leadership team to provide targeted support. The new leadership team includes
Superintendent, Commandant of Cadets, Director of Special Education, Director of Athletics,
Director of Campus Safety and Security, three Academic Dean, and repurposed the Director of
Instruction to Director of Administrative Systems. The administrative staff communicates on a
regular basis and participates in weekly focus groups to support the needs to plan and support
their staff.
Support of Professional Development: The school effectively supports professional
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development/learning with time, personnel, material, and fiscal resources to facilitate all students
achieving the academic, college, and career readiness standards and the schoolwide learner
outcomes.
NVMI encourages their staff to continue their education to support and encourage staff to
become a lifelong learner. As documented in the self-study, staff have participated in a variety of
conferences to support different areas, such as, AVID, CPM, Special Education, Science,
Reading, and curriculum development. In addition, instructional staff shared that they had an
opportunity to participate in a summer Cadet program. Professional development opportunities
are provided regularly by the Superintendent and his team throughout the year.
Measurable Effect of Professional Development: There are effective operating processes that
determine the measurable effect of professional development, coaching and mentoring on student
performance.
The VC team feels that there is value in these professional developments being provided by
school staff. They would benefit from focusing their discussions on meeting the needs of all
students in the educational environment with special attention paid to highly-effective researchbased instructional practices that can be adopted schoolwide.
The leadership staff is working to establish a coaching and feedback program to provided
teacher feedback. This is in the beginning stages.
A5.
Resources Criterion
To what extent are the human, material, physical, and financial resources sufficient and utilized
effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to
support students in accomplishing the academic standards, the college- and career-readiness
standards, and the schoolwide learner outcomes?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Allocation Decisions: There is a relationship between the decisions about resource allocations,
the school’s vision, mission, and student achievement of the schoolwide learner outcomes, the
district’s LCAP, and the academic standards, and the college- and career-readiness standards.
The school leadership and staff are involved in the resource allocation decisions. The school
leadership and staff are involved in the resource allocation decisions.
The VC determined that as NVMI and all of its stakeholders continue to merge the new military
themes with an academic model that promotes high achievement for all students, there will be
forthcoming revisions to allocation decisions. This is a Critical Area of Growth and it is noted
in Chapter IV and V of the VC Report.
While previously there was an open door policy for staff to make requests from the NVMI
leadership, NVMI is moving towards developing a framework to guide these new allocation
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decisions.
Practices: There are processes operating in relationship to district practices for developing an
annual budget, conducting an annual audit, and at all times conducting quality business and
accounting practices, including protections against mishandling of institutional funds. (Note:
Some of this may be more district-based than school-based.)
The VC found evidence that there are thorough business and accounting processes at NVMI.
Operating the annual budget, conducting an annual audit and conducting quality business and
accounting practices are all done by contractual agreement with an independent business services
company. This company serves the school budgetary and check processing needs as required by
school, district, and state law.
Facilities: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide
learner outcomes, the educational program, and are safe, functional, and well-maintained.
The VC noted that while there is a facilities shortage and a technology gap at NVMI, they are working
diligently to resolve both of these matters. According to the NVMI Leadership team, the school will gain
access to more facilities at the Sun Valley Campus.
Instructional Materials and Equipment: The policies and procedures for acquiring and
maintaining adequate instructional materials and equipment, such as textbooks, other printed
materials, audio-visual, support technology, manipulatives, and laboratory materials are
effective.
NVMI maintains a policy for review and selection of textbooks by highly qualified staff members. The
school has hired a part time technology person to assist staff with all computer, projector and network
needs. The school has also installed interactive smart boards into every classroom and is in the
process of completing professional development for the staff to use this new resource to the fullest
extent of its capability
Well-Qualified Staff: Resources are available to enable the hiring, nurturing, and ongoing
professional development of a well-qualified staff for all programs such as online instruction and
college and career.
At NVMI, salaries have been increased dramatically over the last two years, and there is a board plan
in place to align NVMI with the LAUSD salary scale. NVMI also offers a competitive benefits package,
which pays 100% of the cost of medical and dental benefits for the employee who works full time
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Long-Range Planning: The district and school’s processes for regularly and effectively
examining a long-range plan ensures the continual availability and coordination of appropriate
resources supports students’ achievement of the critical learner needs, the academic standards,
college- and career-readiness standards, and the schoolwide learner outcomes.
The school’s LCAP was developed with extensive collaboration from school stakeholders. A
huge part of that process was the alignment of resources to support the LCAP goals. Several
examples of resource allocation decisions made as a result of the LCAP development and
refinement are:
·
hiring a full time academic counselor
·
hiring a full time personal counselor
·
hiring four additional full time military staff
·
hiring multiple full time campus safety staff
·
purchase of the CPM math curriculum
·
use of the Engage New York curriculum
·
expansion of the school’s athletic program
·
addition of multiple Special Education staff.
A6.
Resources Criterion [Charter Schools only]
Have the governing authority and the school leadership executed responsible resource planning
for the future?
Is the school fiscally solvent and does it use sound and ethical accounting practices
(budgeting/monitoring, internal controls, audits, fiscal health and reporting)?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Long-range Financial (and other Resources) Plan: The school regularly reviews its longrange (and other resources) plan in relation to the school’s vision, mission, and schoolwide
learner outcomes. Decisions about resource allocation are directly related to the school’s vision,
mission, and schoolwide learner outcomes.
The VC team affirms that the LCAP is the current NVMI long-range plan.
The Director of Operations, Superintendent, and an independent business services company, CSMC, are
all involved in creation of the three-year plan to review these goals so that they are structured and
developed to ensure that the school’s vision, mission, and school wide learner outcomes are receiving
appropriate resources.
One of the long-range plan elements included a review of the previous site location. It was evident that
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the school needed to increase its physical size to ensure that the students could follow the military
model the new charter established and that the student population could continue to grow. At the new
location, NVMI is able to provide more resources, more appropriate locations for student activities and
better services for all students. The school now has space including a gym, a large field, a multipurpose room, a cafeteria, a marching pad, complete and adequate classrooms, and a covered eating
area.
Regular Accounting and External Audit Procedures: The school has defined regular
accounting and external audit procedures.
The VC confirmed that there is a detailed NVMI fiscal policies and procedures manual that includes
well defined accounting and external audit procedures. The annual audit by an outside agency
approved by the California Department of Education has resulted in a “clean” audit every year with no
exceptions and no findings
Budgeting Process — Transparency: The school develops and monitors its annual budgeting
process to ensure transparency.
Although NVMI can continue to outreach to more local stakeholders to support their fiscal stability,
the school board does hold public meetings at which the budget for the school is discussed monthly.
Adequate Compensation, Staffing, Reserves: The school governing body provides adequate
compensation to faculty, administrators, and staff; adequate staffing for the school’s program;
and reasonable accumulation of reserves.
The goal for compensation for all staff is to be aligned with the LAUSD payscale and the VC has
determined that NVMI is making extraordinary gains with regard to this goal. In the 2015-2016 school
year, the school added STRS to the benefits package for teaching staff.
Marketing Strategies: The school has marketing strategies to support the implementation of the
developmental program, including research and information to help develop future planning.
There is a full time enrollment officer who has a team of cadet and parent ambassadors, all of whom
blanket the community with those flyers and make hundreds of presentations to the community
organizations and attend hundreds more community events throughout the school year. These
marketing strategies increased enrollment dramatically each of the last two years
Stakeholder Involvement: All stakeholders are involved in future planning, including
addressing long-range capital needs.
Over the past few years, there has been an increase in stakeholder involvement via the LCAP process,
however, the ongoing future financial planning at NVMI should still be inclusive of as many local
stakeholders to help NVMI keep financial pace with its recent enrollment growth.
Informing the Public and Appropriate Authorities: The governing authorities and school
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leaders inform the public and appropriate governmental authorities about the financial needs of
the organization.
The VC confirms that the school’s budget is made available to the school community. The School Site
Council regularly engages in a very transparent process to consider how to best increase income and
cut expenses.
Adequacy of Reserve Funds: The school ensures the adequacy of reserve funds to ensure the
financial stability of the school.
The board and NVMI leadership advised the VC team that, currently, the school is operating
with higher enrollment and operating costs, which the funding has not yet matched. In the 20162017 school year, the goal is to return the reserve to five per cent, and the projections are to
increase the reserves to twenty-five per cent within seven years.
The NVMI team is aware that they have financial and short term budgetary shortfalls but they are
making solid efforts to have long term solutions to these gaps.
Decisions — Schoolwide Learner Outcomes: The school bases resource allocation decisions in
relationship to the schoolwide learner outcomes and the critical learner needs of the students.
While the VC confirms that resource allocation decisions are intended to meet learner needs and based
on what is included in the LCAP, NVMI is still working to figure out how to make the best possible use
of these dollars to fuse the military themes and goals with the academic needs of all students.
A7.
Resources Criterion [Charter Schools only]
Has the school developed policies, procedures, and internal controls for managing the financial
operations that meet state laws, generally accepted practices, and ethical standards?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Written and Adopted Policies/Procedures: The school has written adopted fiscal policies and
procedures for internal controls.
The VC discovered that the current fiscal policies were drafted in 2004 and have been revised as
necessary and appropriate since then. The governing board reviewed the current policies most
recently at its December 2015 meeting. Those policies ensure appropriate internal controls, including
segregation of duties, and adherence to generally accepted accounting principles.
Annual Financial Audit: The school has an annual independent financial audit that employs
generally accepted accounting principles, including a listing of audit exceptions and deficiencies
which the school has resolved to the satisfaction of the charter-granting agency. There are
written policies on the scope and responsibilities related to an independent financial audit. The
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school sends the audit reports to the authorizing agency and other government entities as
required by law.
Each of the annual audits conducted of the NOVA and NVMI books has been “clean” with no findings or
exceptions. NVMI sends the annual audit reports to the LAUSD, LA County Office of Education and CA
Department of Education as required by law and the NVMI charter.
Compliance of Personnel: Personnel follow the fiscal policies and procedures.
The VC confirmed the existence of extensive LAUSD oversight. The VC noted that there is an annual
analysis of whether the accountability measures are adequate to ensure that NVMI personnel follow
the fiscal policies and procedures & there have never been any findings.
Processes for Implementation of Financial Practices: The school has processes and
protections for the following: 1) who is authorized to sign contracts, write checks, and release
institutional funds;2) the monitoring of payroll information; 3) the review of bank reconciliations
and deposits/withdrawals of all school financial accounts; and 4) the policies and procedures for
the use of credit cards and other lines of credit.
The VC confirmed that Personnel with signature authority to sign contracts, write checks, and release
institutional funds are limited to the Superintendent, the Director of Operations, and the Dean of
Students. The monitoring of payroll information is done by a fourth party entity and, as by contract,
they are authorized to process checks. Bank reconciliations are all handled by the third party
independent business services company, CSMC. There are separate teams at the company that are
accountable for different elements including bank activity, contracts, and fund releases. Policies and
procedures for the use of credit cards and other lines of credit are included in the fiscal policies
manual, available in the office of the Director of Operations.
Contracts — Accounting: The school has a contracting process for services, equipment, and
materials and accounts for all contracts of $75,000 or more and their purposes.
The threshold for managing contracts over $75,000 is in line with the lowest level of governmental
agency required as per the California Department of Education. NVMI policy is in line with LAUSD, the
oversight agency. Once a budget is approved and authorizes hiring, the Superintendent is empowered
to work within that board-approved budget.
CATEGORY A: ORGANIZATION: VISION AND PURPOSE, GOVERNANCE,
LEADERSHIP, STAFF, AND RESOURCES
Areas of strength for Organization: Vision and Purpose, Governance, Leadership, Staff,
and Resources (if any):
1. NVMI recently refined its vision/mission by modeling its Schoolwide Learner Outcomes
on the Oakland Military Institute and refined them to fit the NVMI community context.
The goals of NVMI continue to be refined via collaboration and continual review of
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similar military academies.
2. School Site Council exists to have multiple stakeholder input on decision made at NVMI
3. Thorough Implementation of the NVMI 4 pillars in all aspect of the
organization/curriculum/culture
a. ACADEMICS
b. LEADERSHIP
c. CITIZENSHIP
d. ATHLETICS
4. The organizational vision of a military framework, endorsed by NVMI stakeholders has
the potential to provide for a structured educational model
5. The development of 51 NVMI metrics to meet school goals
6. The Board and School Leadership have strong parent support for the organizational
mission.
Key issues for Organization: Vision and Purpose, Governance, Leadership, Staff, and
Resources
(if any):
1. More fully integrate the military academy culture and processes throughout all four
school pillars (academics, citizenship, leadership, and athletics) via increased
opportunities for all stakeholders to be included in this process.
2. NVMI needs more community and business support for NVMI academic and
extracurricular activities.
Important evidence from the self-study and the visit that supports these strengths and key
issues include the following:
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CATEGORY B. STANDARDS-BASED STUDENT LEARNING: CURRICULUM
B1.
Rigorous and Relevant Standards-Based Curriculum Criterion
To what extent do all students participate in a rigorous, relevant, and coherent standards-based
curriculum that supports the achievement of the academic standards, the college- and careerreadiness standards, and the schoolwide learner outcomes?
To what extent through standards-based learning (what is taught and how it is taught), are these
accomplished?
Current Educational Research and Thinking: The school provides examples that document
the use of current educational research related to the curricular areas in order to maintain a
viable, meaningful instructional program that prepares students for college, career, and life.
North Valley Military Institute educates its teachers on current educational research and
evidence based instructional practices through school-wide professional development during
and before the school year in research-based instructional strategies like Backwards Design,
Reading Apprenticeship strategies, and Total Participation Techniques, as well as a variety of
SDAIE strategies to support their growing EL population. The school has adopted research
supported curriculum including the CPM (College Preparatory Mathematics) Curriculum. The
school has stated and the visiting committee has found that the teaching staff does not always
consistently and faithfully implement the strategies they learn.
Academic and College- and Career-Readiness Standards for Each Area: The school has
defined academic standards and college- and career-readiness standards for each subject area,
course, and/or program, and where, applicable, expectations within the courses that meet the UC
“a-g” requirements.
All core classes and the majority of NVMI’s high school Spanish and elective courses have been
approved by the UC system to meet the A-G requirements. The remainder will be resubmitted in
February 2016. As a result, all students have access to college preparatory courses. NVMI has
also added Honors and AP courses, after school college classes through Mission College, and a
variety of A-G approved online courses through APEX.
The school has created curriculum maps for all subjects which align with Common Core State
Standards, California State Standards, or the Cadet Corps Curriculum as appropriate for the
subject. The staff regularly reviews these maps and modifies both the maps and instructional
practice to ensure that the program remains viable as well as standards-based, and connected to
the expected schoolwide learner outcomes. The school has developed benchmarks that align with
the curriculum maps. The school is continuing to develop, evaluate, and revise its curriculum
maps, through consultation with the Board of Directors, School Site Council, Curriculum
Committee, and individual departments and teachers.
Congruence: There is congruence between the actual concepts and skills taught, the academic
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standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
There a partial match between the actual concepts and skills taught, the academic standards, the
college- and career-readiness standards, and the schoolwide learner outcomes at NVMI. The
Cadet Corps and related programs and classes help reinforce the schoolwide learner outcomes
with a strong curriculum that is thoughtfully followed. The APEX online learning, physical
education, health programs are completing their curriculum maps and aligning appropriately
with the standards and the SLOs.
English, Math, and Spanish departments are not presently teaching all of their curriculum as
mapped according to the self study. In discussion with the curriculum team, teachers explained
that when they run out of time to teach the curriculum, they prioritize based on vertical and
grade level team discussions to ensure that students get the best exposure to the standards over
time.
Curriculum for the science and history departments is still mapped to the old California
standards. As the new California Common Core standards are refined and more curricula
appear that are mapped to these standards, NVMI expects to replace course materials and
pursue professional development in those subjects related to these standards. The history/social
science faculty will be seeking materials aligned to the newly adopted state standards at a
curriculum fair in spring of 2016.
Student Work — Engagement in Learning: The school’s examination of representative
samples of student work and snapshots of student engagement in learning demonstrate the
implementation of a standards-based curriculum and the schoolwide learner outcomes.
Student work, the self-study document, and classroom visits demonstrate partial implementation
of the curriculum, as discussed above. Classroom visits showed the inclusion of challenging,
appropriate texts, like A Midsummer Night’s Dream (8th) and CSU expository writing
curriculum, and appropriate use of the adopted textbooks. However, visits also revealed that
while some students were engaged and active in classrooms, others demonstrated disengagement
through off task behavior, especially talking. In some classes, pacing was a problem; for
example, in one math classroom, students spent thirty minutes to copy two triangles and a small
selection of notes off the board while having many side conversations; in another classroom, the
class spent 10 minutes entering and settling before receiving instructions; in a third classroom,
the teacher did not set a purpose for learning or give clear instructions on what to do. These
samples are representative of some of the rooms the visiting committee saw. There were teachers
who efficiently taught curriculum and moved the class along through the use of timers and clear
expectations, which greatly aided in student learning and maintaining order. NVMI needs to
support these teacher leaders in taking this level of instruction to all classes in order to faithfully
implement the rigorous curriculum.
Accessibility of All Students to Curriculum: A rigorous, relevant, and coherent curriculum to
all students is accessible to all students through all courses/programs offered. The school
examines the demographics and situation of students throughout the class offerings. The school’s
instructional practices and other activities facilitate access and success for all students.
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All students have access to A-G certified classes and additional credit recovery options,
generally aligned with the standards based curriculum maps as described above and they are
still developing curriculum for students who receive English Language support and students who
need SPED services. NVMI also uses APEX online learning to help give students access to
classes not offered at their school and to help in credit recovery. The school uses benchmarks to
evaluate their student’s work, check the implementation of the curriculum, and see how
schoolwide learner outcomes are developing. According to the self-study and focus group
meetings, they use results from these assessments to adjust curriculum. Some departments, such
as English and PE/LOC (Leaders of Character) already have regular meetings to check student
progress and note trends in learning.
Many classes, especially English classes, use current events to anchor projects and units of
study, as evidenced in the self study and classroom observations. The school has embraced the
Leaders of Character program because its curriculum supports student needs and prepares them
for the real world while maintaining academic connections; this program has successfully
engaged many students as evidenced by discussions with students and the student focus group.
The school notes in the self study that they are concerned about high rates of class failure and
are addressing this. Our classroom observations support their analysis that this problem results
from problems in instruction, including engaging and motivating students. NVMI has stated that
they would like to improve their teacher training on working with special education push-in
services and ELL populations. Presently NVMI has a push-in program that places a special
education service provider in every classroom and a Special Day class. The school also plans to
hire an EL coordinator to supplement their current EL supports. Classroom visits support the
school’s analysis that they could benefit from training on how to support all students, especially
using the aides.
Integration among Disciplines: There is integration among disciplines at the school and where
applicable, integration of outsourced curriculum into the program so that curricular integrity,
reliability, and security are maintained.
The school states that more should be done to improve integration among disciplines. There are
some common practices within NVMI, including significant writing components to many classes
like math and Leaders of Character. The Cadet Corps Curriculum includes components like
merits that carry over into all classes, but implementation is not consistent; based on classroom
observation and focus group discussion, the team found that some classes clearly use these
structures regularly and others do not. Where these structures are in place, students respond to
them. In terms of cross-curricular collaboration, 6th grade includes some experiences that
integrate math and science or English, and that in the upper grades English language arts and
history sometimes connected through the Leaders of Character curriculum or lessons in either
subject.
Curricular Development, Evaluation, and Revisions: The school assesses its curriculum
review and evaluation processes for each program area, including graduation requirements,
credits, and homework and grading policies, to ensure student needs are met through a
challenging, coherent, and relevant curriculum. This includes the degree to which there is
involvement of key stakeholders (governing board members, teachers, parents, and students).
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NVMI assesses its curriculum review and evaluation processes in Curriculum Committee and at
department meetings. At such meetings, benchmark results are reviewed and are analyzed to see
what kind of factors contribute to the scores. For example, are scores for one unit similar to the
scores on questions related to that unit on the benchmark? Are overall scores reflective of class
final grades? Were student absences or language levels a factor in achievement? They modify
their assessments accordingly. A major push at NVMI is to make sure that assessment data can
be quantified for analysis, and teachers in focus groups report that they continue to adapt
assessments to make them more reflective of SBAC testing while also fulfilling this necessity.
Policies — Rigorous, Relevant, Coherent Curriculum: The school assesses the curriculum
and its rigor, relevancy, and coherency after examination of policies regarding course
completion, credits, grading policies, homework, etc.
School policies are continuing to develop under the leadership of the governing board, the
curriculum committee, the school site council, and administration. The school recently adopted
the military model and with it most of its present school policies. A few ongoing problems are
being addressed, for example the school identified issue of a high failure rates among the
students. In this effort, the Curriculum Committee, the Governing Board, and the School Site
Council have reviewed data on and discussed the problem and implemented a variety of steps to
help, including adding credit recovery classes and redesigning existing support classes and
programs.
Articulation and Follow-up Studies: The school articulates regularly with feeder schools and
local colleges and universities and technical schools. The school uses follow-up studies of
graduates and others to learn about the effectiveness of the curricular program.
School site leaders from NVMI do present to students at several surrounding feeder schools to
explain opportunities and expectations at NVMI, but NVMI would like to do more to improve its
relationships with its feeder schools.
NVMI does communicate with post-secondary institutions, including many community colleges,
several military academies, CSUN, and UCLA. The school gives students access to Mission
College’s community college classes after school at NVMI, allowing students to graduate NVMI
with college credits. NVMI aims to be a college preparatory academy and while many of their
students attend a postsecondary program of some kind, the school hopes that on-site community
college classes and AP classes will push more students to attend four-year universities upon
graduation.
NVMI also stated in their self-study that their postgraduate surveys show many of their students
who enroll in postsecondary programs are not staying in the program to completion. The school
reports that they need to add additional supports to teach students skills relevant to college
success and the visiting committee agrees that continued research and evaluation on this topic
would help NVMI to serve its students.
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B2.
Access to Curriculum Criterion
To what extent do all students have equal access to the school’s entire program and are provided
assistance with a personal learning plan to prepare them for the pursuit of their academic,
personal, and career goals?
Variety of Programs — Full Range of Choices: All students have opportunities to make
appropriate choices and pursue a full range of realistic college and career and/or other
educational options. The school provides for career exploration, preparation for postsecondary
education, and pre-technical training for all students.
NVMI works to provide access to the school’s entire program for all students and uses a variety
of methods to assist students in pursuing their academic, personal, and career goals. Key
elements of this are the school’s academic counseling program, their A-G graduation
requirement, and their many options for credit recovery.
The school employs a full time academic counselor in order to assist students in navigating the
school’s course choices and applying for college and financial aid. Every high school student
works with this counselor to develop a plan for graduation and post-secondary plans, and 12th
graders and their parents meet and review college and career options again. The Leaders of
Character program includes a Career Choices curriculum for 11th and 12th grade that helps
students consider their options and develop plans to achieve them. Special education students
also receive support in planning for their future success through their IEPs.
Student-Parent-Staff Collaboration: Parents, students, and staff collaborate in developing and
monitoring a student's personal learning plan and their college and career, and/or other
educational goals. (This includes the evaluation of whether online instruction matches the
student’s learning style.)
Families are given grade reports every three weeks to help monitor their student’s progress.
Teachers can and do quickly communicate concerns through the planner, which parents must
sign weekly, PowerSchool contacts, email, and phone conversations. Parents can also look up
their student’s progress online through PowerSchool. Parents are encouraged to come to
observe classes and to visit the office as needed. Teachers also try to connect parents and
families to the school through classroom activities, like creating Dia de Los Muertos altars in
memory of loved ones, and whole school activities, like the Veteran’s day celebration. Cadet
Success Team meetings are held to support students when called by the student, their parents, or
their teachers. The academic counselor meets with 12th graders and their parents to develop
and augment existing plans and parent workshops are offered to help involve them in the process
of getting their students to college.
Monitoring/Changing Student Plans: The school implements processes for monitoring and
making appropriate changes in students' personal learning plans (e.g., classes and programs) and
regularly evaluates them.
Cadet Success Teams are one opportunity for students, staff, and parents to review and change
students’ personal learning plans, and the academic counselor also helps monitor students to
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make sure they are progressing through their plans. Make up courses are offered in zero period,
Saturday Academy, and summer school to get students back on track if they fail a course. The
school would like to hire additional counseling staff and develop a systematic way to revise these
plans that also increases student involvement.
Post High School Transitions: The school implements strategies and programs to facilitate
transitions to college, career, and other postsecondary high school options and regularly
evaluates their effectiveness.
NVMI is working towards a college-going culture by ensuring all students have access to
appropriate college prep coursework, including both credit recovery courses and honors and AP
options. All their core courses and all but a handful of their elective courses are A-G certified
through the UC system. To graduate, students must complete all of the A-G requirements. They
offer various programs to help students explore their post-secondary options, including college
visits. Parent workshops and trainings regarding course requirements and college preparation
are also a part of NVMI. Presently, the school’s graduation rates are high and their college
going rates are also good. Still, they are continuing to work to strengthen their program by
developing the school’s study skills components of the curriculum, adding an additional
academic counselor, and developing the rigor of their programs so that their students can be
even better prepared for life beyond NVMI.
B3.
Preparation for Career and College Criterion
To what extent are students able to meet all the requirements of graduation upon completion of
the high school program and be prepared for success in college, career, and life?
Real World Applications — Curriculum: All students have access to rigorous and relevant
curriculum that includes real world applications that will prepare students for success in
college, career, and life.
The graduation requirements include completion of the A-G requirements, so students are able
to apply to the University of California, California State University, and many other 4 year
universities. Curriculum for the Math and English departments include frequent real world
applications of classroom skills and through their alignment with the California Common
Core Standards support critical thinking skills. Classes use current events to anchor their
lessons and connect them to what is happening outside the classroom. The Career Choices
Curriculum used in 11th and 12th grade helps students explore and prepare for career options.
Lessons focus on topics like achieving their goals, self-care, and finances. The Leaders of
Character and the Cadet Corps curriculum used in some classrooms throughout the school
helps students develop many real world skills, including leadership and organization, which
will serve them well in college and the workplace. The school should continue to work to fully
implement the Cadet Corps and Leaders of Character program’s academic components in all
its academic classes.
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readiness support programs to ensure students are meeting all requirements, including the
CAHSEE.
The school has many supports in place to help students meet the graduation requirements,
including academic supports like before and after school tutoring and numerous options for
credit recovery. To help them prepare for college and success in their classes, the school
provides executive function training, academic monitoring through planners and formal
meetings, and numerous options for credit recovery. The Leaders of Character program also
supports students by helping them examine career choices, develop budgets, and become good
citizens.
CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM
Areas of strength for Standards-Based Student Learning: Curriculum (if any):
1. In order to graduate, students must meet all “A-G” Requirements, which makes college
more accessible.
2. The school offers a variety of remediation/tutoring and credit recovery programs.
3. There is a variety of research based professional development opportunities offered to
teachers.
4. NVMI involves its teachers in curriculum development.
5. NVMI uses College Preparatory Mathematics in all of its math classes and a common
core aligned English program.
6. Cadet Corps and Leaders of Character curriculum and projects provide real world
experience for students in leadership, executive function, motivation and organization as
well as connecting students to military “culture” which offers connections both to
colleges and to possible career paths.
7. NVMI frequently evaluates and revises its curriculum to ensure all students receive a
standards-aligned education in a process informed by reviewing student performance
and instructional practice.
8. NVMI challenges all students with A-G approved courses and a growing catalog of AP
classes, honors classes, APEX online classes, and after school college classes.
9. The school frequently reflects on its programs and curriculum to ensure it is meeting
student needs and revises them.
Key issues for Standards-Based Student Learning: Curriculum (if any):
1. NVMI is already counseling students academically and would benefit increasing these
services and adding post-graduation follow up and services.
2. NVMI needs to improve their SBAC scores; to help they should continue to improve rigor
in the classroom, pursue professional development opportunities, add systematic
supports to their curriculum for English language learners and special education
students, and improve services for students and staff to address their SBAC assessment
scores.
3. NVMI needs to continue to add to their AP, Honors, and elective courses while
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maintaining and increasing rigor.
4. NVMI need to develop relationships with feeder schools, and expand connections with
postsecondary programs
Important evidence from the self-study and the visit that supports these strengths and key
issues include the following:
● Self-Study Narrative
● Postgraduation surveys & enrollment tracking
● Parent, Student, and Staff Surveys
● Focus group meetings
● Classroom observations
● Graduation and enrollment records
● SBAC test results
● Professional development schedule & agendas
● Lesson Plans and Plan Templates
● curriculum maps
● School Planner (particularly the calendar & school handbook)
● Pass/Fail rates
● Participation records in military activities including parades, statewide competitions,
drill teams, leadership academies, and bivouacs
● Student recruitment and retention levels
CATEGORY C. STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
C1.
Challenging and Relevant Learning Experiences Criterion
To what extent are all students involved in challenging and relevant learning experiences to
achieve the academic standards, the college- and career-readiness standards, and the schoolwide
learner outcomes?
Results of Student Observations and Examining Work: The school’s observations of student
work provide information on the degree to which all students are involved in challenging
learning to assist them in achieving the academic standards, the college- and career-readiness
standards, and the schoolwide learner outcomes. The school, particularly, has evaluated the
degree of involvement in the learning of students with diverse backgrounds and abilities and
modified approaches based on findings.
According to the self-study and classroom observations, some teachers are having difficulty
teaching at an appropriately rigorous level, for many reasons. The school states that many
students enter NVMI credit deficient and below grade level in academic skills and is helping
these students catch up through credit recovery programs and afterschool Academic Support
tutoring, which teachers use to target student’s key areas for growth. Evidence, including focus
group discussions, examinations of student work, and classroom observations illustrate that the
school is working to help these students patch the holes in their knowledge so that they can rise
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to the challenge of college prep coursework. Meanwhile, teachers continue to work to engage
these students and challenge them, while still making them feel successful.
Some teachers are teaching challenging, exemplary lessons, as evidenced by student work and
observations, while others are still working to gain student engagement and serve their students
as they are. While there are teachers who are providing challenging and relevant learning
experiences, there are still instructional practices to be learned and replicated across NVMI via
collaborative professional development. The school is taking several systematic steps to support
teachers in raising engagement and rigor in the classroom, including professional development
and the implementation of the CPM curriculum, which focuses on learning through discovery.
One way NVMI supports teachers is through a scaffolded lesson plan template that reminds
teachers of the research-based techniques they have covered in professional development and
links teachers to resources that explain how to use these techniques. Engaging teachers grab
learners’ attention with techniques like: gallery walks, word walls, and visual notes.
Assignments at NVMI may also require students to use the mobile computer carts for research or
for creating projects like podcasts, PowerPoints, and videos. These projects get students excited
about their assignments and provide opportunities for them to teach to their peers. Meanwhile
the Leaders of Character program helps these students to grow personally through reflection
and discipline and gets them ready for the challenges of college and the workplace through
projects like budget planning. The school also mentions that it is working to make its curriculum
more challenging, through measures such as adding AP and honors courses and working to offer
more college courses on its campus.
Student Understanding of Performance Levels: The students know the standards/expected
performance levels for each area of study.
The school requires all teachers to post lesson objectives daily in order to inform students of the
standards and skills they are expected to learn that day. Some teachers asked students to record
these in their notebooks. Other teachers referred back to them in the course of their teaching.
Teachers must also post the class agenda and the homework, which students record in their
planners. Common rubrics and KWRL charts are used in some classes to reflect on student
learning. Conversations with students indicated that most had a fair idea of the objective and
where to look to find it in the classroom. Examinations of student work and scripts for student
led conferences indicated that many students were familiar with teacher expectations and the
standards that they were learning.
Differentiation of Instruction: The school’s instructional staff members differentiate
instruction, including integrating multimedia and technology, and evaluate its impact on student
learning.
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According to focus groups, at NVMI differentiation is mainly done through use of the special
education push-in aides who prompt students, chunk assignments, make additional graphic
organizers, and model notetaking, among other supports. Teachers rely on these aides to help
both students with IEPs, English language learners, and any other students that need help.
Teachers also give out copies of notes and build instruction for all students to include supports
that can be helpful for all students.
Teachers use technology, including laptops, Promethean Smart Boards, and the mobile computer
carts to support student learning and engage students with projects like videos and PowerPoint
presentations. The math department makes use of Khan Academy, for example, to supplement
instruction as needed for students. Students are also able to use their phones with teacher
permission to access resources and apps in the classroom.
The school would like to add to its use of technology and grow its computer access to increase
students’ technological literacy and further support teachers and students in creating rigorous,
differentiated learning experiences.
C2.
Student Engagement Criterion
To what extent do all teachers use a variety of strategies and resources, including technology and
experiences beyond the textbook and the classroom that actively engage students, emphasize
higher order thinking skills, and help them succeed at high levels?
Current Knowledge: Teachers are current in the instructional content taught and research-based
instructional methodology, including the integrated use of multimedia and technology.
Teachers have had professional development related to the appropriate use of their curriculum
and in research-based instruction, as evidenced by focus group discussions and professional
development records. The administration supports the use of these practices through a list of
required common practices and a lesson plan template that includes references to and
instructions for many of these strategies. These practices were evident in classroom visits and
focus group discussions. Teachers have access to Smart Boards and teacher computers in their
classrooms, and regularly use these to upload information for parents and in instruction to share
music, films, video clips, and so on. Teachers have limited access to a mobile computer cart for
students to access sources, but focus group discussions indicate that this is something the school
is working to address. The mobile computer cart allows students to access the OARs testing
program for diagnostic and summative testing. Teachers report using a combination of the
computer cart and available personal technology (belonging to teachers and students), and to
allow access to educational phone apps and Khan Academy as well as to allow students to create
Prezis and video projects.
Teachers as Coaches: Teachers work as coaches to facilitate learning for all students.
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Teachers help and coach students, as is evidenced by teacher participation in and support for the
many programs to remediate student learning and aid in credit recovery. Teachers are available
through Academic Support, Homework Help, Saturday Academy, and Summer school. Teachers
and a push-in aide provide help to students during class time, but also encourage students to be
independent through strategies like “ask three before me.” During classroom visits, some
teachers and aides were observed coaching individual students during independent work time.
According to the student focus group and other conversations with students, they feel that their
teachers are here to support them and assist them in their learning. They can name several ways
to get help and to access their teachers. Some teachers use group work, especially math classes,
and the administration is supporting the teachers in growing this aspect of their instruction
through professional development and individual teacher professional development plans, as
discussed in focus groups. Student led conferences are another way that teachers coach students
through self-evaluation.
Examination of Student Work: Representative samples of student work demonstrate: a)
structured learning so that students organize, access and apply knowledge they already have
acquired; b) that students have the tools to gather and create knowledge and have opportunities
to use these tools to research, inquire, gather, discover, and invent knowledge on their own and
communicate this.
Representative samples of student work demonstrate that students are able to think, reason, and
problem solve in group and individual activities, project, discussions, and debates and inquiries
related to investigation.
Representative samples of student work demonstrate that students use technology to assist them
in achieving the academic standards and the schoolwide learner outcomes.
Representative samples of student work demonstrate student use of materials and resources
beyond the textbook, such as use and availability of library/multimedia resources and services;
availability of and opportunities to access data-based, original source documents and computer
information networks; and experiences, activities and resources which link students to the real
world.
Teachers and administration support structured learning by supplying and using the student
planners, school structured binder, and subject structured notebooks. All classes use objectives,
word walls and annotation to support and organize student learning. Many classes use a regular
structure to support learning, which is supported by the school wide lesson plan. Students have
some access to tools to gather and create knowledge. Teachers bring in a variety of resources,
articles, and videos to expose students to information. Teachers work to give students
opportunities to do research and gather knowledge, but the limited technology available at the
school creates issues in access. The school is working to solve this problem by seeking funds to
purchase additional technology.
Some classes invite students to think and problem solve. One exemplary instance of this is the 7th
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grade service learning program, which culminates in students developing their own programs to
help animals. Many classes use groups, and there is a push on campus to do more which is
supported by the CPM program. Discussions on current events are a regular part of many
English classes.
Limited technology is a concern for the school, as mentioned above. Teachers use their Smart
Boards to introduce students to content in interesting ways and bring in content and assignment
that include PowerPoints and videos. Students use a mobile computer cart as available, and the
school is seeking more funding to secure additional technology. In the meantime teachers use a
combination of student technology and the limited technology available to do interesting projects
like video reviews and co-teaching PowerPoints.
Some rigorous projects used to demonstrate synthesis of class topics are competitive debate in
upper level English, video news reports in Government, and designing labs and experiments in
science classes. Problem solving opportunities include the fledgling service learning program in
seventh grade English, mosaics, academic conference style presentations, lively debates on
freedom and survival, hands on labs, and analysis papers comparing the development of theme
and character in movies and books.
Real World Experiences: All students have access to career awareness, exploration, and
preparation that may include such activities as job shadowing, internships, apprenticeship
programs, regional occupational programs, on-the-job training programs, community projects,
and other real world experiences and applications.
Students at NVMI have a real connection to the world beyond high school through traditional
and innovative paths. Traditional projects include current events lessons, analyzing and posing
solutions to the Syrian refugee crisis, and accessing original historical documents online. These
practices were listed in focus groups and the self-study, and variations on these projects were
observed in student work and classroom visits. As important are innovative paths like the
numerous performances of the color guard and drill team, volunteer opportunities with major
events like the Special Olympics, and even performing as a group in a Disney show. 11th graders
already learn a lot about the real world in their Career Choices class, but they also must contact
local businesses and shadow someone at their job for a day.
The Cadet Corps and military aspect of NVMI add an additional level of real world experience
to this school. Students go through the promotion board program as part of the military style of
the school, and gain practice in interviewing, real world organizing, and cooperation. They get
practical leadership experience as well, since at different grades and levels of the program they
are responsible for activities such as monitoring supplies, keeping records, interacting with the
public, supervising NVMI’s entrance camp, and running bivouacs. For example, NVMI students
have their own CERT team and cadet medics who are trained to help their community and serve
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as first responders in case of emergencies. NVMI also works to get its students beyond the
classroom on camping trips (bivouacs) and college trips.
All of the rigorous aspects of the military instructional approach are not fully embedded into all
classrooms and their respective instructional practices, but where the military model is used in
the classroom it greatly enhances student engagement and overall instruction.
CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
Areas of strength for Standards-Based Student Learning: Instruction (if any):
1. Teachers are educated and supported by admin in the use of schoolwide teaching
strategies, such as Word Walls, annotating, and writing.
2. The school explicitly teaches study skills, use of Cornell Notes, the school planner, and
the binder as a means to provide students with the structures necessary for learning and
foster real world success.
3. Special Education push-in services are present in all classes to provide both Special
Education and non-Special Education cadets with additional coaching and learning
opportunities.
4. Additional coaching opportunities are available to all students through remediation
programs before and after school, on weekends, and on breaks, including before school
Homework Help, Zero Period, after school Academic Support, Saturday School and
Saturday Intervention, and Summer School.
5. The school is committed to adding AP, honors, and college preparatory classes to
challenge engaged students.
6. The Cadet Corps program as a whole is a strength:
a. Many students are motivated by the Cadet Corps program and are engaged in
growing as leaders by taking advantage of its unique opportunities.
b. The Leaders of Character, and especially Career Choices, curriculum creates a
connection for cadets between school work and real life opportunities.
c. Students have the opportunity to interact with the community through a wide
variety of programs, including volunteering and job shadowing.
Key issues for Standards-Based Student Learning: Instruction (if any):
1. NVMI needs to consistently implement its common teaching and management practices to
foster classroom success for all students.
2. NVMI needs to improve rigor in classroom instruction while building background and
scaffolding lessons for EL, IEP, and low performing students.
3. NVMI needs to address student motivation and continue to promote an academic, college
going culture, potentially by creating stronger and more consistent classroom
connections between the Cadet Corps and the daily academic experience of students.
4. NVMI needs to improve its technological infrastructure, adding additional access to
computers and other technology for students in and out of class to support rigorous,
complex, and differentiated instruction and assessment.
Important evidence from the self-study and the visit that supports these strengths and key
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issues include the following:
● Self-Study Narrative
● Postgraduation surveys & enrollment tracking
● Parent, Student, and Staff Surveys
● Focus group meetings
● Classroom observations
● Graduation and enrollment records
● SBAC test results
● Professional development schedule & agendas
● Lesson Plans and Plan Templates
● curriculum maps
● School Planner (particularly the calendar & school handbook)
● Pass/Fail rates
● Participation records in military activities including parades, statewide competitions,
drill teams, leadership academies, and bivouacs
● Student recruitment and retention levels
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CATEGORY D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND
ACCOUNTABILITY
D1.
Using Assessment to Analyze Monitoring and Report Student Progress Criterion
To what extent does the school use a professionally acceptable assessment process to collect,
disaggregate, analyze, and report student performance data to the school staff, students, parents,
and other stakeholders?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Monitoring and Reporting Student Progress: There are effective processes to keep district,
board, parents, and the business and industry community informed about student progress toward
achieving the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes.
School data is shared with the School Board through the quarterly meetings. Data is presented
by the Superintendent, administrative team, and/or teachers. College and career readiness
standard is an area of identified needed growth. Data was made available through school
website, meeting minutes, and focus groups. LAUSD participates in annual district reviews
where NVMI can share and discuss their achievement data.
Parents receive individual student data on their children through PowerSchool, student-led
progress meetings, SSC meetings, PAC meetings, individual student planners, and weekly Hawk
Newsletters. These documents were made available through school website, class visits, and sign
in sheets for SSC/PAC meetings.
Currently NVMI collaborates with a variety of community and industry businesses. Though they
have increased their partnerships, NVMI has identified that community business and industry
community is an area that the school would like to expand.
Parent/Community and Student Achievement: The school ensures that the parents and school
community understand student achievement of the academic standards/schoolwide learner
outcomes through the curricular/co‑ curricular program.
Parents are very active in the school community. The Board, staff, and parents shared that this
has increased since the transition from NOVA to NVMI. Parents are active through the use of
volunteer work, participation on committees, fundraising, and other needed areas. Parents
receive regular communication on student progress through the use of email, newsletters, phone
calls, and the school's website. NVMI provides parent trainings and orientations throughout the
year. Each year their is an 8 hour orientation/training that is provided to all parents. They also
have evening and weekend education nights for parents that focus on drug awareness, college
readiness, and Financial Aid. This was evidenced in the WASC Self-Study, parent focus group
discussion, and PAC sign-in sheets.
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Monitoring of Student Growth: The school has an effective system to monitor all students’
progress toward meeting the academic standards, the college- and career-readiness standards,
and the schoolwide learner outcomes.
The school uses a variety of data sources to monitor school growth. These data sources include,
state mandated testing, benchmark testing (OARS), classroom assessments, course grades, and
student interview data. Grade level meeting occur each month and content team meetings occur
monthly. The administrative team shared that they are in the beginning stages of implementing a
formal walkthrough and feedback system that allows for coaching and instructional feedback.
This is something that NVMI would benefit from continuing to grow and develop across all
grade and content levels.
Basis for Determination of Performance Levels: The school staff has determined the basis
upon which students’ grades and their growth and performance levels are determined and uses
that information to strengthen high achievement of all students.
NVMI has established a system of how to collect benchmark data through the use of OARS and
other in class assessments. They have aligned the curriculum maps with Common Core
Standards. In their self-study it was stated that there was a discrepancy in what is on the
curriculum map and what is taught in the classroom. The staff shared, during the focus group
with the visiting committee, that this is due to the various academic needs of students in the
classroom. An area of needed growth would be identifying how to use this data to support the
classroom instruction and increase the differentiation of instruction that occurs in the classroom
to meet the various learning needs.
D2.
Using Assessment to Monitor and Modify Learning in the Classroom Criterion
To what extent do teachers employ a variety of appropriate formative and summative assessment
strategies to evaluate student learning?
To what extent do students and teachers use these finding to modify the learning/teaching
practices to improve student learning?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Appropriate Assessment Strategies: Teachers use appropriate formative and summative
strategies to measure student progress toward acquiring a specific body of knowledge or skills
such as essays, portfolios, individual or group projects, tests, etc.
Benchmark assessments are designed in alignment with the curriculum maps. These assessments
occur and are evaluated on a quarterly basis in collaboration with the faculty and
administration. In visiting classrooms, formative assessments were observed in the bell work and
individual check ins by teachers. Additionally, essays, partner work, individual and group
projects throughout the classroom visits. Student work and projects were displayed throughout
the classrooms highlighting work completed throughout the year. Teachers have been provided
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trainings in the use of Word Walls, TPT’s, annotation, group work, and instructional strategies
during staff professional development days. These strategies were observed to be inconsistent
in practice throughout the classrooms.
Demonstration of Student Achievement: A range of examples of student work and other
assessments demonstrate student achievement of the academic standards and the schoolwide
learner outcomes, including those with special needs.
Samples of student data were available during the classroom visits. These examples were
displayed in student notebooks, displays in the classroom, and observed in-class work. There
were a number of classroom assessments that were shared with the visiting committee, however,
the formatting was primarily in a multiple choice form. NVMI would benefit from aligning their
assessment format to match that of the SBAC testing.
Curriculum-Embedded Assessments: The school regularly examines standards-based
curriculum embedded assessments in English language and math, including performance
examination of students whose primary language is not English, and uses that information to
modify the teaching/learning process.
It was observed that some of the classes embed a writing component into their assessments to
check for understanding as they assess the written language development. For any student that
has been identified as an EDL/ESL student in level 1 and 2 have an additional oral component in
their assessments. The Assessment and Accountability focus group shared that additional
conversations and supports need to be implemented in all classes to help support the language
needs of all kids, but specifically their EL population. This is an area of needed growth.
Portfolios and binders are used to document topics taught and learned through the course. This
will allow students to reference back to previously taught material as needed. Teachers are
planning to build in a self-reflection piece into the portfolio, so that they can reflect on their
learning.
Student Feedback: Student feedback is an important part of monitoring student progress over
time based on the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes. Interviews and dialogue with representative students inform the
degree to which learning experiences are relevant in preparing students for college, career, and
life.
One of the goals of NVMI is to have all students attend some level of higher education after they
graduate from high school. They hold all students to high standards and align their individual
course of study to the A-G requirements. Within the Leaders of Character (LOC) classroom
setting students review the standards, expectations, and objectives for their learning.
Through the use of interviews and surveys, students have identified that leadership and
community aspects of the school experiences help to prepare them for the future.
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Parents are invited three times a year to partake in student led conferences that allow them to
share and reflect on their learning. NVMI has found this to be an effective tool that allows
students to share their achievement and non-achievement.
Modification of the Teaching/Learning Process: Assessment data is collected, analyzed, and
used as the basis to make decisions and changes in the curricular and instructional approaches to
ensure students are prepared for success in college, career, and life.
Students individual personal learning plans are developed with all students to ensure they are all
on track to graduate with their A-G requirements. Lessons and activities to support the
development of executive functioning and college going behavior is embedded into the LOC
courses that all students participate in. These courses are formatted to align with specific study
skills and behaviors that their core teachers are emphasizing. NVMI’s four pillars are the basis
of each lesson. NVMI needs to work to ensure this focus and culture is embedded into all
classes.
D3.
Using Assessment to Monitor and Modify the Program Schoolwide Criterion
To what extent does the school with the support of the district and community have an
assessment and monitoring system to determine student progress toward achievement of the
academic standards, the college- and career-readiness standards, and the schoolwide learner
outcomes?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Assessment and Monitoring Process: The following stakeholders are involved in the
assessment and monitoring process of student progress: district, board, staff, students, and
parents.
The NVMI Board of Directors, which includes business leaders, former school district personnel,
military academy graduates, and educators from a variety of backgrounds, review assessment
data on a quarterly basis. They discuss the data and make program adjustments accordingly,
primarily through the allocation of resources to address determined needs.
During the annual site visit, District personnel review testing data and make recommendations
on program requirements.
Student data is discussed at the School Site Council Meetings and Parent Advisory Council
Meetings. These committees monitor student achievement from an individual and global
perspective. They make recommendations and establish priorities as part of their function. They
use student data to guide processes such as the budgeting and the design of the LCAP. This has
a direct impact on student programing.
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Schoolwide Modifications Based on Assessment Results: The school uses assessment results
to make changes in the school program, professional development activities, and resource
allocations demonstrating a results-driven continuous process.
Curriculum maps are designed to align with the standards. Based on information provided in
the NVMI self-study and the discussions in the focus group, NVMI feels that due to the needs of
the classroom and level of students understanding when they come to NVMI, the curriculum
maps don’t always align with what is actually being taught in the classroom. NVMI needs to
work to increase the differentiation in the classroom.
CATEGORY D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND
ACCOUNTABILITY
Areas of strength for Standards-Based Student Learning: Assessment and Accountability
(if any):
1. At NVMI stakeholders have access to a variety of assessment data sources. Data
incorporates the use of surveys, formative and summative classroom assessments, course
grades, attendance, graduation data, and state mandated tests. Teachers collect
formative and summative assessment data within the classroom structure on a weekly or
bi-weekly basis. Benchmark assessments are designed to align with the curriculum map
and are administered on a quarterly basis. School data is available to the public on the
school’s website. This includes School Report Card, Hawk Newsletter, and minutes from
the SSC meetings
2. NVMI expectations are to have all students attend some level of higher education after
they graduate from high school. Students are held to high standards through their
Leaders of Character (LOC) program and culture. Within the LOC classroom setting
students review the standards, expectations, and objectives for their learning on a
regular basis. College courses are offered and available for students, staff, and family.
Based on student surveys, they have identified that leadership and community aspects of
the school experiences help to prepare them for the future. NVMI’s has established a
goal that 100% of their graduates attend a college or university after graduation.
3. Parent involvement is a strong component of the school culture at NVMI. Through the
PAC and SSC, parents are involved in decision-making and discussing school needs.
Parents are expected to volunteer on campus in a variety of capacities which include, but
not limited to, cleaning, office support, fundraising, and outreach. Additionally, parents
are invited three times a year to partake in student led conferences that allow students to
share and reflect on their learning. NVMI has found this to be an effective tool that
allows students to share their achievement and areas of needed growth.
4. Student data is discussed at the School Site Council Meetings and Board Meetings.
These bodies monitor student achievement from an individual and global perspective.
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They make recommendations and establish priorities as part of their function. These
collective bodies use student data to guide discussions about budgeting and the design of
the LCAP. This has a direct impact on student programing.
5. The administrative team participates in classroom walkthroughs to observe instruction
and student learning. They use the data from classroom walkthroughs, student
assignment evaluation, and classroom grade evaluation monitor student progress.
Individual teachers, in collaboration with the Academic Deans, establish the curriculum
map for each subject area. These are adapted and modified as needed. These curriculum
maps are shared with the parents, SSC, and Board members. This process is in the
beginning stages of development and would benefit from refinement.
Key issues for Standards-Based Student Learning: Assessment and Accountability (if any):
1. Increase discussions around individual students achievement data and how it guides
instructional practices in the classroom.
2. Increasing the differentiation of instruction in the classroom to meet the various learning
needs and academic levels (including EL and students with IEPs).
3. Strengthen and refine instructional feedback and collaboration systems in grade and
content levels.
Important evidence about student learning from the self-study and the visit that supports
these strengths and key issues include the following:
●
●
●
●
●
●
NVMI Focus Groups: A, B, C, D, and E
WASC Self-Study
Student, Staff, and Parent Survey data
Classroom Observations
School Website
SSC and PAC sign in and minutes
CATEGORY E. SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL
AND ACADEMIC GROWTH
E1.
Parent and Community Engagement Criterion
To what extent does the school leadership employ a wide range of strategies to encourage family,
business, industry, and community involvement, especially with the learning/teaching process?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
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Regular Parent Involvement: The school implements strategies and processes for the regular
involvement of family, business, and the community, including being active partners in the
learning/teaching process for all programs. The school involves parents of non-English speaking,
special needs, and online students.
With parent communication and involvement being noted as an area of need from the last WASC
visit, NVMI has made big steps to improve the communication between the school and families.
Communication with families has improved with the advent of the Hawk Weekly newsletter,
available in both English and Spanish that is posted weekly on the school website and is
available in hard copy in the main office. Through the newsletter, families are kept apprised of
upcoming events as well as opportunities to volunteer and participate and are also made aware
of accomplishments and celebrations. As found in the NVMI cadet handbook, NVMI request that
parents volunteer 25 or more hours on campus. NVMI recognizes the accomplishment of those
parents who met or exceeded their 25 hours and the names of parents who volunteer 35 or more
hours in a school year are placed on a plaque in the front office.
As documented by the self study and with communication between staff and students, NVMI’s
commitment to family involvement is apparent particularly in the area of student-led conferences
at the end of each quarter. Families who do not attend the conference are given the opportunity
to have a private conference with the Superintendent in attendance, or they will receive a home
visit from the Superintendent, with the goal of 100% participation in Student led conferences.
As documented by the self study, NVMI created the School Site Council (SSC) in the 2014-15
school. Once a month all stakeholders are invited to participate in the decision making process
that molds both the short and long term goals of the school. These meetings are well attended by
staff, parents and students. This group has had significant input into things like the LCAP and
budgeting.
Also, the new NVMI Band has performed multiple community events and family activities such as
local parades and Sherman Oaks Street Fair. The NVMI color guard has performed at many
community events such as the Veteran’s Day event, a Los Angeles Clippers game, has 4 student
members on the mayor’s youth council, and the LAPD luncheon.
The school has made good strides in increasing parent support. Parents are regularly coming to
school site council meetings but there is still a need to see tangible and measurable outcomes of
parent involvement.
Use of Community Resources: The school uses business, industry, and community resources to
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support students, such as professional services, business partnerships, guest speakers, job fairs,
field trips to local employers, and evaluation of student projects and classroom presentations.
Since the last WASC visit NVMI has made strides in reaching out to the community to make use
of resources to support students and families. NVMI has made connections with local veterans’
groups, schools and businesses including a local real estate group (an association forged by
parents who are in the real estate business) have helped encourage relationships between the
school and the local community.
As documented by the self study, NVMI has fostered two new connections in answer to specific
needs in the school community. We have partnered with San Fernando Valley Partnership to
bring speakers in for Red Ribbon Week and to provide one on one and small group support to
students who struggle with addiction. NVMI has also brought in an outside group called
“Women like us” to mentor female students. This group of volunteers comes in once every two
weeks to meet with and mentor our students on a variety of subjects including nutrition, social
skills and bullying.
During meetings with the focus groups, board members, parents and the superintendent the VC
observed that utilizing community resources to support students is a necessary area of focus for
NVMI in order to gain sponsors, donations, and increase student enrollment.
E2.
School Environment Criterion
To what extent is the school a safe, clean, and orderly place that nurtures learning?
To what extent is the culture of the school characterized by trust, professionalism, high
expectations for all students, and a focus on continuous school improvement?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Safe, Clean, and Orderly Environment: The school has existing policies and regulations and
uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including
internet safety.
As observed and documented in the self study, there is a comprehensive safety plan that meets
local and federal standards. The timeline for repairs that must now be completed by LAUSD staff
is significantly slower than at the previous campus. This includes all classroom doors are to
remain locked at all times. NVMI also requires students to have their student planners time
stamped and signed every time a student leaves the classroom for any reason.
As documented in the self study, NVMI participates in monthly drills that range from fire to
earthquake drills, active shooter, lockdown, and other safety drills. Every member of the NVMI
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staff is trained in basic first aid/CPR and participates in all drills. Additionally, NVMI has a
licensed EMT on staff as well as students who have completed course and practical work and are
qualified Emergency Medical Responders and several teams of students who are qualified
through FEMA as Community Emergency Response Teams.
As a co-locating school, NVMI is limited in the amount of cleaning that the janitorial workers
are able to provide per their agreement with LAUSD. NVMI has utilized students and parents
who volunteer to assist with classroom cleaning. Students sit together as companies at lunch and
are responsible for cleaning their area before being dismissed.
The school is a safe, clean, and highly structured place. NVMI is a school with a strong and
disciplined culture. However, there are still very few tangible and measurable connections to
high achievement for all students. The evidence primarily shows successful growth in behavior
modification and support services but not very much in terms of high achievement for all
students.
High Expectations/Concern for Students: The school demonstrates caring, concern, and high
expectations for students in an environment that honors individual differences and is conducive
to learning.
Citizenship is one of the four pillars of the NVMI program. One of the school’s goals is to make
sure that every student feels connected to at least one adult on campus. Each student is assigned
to a military company that is staffed by two adults. If students are having an issue, whether
personal or school-related, often their Company TAC officers are able to help them.
While bullying situations still occur at school, NVMI makes every effort to address each situation
quickly. When investigating bullying and in remediating the situation there is always a 3-prong
approach. Conversations and counseling are provided to the student who engages in bullying
behavior to help ensure that that student’s needs are being met which reduces their desire to pick
on others. Both are also offered to the student who is being bullied. We believe it is essential that
a student who is bullied gains the confidence to stand up to bullying behavior, thereby reducing
bullying situations. Additionally, bystanders are engaged in thoughtful conversations regarding
their actions (or lack of action). A student who repeatedly engages in bullying behaviors is led
through a series of consequences that are not just punitive but are meant to provide support in
helping to change behavior.
An area that still needs improvement is communication between staff, faculty and families. It is
important to not only provide students with services but to make sure that all adults are on the
same page in terms of established behavioral plans.
As a college-preparatory school, NVMI has high academic standards. Every student must meet
the California “a-g” requirements to graduate. In addition, as stated in other areas in more
detail, the PSAT is offered in the 8th, 9th and 10th grade and every graduating student is
required to apply to at least one 4-year college or university in their senior year.
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Students are recognized for achievements in academics, athletics, and attendance. Each
company has a bell, which students first ring when they officially join their company. Following
that, students get an opportunity to ring their company’s bell for milestones such as birthdays
and also to celebrate athletic and academic achievements.
NVMI has structures in place to promote a college going attitude amongst their students but the
Visiting Committee feels these values need to be revamped and implemented across the NVMI
campus. While their are very high expectations observed by the committee in the cadet corps
program NVMI needs to continue to increase the faithful and consistent implementation of these
values in the academic classrooms.
Atmosphere of Trust, Respect, and Professionalism: The school has an atmosphere of trust,
respect, and professionalism.
The Citizenship Program is one of the four pillars of NVMI and continues to be a cornerstone of
the program where students are generally happy and feel accepted. The citizenship program is
predicated on the principles of teaching cadets to adhere to our honor code and to treat others
with respect, do the right thing, and make our world a better place. Through conversations with
NVMI students and staff the visiting committee observed many students have bought in and are
excited by the citizenship program. The values of the program were enthusiastically and
elaborately discussed by students and staff focus group meeting, however, the VC did not
observe faithful and consistent evidence of the citizenship program being utilized in many of the
academic classrooms.
According to the self study, NVMI administrators have an open door policy for all stakeholders
including teachers, parents, students and other administrators. One of the regular conversations
that students and parents are engaged in is that students absolutely have a voice at this school.
Students are taught how and when to effectively voice their disagreements with staff actions.
NVMI parent and student Survey data indicates that the administration is respectful of other
people’s time and resources. All administrators do their best to have an open door policy. The
Superintendent of NVMI particularly has given all staff members, parents, students his cell
phone number and is generally available at any time day or night to discuss issues. Students feel
free and able to have conversations with administrators including the superintendent. Students
generally feel respected; they have a voice, and that the school is responsive to their needs.
E3.
Personal and Academic Support Criterion
To what extent do all students receive appropriate academic support and intervention to help
ensure school, college, and career success.
To what extent do students with special talents and/or needs access to a system of personal
support services, activities, and opportunities at the school?
To what extent are these enhanced by business, industry, and the community?
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INDICATORS: Use the following indicators as a guide to ensure all key aspects of the criterion
are addressed. Add any additional reflections based on the criterion.
Adequate Personalized Support: The school has available adequate services, including referral
services, to support students in such areas as health, career, and personal counseling, and
academic assistance, including an individualized learning plan.
NMVI offers many services to support their students both behaviorally and academically. The
school offers before school homework help, Saturday school and YPI (after school program) to
provide student with opportunities to get extra support in academics. Student who fail with a
grade between 60-69%, we offered a new program called Academic Boot Camp. Students came
to school during the last week of winter break.
NVMI counselors create a Personal Learning Plan (PLP) for all high school students and is
working to complete PLPs for all middle school students. The PLP consist of student progress
towards A-G requirements and necessary remediations for failing classes such as APEX. While
the PLP process is in place the visiting committee feels that this process needs to revamped to
better serve the needs of NVMI students. All 11th grade students participate in a Career Choices,
through the Leaders of Character class, which helps them create a plan not just for high school
but for college and beyond. Each student creates a 10 Year Plan that they are able to access
online as they move through college and into early careers. Students engage in a “year long
math problem” which teaches them how to create a budget, based on what their desired lifestyle
would be, what kind of jobs would support that lifestyle and what kind of postsecondary
education the student needs to gain access to those jobs.
In addition to adult counselors and TAC officers NVMI provides students with a peer mentoring
program. NVMI’s peer mentoring program is made up of high school students who are trained
in helping middle school students with personal development, social skills and academic success.
Additionally, the individual military companies often use peer mentors to “check in with”
younger students who may be having academic or social or classroom issues. Cadet Success
Teams are held at the company level for students who have earned a significant number of
demerits. These meetings typically include at least one TAC officer, at least one teacher, an
administrator or counselor, at least one parent/guardian and the student. Strategies and plans
are created to help the student succeed.
As physical fitness is one of NVMI’s fours pillars, the school provides students grades 6-12 with
a rigorous physical fitness program in which students are required to participate in PT every
year. NVMI also offers many traditional and nontraditional options for students to participate in
intramural sports and expects that each NVMI student will participate in one sport or group
activity, such as band, per year.
Direct Connections: The school demonstrates direct connections between academic standards
and schoolwide learner outcomes and the allocation of resources to student support services,
such as counseling/advisory services, articulation services, and psychological and health
services, or referral services.
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The athletics program promotes school wide learner outcomes by requiring students to have a
2.0 or better GPA, no more than the appropriate number of demerits per quarter, a probationary
contract to assist students who want to participate in extracurricular activities, and allowing
students to practice with the team but not participate in games until grades come up.
The Campus Safety team provides a safe environment so students can focus on academics.
Campus safety teams ensure that students are in class rather than roaming, and promote
executive function by making sure they have their planner (hall pass) with them at all times when
outside the classroom. Campus safety also assists in the investigation process for allegations of
bullying, students creating dangerous situations and any drug or alcohol related incidents.
Academic counseling provides students with Personal Learning Plans, college and career
guidance, academic workshops and guidance lessons throughout the year, as well as parent
academies to promote parent involvement in academic success. Personal counseling helps
students develop coping strategies, conflict resolutions skills, and impulse control to be able to
deal with academic stressors.
The NVMI Opportunity program offers students who are struggling with classroom behavior an
extra layer of support to help them develop the skills needed to be successful in a general
education classroom. Students gain experience in executive function, impulse control,
counseling, social skills and appropriate classroom behavior through multiple classroom
settings including individual seat work, partner work and group work. Some of the courses in
this program are taught by the superintendent himself.
NVMI TAC officers offer student support through gaining practice at study and note taking
techniques such as Cornell Notes, academic vocabulary and a wellness journal. Additionally, the
military companies support students who are having behavior issues by providing individual
counseling and peer-to-peer counseling.
Through observations and focus group meetings it is evident to the visiting committee that NVMI
has began to connect values of the cadet corps program into the academic classroom, however,
NVMI needs to continue refining this process to align rigorous culture expectations throughout
the campus.
Support and Intervention Strategies Used for Student Growth/Development: Strategies are
used by the school leadership and staff to develop and implement personalized approaches to
learning and alternative instructional options which allow access to and progress in the rigorous
standards-based curriculum. Examples of strategies include: level of teacher involvement with all
students, a curriculum that promotes inclusion, processes for regular review of student and
schoolwide profiles, and processes and procedures for interventions that address retention and
redirection.
As observed by the visiting Committee, double block ELA and math classes (except the honors
classes) have push in support staff daily. The push in support provides support not only for the
special needs students but for all students. The range of needs present in every classroom makes
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extra support welcome. Push in support instructional assistants participates in whole staff and
special education department specific trainings. Although not all teachers utilize the push in
support in the most effective way, more training will help these teams be even more effective.
NVMI provides students with a magnitude of opportunities to get extra support and remediation
in areas they are struggling in. NVMI offers before school homework help, after school support,
Saturday school, zero period, and summer school. NVMI also provides high student with APEX
for credit recovery or to take more challenging courses that are not currently offered.
Through the LOC and formation pieces of the cadet corps curriculum students have a hierarchy
of student leadership and gives all students a sense of belonging and most students get an
opportunity to develop strong leadership skills. In core ELA and math course the visiting
committee also observed the use of collaborative groups within the learning process which
promotes a sense of inclusion and connection to the curriculum.
Support Services and Learning: The school leadership and staff ensure that the support
services and related activities have a direct relationship to student involvement in learning, e.g.,
within and outside the classroom, for all students, including the EL, GATE, special education,
and other programs.
NVMI support services are teacher supervised, with support staff kept informed of the academic
needs to the group by the regular classroom teacher. For Academic Support, any student who is
failing a course at the end of the quarter is automatically assigned and must stay in the program
until the end of the next quarter. (For Quarter One, the initial referral time is three weeks).
Students may additionally be placed in the program by teacher or other staff recommendation.
Saturday School is assigned weekly and is done based on teacher recommendation. A roster is
generated; the referral is written in the student planner; and emails are sent home. Students who
fail courses are referred to the Saturday Academy, Zero Period, and Summer School.
As documented in the self study,NVMl also has cadet success team, which can be called by any
staff member. The team, consisting of teachers, TAC officers, and administrators, will meet with
the students and family to determine what additional services are recommended.
Through these various support structures in place NVMI is able to provide their students with
the necessary remediation and support. As mentioned in the self study and through discussion
with focus groups NVMI needs to continue to develop the process of referring students to specific
support programs. It was also mentioned that communication amongst staff in regards to
student support needs to improve especially in the communication between classroom teachers
and support or afterschool staff.
Equitable Support to Enable All Students Access to a Rigorous Curriculum: Through the
use of equitable support all students have access to a challenging, relevant, and coherent
curriculum. Schools regularly examine the demographics and distribution of students throughout
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the class offerings (e.g., master class schedule and class enrollments) and the availability of
additional support such as extra class time, tutoring, or types of alternative schedules available
for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).
All students have access to A-G certified classes and additional credit recovery options,
generally aligned with the standards based curriculum maps as described above. NVMI also
uses APEX online learning to help give students access to classes not offered at their school and
to help in credit recovery. The school uses benchmarks to evaluate their student’s work, check
the implementation of the curriculum, and see how schoolwide learner outcomes are developing.
According to the self-study and focus group meetings, they use results from these assessments to
adjust curriculum. Some departments, such as English and PE/LOC (Leaders of Character)
already have regular meetings to check student progress and note trends in learning.
School policies and curriculum are continuing to develop under the leadership of the governing
board, the curriculum committee, the school site council, and administration. The school
recently adopted the military model and with it most of its present school policies. A few ongoing
problems are being addressed, for example the school identified issue of a high failure rates
among the students. In this effort, the Curriculum Committee, the Governing Board, and the
School Site Council have reviewed data on and discussed the problem and implemented a variety
of steps to help, including adding credit recovery classes and redesigning existing support
classes and programs.
NVMI offers Academic Support for students who are struggling to maintain a passing grade but
who are at least attempting the work. This after school program offers small group tutoring in
concepts covered in class. In an effort to make sure that students who are referred to Academic
Support actually go, students are separated out every afternoon at PM formation. Those who
teach classes in the after school program are not the instructors who teach during Academic
Support. As documented in the self study, the after school program is successful as long as
teachers communicate to the Academic Support teacher the information and materials needed to
reteach the necessary concepts. According to focus group and classroom observations the
visiting committee observed that the communication between classroom teachers and the after
school program is improving but still needs to be modified so it is more efficient and effective for
teachers and afterschool staff.
Saturday School is another program offered by NVMI that is primarily in place to support
students who are struggling academically. The goal of Saturday School is to provide a
supervised place for students to complete work that was due but not turned in during the week. If
a student fails to turn in work, the teacher writes the missing assignment in the “Saturday”
space in the planner letting the student know what work he or she needs to turn in. The purpose
is to prevent students from falling too far behind in their class and homework.
According to the self study and teacher focus groups, Saturday School could be more successful
if families were more supportive of making sure students come to Saturday School and if
teachers provided copies of any worksheets or packets in case students have lost them.
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NVMI also provides students with before School Homework Help is a program that supports all
students. If students did not understand a part of their homework from the evening before or
were for some reason unable to complete the work, then they can go to Before School Homework
Help from 6:45 – 7:45 am. Before school homework helps also provides an opportunity for those
seeking out extra support and remediation in foundational skills. Two teachers are available
each morning to assist students.
According to the self study and discussions with teachers and students, Before School Homework
Help is a well-managed program that unfortunately is very poorly utilized by students. Parents
could provide support by making sure their students know of BSHW and teachers could remind
students more regularly that this program exists and encourage them to use it.
NVMI offers many programs to help support students with homework and develop foundational
skills. A lot of the observed programs are new and still being fine tuned and developed by the
NVMI staff.
Co-Curricular Activities: School leadership and staff link curricular and co-curricular activities
to the academic standards, the college- and career-readiness standards, and schoolwide learner
outcomes.
NVMI has the following curricular and co-curricular activities to help students meet academic
standards, college- and career- readiness standards and schoolwide learner outcomes:
Academic Support, an after school program designed to provide small group tutoring to
students who are struggling with concepts learned in class
Special Education Academic Support is for those students who need Academic Support
who have an IEP or section 504 plan and provides more adult support and smaller
student/teacher ratio.
Opportunity Program, a “one room school house” experience for students who are
having significant behavior issues in the regular classroom that lasts for a minimum of
one quarter
Before School Homework Help is available to all students from 6:45 -7:45 am daily to
support students who had difficulty completing the previous day’s homework. Students
may self-refer to this program.
Saturday School is a referral program for students who did not turn in assigned class or
homework during the week.
Middle School Homework Help is an afterschool program for middle school students
who are not picked up right after school or who ride an NVMI school bus.
Summer School is available to help students remediate credits or classes so they can
avoid having to repeat the grade. 88% of students enrolled were able to remediate
credits.
Special Day Class is a special education program for students who require a smaller
classroom environment with additional adult support.
Saturday Academy is an academic remediation program for students who failed a
course.
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Zero Period is an academic remediation program for students who failed a course.
NVMI has many support systems to modify student behavior and to remediate, there are still very
few tangible and measurable connections to high achievement for all students.
In addition to the above, NVMI has a robust athletic program which consists of both intramurals
and interscholastic athletics as well as physical education classes and activities. In addition,
NVMI has a Grade Level Athletic Challenges program that engages all students in rigorous
physical challenges developmentally appropriate to their grade levels:
·
6th graders complete an in-cadent mile run
·
7th graders complete a high ropes course
·
8th graders complete a 5K run
·
9th graders complete a 40 mile bike ride
·
10th graders complete a white water river rafting excursion
·
11th graders complete a 25 mile overnight hike of the Pacific Coast Trail; and
·
12th graders complete a marathon
These challenges are designed to build morale and esprit de corps, promote discipline, and
demonstrate physical competencies. These grade level challenges we implemented into the PT
program last year and in from communication with TAC officers and focus groups this is a
program that is still being developed and gaining participation from NVMI student body.
Student Involvement in Curricular/Co-Curricular Activities: The school has an effective
process for regularly evaluating the level of student involvement in curricular/co-curricular
activities and student use of support services along with an effective process for regularly
evaluating the level of student involvement in curricular/co-curricular activities and student use
of support services.
NVMI offers students with multiple opportunities for academic help and remediation including
Saturday school, zero period, and the academic support program which are all by teacher
referrals and tracked through the powerschool database.
NVMI also tracks and communicates their “citizenship program” through student planners,
teacher excel files, “citizenship program” reports, and powerschool database. This is a very
complex process that has multiple layers of checks and balance from teachers to administration.
Students are awarded merits for positive behaviors and demerits for negative behaviors. NVMI
students are able to purchase items from the Hawk exchange when they earn enough merits.
When 4 demerits are earned by a given student in turns into a permanent demerit which could
ultimately require students to attend mandatory saturday school, academic support, or
participate in the Opportunity Program. Through observation and focus group discussions,
NVMI feels they have a good tracking system for the “Citizenship Program” in place but are
continuously trying to make the process of logging and tracking merits and demerits more
efficient for both teachers and administrators.
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CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL
AND ACADEMIC GROWTH
Areas of strength for School Culture and Support for Student Personal and Academic
Growth (if any):
1. NVMI provides students with a Leaders of Character course (LOC) that is taught by TAC
officers to help develop student leaderships skills and positive personal qualities.
2. NVMI provides all students with an opportunity to take on a leadership position with
varying degree of responsibilities that increase as they move up in rank.
3. NVMI has a Citizenship Program in which students can earn merits for positive behavior
and demerits for negative behaviors.
4. NVMI provides students with ample opportunities to give back to their local community
such as Veteran’s Day event, Special Olympics, and Los Angeles Police Department
Excellence in Public Safety.
5. NVMI provides students with an exceptional feeling of community and belonging from the
time they begin summer school cadet academy.
6. NVMI offers many opportunities and programs outside of the classroom for struggling
students to gain extra support academically.
7. NVMI provides students with both academic and emotional support with many adults
outside the classroom teachers, including counselors and 2 adult TAC officers.
Key issues for School Culture and Support for Student Personal and Academic Growth (if
any)
1. Increase the amount of cadet core principles found within the campus and LOC culture
into the academic classroom expectations including merits, demerits, and academic
accolades.
2. Continue to increase the amount of parent communication and participation at school
events.
3. Increase the involvement and support of local businesses and the community at NVMI.
4. Strengthen the college preparatory focus within the NVMI culture both inside classrooms
and in the LOC program..
5. Continue to develop classroom teachers fully buying into the NVMI culture.
Important evidence about student learning from the self-study and the visit that supports
these strengths and key issues include the following:
● Merit and Demerit tracking system
● Parent meeting sign ins
● Student Planners
● Cadet Corps curriculum
● LOC lesson plans and classroom observations
● Hawk weekly
● NVMI school website
● NVMI teacher webpages
● PD agenda
● Ribbon and Rank schedule
● Observation of formation
● Parent, student, and staff surveys
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●
●
●
●
●
●
Personal Learning Plans
Opportunity class observation and roster
SSC sign ins
SSC meeting notes
Master schedule
College Courses offered
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Part B: Schoolwide Strengths and Critical Areas for Follow-up
Synthesize schoolwide areas of strengths and list numerically. Be sure that these can be
documented by other sections of the report.
Schoolwide Areas of Strength (list numerically)
CATEGORY A: ORGANIZATION: VISION
LEADERSHIP, STAFF, AND RESOURCES
AND
PURPOSE,
GOVERNANCE,
Areas of strength for Organization: Vision and Purpose, Governance, Leadership, Staff, and
Resources (if any):
1) NVMI recently refined its vision/mission by modeling its Schoolwide Learner
Outcomes on the Oakland Military Institute and refined them to fit the NVMI community
context. The goals of NVMI continue to be refined via collaboration and continual
review of similar military academies.
2) School Site Council exists to have multiple stakeholder input on decision made at
NVMI
3) Thorough Implementation of the NVMI 4 pillars in all aspect of the
organization/curriculum/culture
A)ACADEMICS
B) LEADERSHIP
C) CITIZENSHIP
D) ATHLETICS
4) The organizational vision of a military framework, endorsed by NVMI stakeholders,
has the potential to provide for a structured educational model
5)The development of 51 NVMI metrics to meet school goals
6) The Board and School Leadership have strong parent support for the organizational
mission.
CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM
Areas of strength for Standards-Based Student Learning: Curriculum (if any):
1. In order to graduate, students must meet all “A-G” Requirements, which makes college
more accessible.
2. The school offers a variety of remediation/tutoring and credit recovery programs.
3. There is a variety of research based professional development opportunities offered to
teachers.
4. NVMI involves its teachers in curriculum development.
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5. NVMI uses College Preparatory Mathematics in all of its math classes and a common
core aligned English program.
6. Cadet Corps and Leaders of Character curriculum and projects provide real world
experience for students in leadership, executive function, motivation and organization as
well as connecting students to military “culture” which offers connections both to
colleges and to possible career paths.
7. NVMI frequently evaluates and revises its curriculum to ensure all students receive a
standards-aligned education in a process informed by reviewing student performance
and instructional practice.
8. NVMI challenges all students with A-G approved courses and a growing catalog of AP
classes, honors classes, APEX online classes, and after school college classes.
9. The school frequently reflects on its programs and curriculum to ensure it is meeting
student needs and revises them.
CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
Areas of strength for Standards-Based Student Learning: Instruction (if any):
1. Teachers are educated and supported by admin in the use of schoolwide teaching
strategies, such as Word Walls, annotating, and writing.
2. The school explicitly teaches study skills, use of Cornell Notes, the school planner, and
the binder as a means to provide students with the structures necessary for learning and
foster real world success.
3. Special Education push-in services are present in all classes to provide both Special
Education and non-Special Education cadets with additional coaching and learning
opportunities.
4. Additional coaching opportunities are available to all students through remediation
programs before and after school, on weekends, and on breaks, including before school
Homework Help, Zero Period, after school Academic Support, Saturday School and
Saturday Intervention, and Summer School.
5. The school is committed to adding AP, honors, and college preparatory classes to
challenge engaged students.
6. The Cadet Corps program as a whole is a strength:
a. Many students are motivated by the Cadet Corps program and are engaged in
growing as leaders by taking advantage of its unique opportunities.
b. The Leaders of Character, and especially Career Choices, curriculum creates a
connection for cadets between school work and real life opportunities.
c. Students have the opportunity to interact with the community through a wide
variety of programs, including volunteering and job shadowing.
CATEGORY D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND
ACCOUNTABILITY
Areas of strength for Standards-Based Student Learning: Assessment and Accountability (if
any):
1. At NVMI stakeholders have access to a variety of assessment data sources. Data
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2.
3.
4.
5.
incorporates the use of surveys, formative and summative classroom assessments, course
grades, attendance, graduation data, and state mandated tests. Teachers collect
formative and summative assessment data within the classroom structure on a weekly or
bi-weekly basis. Benchmark assessments are designed to align with the curriculum map
and are administered on a quarterly basis. School data is available to the public on the
school’s website. This includes School Report Card, Hawk Newsletter, and minutes from
the SSC meetings
NVMI expectations are to have all students attend some level of higher education after
they graduate from high school. Students are held to high standards through their
Leaders of Character (LOC) program and culture. Within the LOC classroom setting
students review the standards, expectations, and objectives for their learning on a
regular basis. College courses are offered and available for students, staff, and family.
Based on student surveys, they have identified that leadership and community aspects of
the school experiences help to prepare them for the future. NVMI’s has established a
goal that 100% of their graduates attend a college or university after graduation.
Parent involvement is a strong component of the school culture at NVMI. Through the
PAC and SSC, parents are involved in decision-making and discussing school needs.
Parents are expected to volunteer on campus in a variety of capacities which include, but
not limited to, cleaning, office support, fundraising, and outreach. Additionally, parents
are invited three times a year to partake in student led conferences that allow students to
share and reflect on their learning. NVMI has found this to be an effective tool that
allows students to share their achievement and areas of needed growth.
Student data is discussed at the School Site Council Meetings and Board Meetings.
These bodies monitor student achievement from an individual and global perspective.
They make recommendations and establish priorities as part of their function. These
collective bodies use student data to guide discussions about budgeting and the design of
the LCAP. This has a direct impact on student programing.
The administrative team participates in classroom walkthroughs to observe instruction
and student learning. They use the data from classroom walkthroughs, student
assignment evaluation, and classroom grade evaluation monitor student progress.
Individual teachers, in collaboration with the Academic Deans, establish the curriculum
map for each subject area. These are adapted and modified as needed. These curriculum
maps are shared with the parents, SSC, and Board members. This process is in the
beginning stages of development and would benefit from refinement.
CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND
ACADEMIC GROWTH
Areas of strength for School Culture and Support for Student Personal and Academic Growth
(if any):
1. NVMI provides students with a Leaders of Character course (LOC) that is taught by TAC
officers to help develop student leaderships skills and positive personal qualities.
2. NVMI provides all students with an opportunity to take on a leadership position with
varying degree of responsibilities that increase as they
3. NVMI has a Citizenship Program in which students can earn merits for positive behavior
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4.
5.
6.
7.
and demerits for negative behaviors.
NVMI provides students with ample opportunities to give back to their local community
such as Veteran’s Day event, Special Olympics, and Los Angeles Police Department
Excellence in Public Safety.
NVMI provides students with an exceptional feeling of community and belonging from the
time they begin summer school cadet academy.
NVMI offers many opportunities and programs outside of the classroom for struggling
students to gain extra support academically.
NVMI provides students with both academic and emotional support with many adults
outside the classroom teachers, including counselors and 2 adult TAC officers.
Synthesize schoolwide critical areas for follow-up and list numerically. Be sure that these
can be documented by other sections of the report.
● Ensure that all Critical Areas have a “who,” “what,” and a “why” in relation to the
impact on student learning
● Confirm areas already identified by the school in the action plan sections
● Confirm areas to be strengthened within the already identified areas
● Identify any additional areas to be added to the action plan that have been identified
by the visiting committee. This includes areas related to student achievement and
other profile data, the school program and operation, and the action plan.
Schoolwide Critical Areas for Follow-Up
(list numerically; Include who, what, why, and the impact on student learning)
The Visiting Committee concurs with the school’s identified areas that are outlined in the
schoolwide action plan. These are summarized below:
1. Increase CAASPP scores in English and math
2. Implement a robust online-accessible “dashboard” of data points across all four NVMI
pillars (academics, leadership, citizenship, and athletics) and governing board/fiscal
operations. Both the governing board and NVMI staff will utilize the dashboard as a
basis for continual school improvement in all four pillars and to promote the school’s
long-term fiscal/operational health.
3. One hundred percent of graduating NVMI seniors will apply and be accepted to a
nationally accredited four-year college or university AND 100% of graduates will
complete a baccalaureate degree or equivalent professional level certification within six
years of graduation from NVMI
4. Refine support systems so that all students succeed academically, behaviorally, and socio
emotionally:
In addition, the Visiting Committee has identified areas that need to be strengthened:
(Note: Show the relationship to what the school has already identified, if possible.)
1. More fully integrate the military academy culture and processes throughout all four
school pillars (academics, citizenship, leadership, and athletics) via increased
opportunities for all stakeholders to be included in this process.
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2. Ensure the long term financial health of school through fundraising, business
partnerships, grant-writing, long term facilities planning, community partnerships, and
access to 21st Century technology.
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Chapter V ACTION PLAN – REVISED 28 January 2016
Goal #1 (Critical Area for Growth) Increase CAASPP scores in English and
math so that:
a. at least 85% of students meet or exceed standards (levels 3 or 4) after three or more
years of enrollment at NVMI
b. 100% of students scoring at level one (standard not met) will advance to at least
level 2 (standard nearly met) after one year of enrollment at NVMI and at least 85%
of students scoring at level 2 will advance to level three (standard met) after one
year of enrollment at NVMI
c. at least 65% of students in their first year of NVMI enrollment will score at level 2 or
higher
Rationale:
Year 1 SBAC results were abysmal, especially in grades 6, 7, and
8. The yet-to-be-defined state accountability system will focus
on SBAC scores, so we need to work toward 100% of students at
level 3 or higher.
Supporting Data:
ELA
MATH
Level Band
Gr 6 Gr 7 Gr 8 Gr 11 Gr 6 Gr 7 Gr 8 Gr 11
1
Standard Not Met
65% 81% 50% 14% 75% 79% 72% 50%
2
Standard Nearly Met 22% 17% 32% 32% 18% 14% 20% 36%
3
Standard Met
11% 3% 18% 45% 4% 6% 7% 14%
4
Standard Exceeded
3% 0% 0%
9% 4% 0% 2%
0%
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Goal #1 Annual Targets:
By 30 June 2016 – 50% of students at levels 1 or 2 who were at
NVMI in June 2015 advance to next level in grades 7 and 8 tests;
25% of students in their first year at NVMI score at level 3 or
higher.
By 30 June 2017 – 50% of students enrolled at NVMI for three
years score level 3 or higher (grades 8 and 11 only); 60% of
students at level 1 or 2 who were at NVMI in the previous year
advance to next level in grades 7 and 8 tests; 35% of students
in their first year at NVMI score at level 3 or higher.
By 30 June 2018 - 60% of students enrolled at NVMI for three
years score level 3 or higher (grades 8 and 11 only); 70% of
students at level 1 or 2 who were at NVMI in the previous year
advance to next level in grades 7 and 8 tests; 45% of students
in their first year at NVMI score at level 3 or higher.
By 30 June 2019 - 70% of students enrolled at NVMI for three
years score level 3 or higher (grades 8 and 11 only); 80% of
students at level 1 or 2 who were at NVMI in the previous year
advance to next level in grades 7 and 8 tests; 50% of students
in their first year at NVMI score at level 3 or higher.
By 30 June 2020 - 80% of students enrolled at NVMI for three
years score level 3 or higher (grades 8 and 11 only); 90% of
students at level 1 or 2 who were at NVMI in the previous year
advance to next level in grades 7 and 8 tests; 55% of students
in their first year at NVMI score at level 3 or higher.
By 30 June 2021 - 80% of students enrolled at NVMI for three
years score level 3 or higher (grades 8 and 11 only); 90% of
students at level 1 or 2 who were at NVMI in the previous year
advance to next level in grades 7 and 8 tests; 60% of students
in their first year at NVMI score at level 3 or higher.
By 30 June 2022 - 85% of students enrolled at NVMI for three
years score level 3 or higher (grades 8 and 11 only); 100% of
students at level 1 or 2 who were at NVMI in the previous year
advance to next level in grades 7 and 8 tests; 65% of students
in their first year at NVMI score at level 3 or higher.
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Goal #1 Action Steps:
Goal #1 Tasks
Task 1: More
fully align
curriculum
maps with
CCSS and
include in each
map reference
to:
o
o
o
o
o
Personnel
Responsible
Curriculum
Committee
Chairperson
Teachers/depart
ment heads
Resources
CCSS testing
and standards
teacher’s
guides.
specific
texts for
which close
reading
will be
implement
ed
writing
tasks for a
variety of
CCSS
purposes
specific EL
strategies
strategies
for
students
with
identified
special
needs
differentiat
ion
strategies
to be
employed
in the
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Timeline
Initial PD
meeting
May 2016
and at the
end of every
quarter
during
2016-2017
school year
Means to
Assess
Improvemen
t
Data analysis
of Benchmark
Assessment
scores
Means to
Report
Published
on website
ACS WASC/CDE Visiting Committee Report
Goal #1 Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
course
Task 2: Utilize
SBAC and
NVMI-created
interim
assessment
results to guide
instruction.
Task 3:
Identify
specific
modifications
to math
instruction
based on SBAC
and NVMIcreated interim
assessment
results
Teachers/depart
ment heads
OARS/Testing
coordinating
At the end of
every
quarter
Data analysis
of Benchmark
Assessment
scores
Published
on
dashboard
Math Department
teachers
Math coaching
Summer PD
to plan math
intervention
s
Analysis of
benchmark
and SBAC
scores
PD notes
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Goal #1 Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 4: Revise current technology plan to ensure alignment with CCSS and SBAC assessments and
the technology skills expected of all graduates.
a. Create and
implement
timeline of
transition
from
shared use
of
computers
/devices to
availability
for all
students in
all
classrooms
.
b. Analyze
technologic
al
expectation
s of SBAC
assessment
s and
subsequent
ly revise
curriculum
maps and
benchmark
tests.
c. Correlate
the
technology
skills
Tech coordinator
Computers/de
vices
Internet access
Directors of
Instruction
SBAC practice
tests
Teachers
Curriculum
maps
Tech Coordinator
Initial steps
in Fall 2016
ongoing
with full
implementat
ion in Fall
2018
Average daily
students to
computers
ratio
Summer
2016
Revised
curriculum
maps and
benchmarks
that include
the identified
technology
based tasks.
Published
on website
after
approval
by NVMI
Governing
Board
2016-2017
School year
Revised
curriculum
maps and
benchmarks
that include
Published
on website
after
approval
by NVMI
Professional
Development
and
Collaboration
time
Directors of
Instruction
Department
Heads
Technology
Professional
Development
for teachers
Possible stand-
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Approximat
ely 4 times a
year for
Average daily
Published
on website
after
approval
by NVMI
Governing
Board
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Goal #1 Tasks
expected of
all
graduates
with the
courses in
which such
tasks are
most
appropriat
ely
introduced.
Personnel
Responsible
Teachers
Tech Coordinator
Resources
alone
technology
class for
students
each class
and assess the
identified
technology
based tasks.
Project Based
learning
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Timeline
Means to
Assess
Improvemen
t
Means to
Report
Governing
Board
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Goal #1 Tasks
d. Identify,
evaluate,
and
significantl
y increase
integration
of quality
instruction
al
technology
in all
classrooms
.
Personnel
Responsible
Directors of
Instruction
Department
Heads
Teachers
Resources
Professional
Development
and
Collaboration
time.
Timeline
Summer
2016 and
annually
Means to
Assess
Improvemen
t
Documentatio
n of
classroom
observations
Published
lesson plans,
pilot versions
of
commercially
available
instructional
technology.
Means to
Report
Published
on website
after
approval
by NVMI
Governing
Board
Task 5: More fully align course grading with CCSS and SBAC expectations to increase level of rigor.
a. Establish
and
implement
protocol
for
examining
student
work
b. Include
collaborati
ve grading
in
Departmen
t meetings
c. Compare
SBAC and
other
assessment
results
with
Department
Heads
Student work
samples
January –
August 2016
Written
protocol
Grades
published
on
dashboard
Student work
samples
Monthly
Department
Meetings
Department
assessment of
student
progress
Grades
published
on
dashboard
OARS/CPM
Department
Meetings
and
Curriculum
Committee
meetings
Data analysis
of
Benchmarks,
SBAC scores,
and grades
Grades
published
on
dashboard
;
correlatio
ns
Teachers
Departments
Heads
Teachers
Curriculum
Committee
CCSS practice
tests
Grade analyses
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Goal #1 Tasks
Personnel
Responsible
Resources
grades and
determine
correlation
s
d. Plan and
implement
profession
al
developme
nt to help
teachers
promote
close
reading of
text and
quality
writing for
a variety of
purposes
Timeline
Means to
Assess
Improvemen
t
quarterly
Curriculum
Committee based
on input from all
departments and
teachers
Teacher survey
of PD needs
Research on a
variety of PD
programs for
CCSS reading
and writing
across the
curriculum
Begun in
Summer
2016 and
annually
adjusted
based on
teacher
input
Means to
Report
between
grades and
test scores
discussed
with
Governing
Board
Teacher PD
surveys
Teacher PD
sign in
Curriculu
m
Committee
meeting
notes
Presentati
ons to the
Governing
Board
Task 6: Create intervention programs to target students performing below level 3, especially those
“on the cusp” of the next level. In particular, consider technology-based intervention tools and how
those might be incorporated into academic support, Saturday School, Summer programming, and
entrance camp programming. (See Goal #4 Task 1, which aligns with this task)
a. Improve
the
academic
support
programs
currently
provided.
Curriculum
Committee
Intervention
and
Remediation
Program Plan
to be
developed.
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Curriculum
Committee
to have
initial
discussion
Spring
2016;
committee
of faculty to
Tracking
students’
passing
grades and
benchmark
scores as well
as SBAS
scores
Data
Dashboard
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Goal #1 Tasks
Personnel
Responsible
Resources
Timeline
revamp plan
during
summer
2016;
annual reevaluation
thereafter
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Means to
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Improvemen
t
Means to
Report
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Goal #1 Tasks
Personnel
Responsible
b. Identify
students’
specific
learning
needs and
create
individuali
zed
approaches
to address
those
needs,
especially
English
Learners
and
students
with
identified
special
needs.
Teachers and
Special Education
Team
c. Implement
specially
targeted
academic
support
sessions,
e.g. Snack
and Study
for
semester
exam prep
Teachers
Resources
Timeline
Technology
based program
to target
lacking skills
for individual
students
Initially
during
Entrance
Camp
academic
component;
during
academic
support
thereafter;
ending
when a
student is
meeting
standards
Tracking
students’
passing
grades and
benchmark/S
BAC scores
At the end of
every
semester
Higher
percentage of
passing
students
Study guides
published by
each teach
aligned with
curriculum
maps
Student
surveys
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Means to
Assess
Improvemen
t
IEP goal
completion
tracking
Student
survey results
Means to
Report
Data
Dashboard
IEP goal
completio
n tracking
reported
to
Governing
Board by
SPED
Director
Data
Dashboard
Student
survey
results
shared
with
Governing
Board
ACS WASC/CDE Visiting Committee Report
Goal #2.(Critical Area for Growth) Implement a robust online-accessible
“dashboard” of data points across all four NVMI pillars (academics,
leadership, citizenship, and athletics) and governing board/fiscal
operations. Both the governing board and NVMI staff will utilize the
dashboard as a basis for continual school improvement in all four pillars
and to promote the school’s long-term fiscal/operational health.
Rationale:
Having a multitude of data points accessible to all stakeholders
including board members, staff, students, and parents increases
transparency, accountability, and accessibility. It also
empowers everyone with the necessary information to make quality
decisions about enhancing the NVMI experience for all students
and helps promote the long-term stability and success of the
school.
Supporting Data
Multiple Data Sources currently require integration include:
 PowerSchool
 CDE website
 CAASPP data
 Charter School Management Corp (CSMC) fiscal data
 Attendance data
 OARS data
 CACC promotion testing data/ TAC team anecdotal data
 College Board data
 Parent Advisory Committee activities
 Merit-Demerit System data
 Athletics Standings and participation rates
 Fitnessgram scores
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Goal #2 Annual Targets:
By 30 June 2016 – A Data Committee has been established and has
met to determine data elements to be included in dashboard and
its expected applications.
By 30 June 2017 – A Draft Dashboard with partially implemented
live elements according to the timeline determined by the Data
Committee is publicly available and reviewed. Focus groups have
met multiple times during the year to decide upon any
appropriate improvements to the dashboard; Schoolwide action
teams (consisting of a board member, school staff students,
community reps and parents) are created to address the 3-5 most
critical areas of improvement identified by the governing board
after analysis of the dashboard. Those action teams develop
specific action steps to be implemented by the school to make
quantifiable improvements in dashboard data.
By 30 June 2018 – Further development of the dashboard according
to the timeline determined by the Data Committee is publicly
available and reviewed. The 3-5 action teams developed in the
2016-2017 school year implement action plans and analyze
progress. Additional 2-3 action teams are created by governing
board in response to latest data. One or more of initial 3-5
action teams may be disbanded if improvement targets are met; or
their work may be continued.
By 30 June 2019 – Continued development of the dashboard
according to the timeline determined by the Data Committee is
publicly available and reviewed. All action teams from previous
year hold public accountability sessions to inform school and
community about progress toward stated goals. Governing board
makes adjustments and additions to action teams as appropriate.
By 30 June 2020 - Continued development of the dashboard
according to the timeline determined by the Data Committee is
publicly available and reviewed. All action teams from previous
year hold public accountability sessions to inform school and
community about progress toward stated goals. Governing board
makes adjustments and additions to action teams as appropriate.
By 30 June 2021 - Continued development of the dashboard
according to the timeline determined by the Data Committee is
publicly available and reviewed. All action teams from previous
year hold public accountability sessions to inform school and
community about progress toward stated goals. Governing board
makes adjustments and additions to action teams as appropriate.
By 30 June 2022 – Final implementation of initial development
timeline for dashboard is complete. All action teams from
previous year hold public accountability sessions to inform
school and community about progress toward stated goals.
Governing board makes adjustments and additions to action teams
as appropriate.
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Goal #2 Action Steps:
Goal #2 Tasks
Personnel
Responsible
Resources
Timeline
Means to Asses
Improvement
Task 1: Analyze current data to determine data elements for inclusion on dashboard.
a. Create Data Committee
and calendar meetings to
identify data needed and
applications for which it
is required.
Governing Board
Representative
WASC Student
Community Profile
Schoolsite Council
Chairperson and
other stakeholder
Representatives
SARC
All Administrative
Personnel
January – June
2016
List of data
elements and
expected
applications
LCFF State
Priorities Snapshot
Other sample
Dashboards
Director of
Administrative
Systems (DAS)
b. Establish criteria by
which Dashboard is to be
assessed.
Data Committee
Identified goals and
applications of
proposed
Dashboard
January – June
2016
Dashboard
assessment criter
c. Prioritize elements and
determine 6-yr phase-in
timeline for evolution of
dashboard
Data Committee
Sample Dashboards
January – June
2016
Timeline of
inclusion of data
elements
Director of
Administrative
Systems
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Goal #2 Tasks
Personnel
Responsible
d. Identify interactive and
non-interactive elements
and overall dashboard
presentation style
Data Committee
e. Research and determine
best software to display
dashboard information.
f.
Provide DAS with
appropriate training
Resources
Timeline
Means to Asses
Improvement
Sample Dashboards
January – June
2016
Dashboard Layou
Director of
Administrative
Systems
Other sample
Dashboards
January – June
2016
Software purchas
or training
identified to use
existing software
Director of
Administrative
Systems
Training course
June – July 2016
Successful
completion of
training
Director of
Administrative
Systems
Sample dashboard
training courses
Task 2: Collect data points for ongoing inclusion in Dashboard for public review
a. Establish timeline and
personnel responsible
for gathering data points
and reports
Data Committee
b. Gather reports
Data Committee
All Administrative
Personnel
All Administrative
Personnel
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Relevant reports
for identified data
elements
May - June 2016
Focus groups and
public surveys
Relevant reports
for identified data
elements
June –August
2016
Static draft
Dashboard
ACS WASC/CDE Visiting Committee Report
Goal #2 Tasks
c. Review data and follow
through with
establishment of
dashboard
Personnel
Responsible
Director of
Administrative
Systems
Resources
Dashboard
software
Timeline
Means to Asses
Improvement
September 2016 –
January 2017
Draft Dashboard
with initial live
elements as
determined by
timeline
Updated reports
from Task 3
January 2017 and
ongoing
Timeline as
determined by
Focus groups and
Data Committee
Reports available
from external
sources,
January – March
2017
Addition of autoupdate
functionality to
development
timeline
Development
Timeline
Beginning January
2017 Quarterly by
Governing Board
Assessment Surve
results using
established criter
by Data Committe
and other
stakeholders
Task 3: Monitor data included on the dashboard to be accurate and current
a. Establish appropriate
timeline for how often
and the means by which
data should be reviewed
and updated
SSC Chairperson
b. Identify automatic data
update mechanisms and
determine timeline to
add auto-update
functionality to
Dashboard
Director of
Administrative
Systems
c. Review Data Dashboard
development progress
and accuracy.
Governing Board
Data Committee
Technical staff as
needed
Data Committee
Data Committee
and full SSC
Focus Groups
Other stakeholders
Assessment survey
based on
established
assessment criteria
Annually by other
stakeholders
Task 4: Communicate with stakeholders to ensure that dashboard is accessed and understood
a. Include notifications of
dashboard availability in
all school publications
Author(s) of Hawk
Weekly, Staff
Bulletin, website,
and Facebook pages
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All home and
public
communication
resources
Beginning January
2017 and ongoing
Focus groups
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Goal #2 Tasks
b. Ensure that focus groups
are given data in a timely
manner for
consideration of success
or areas of growth.
Personnel
Responsible
Director of
Administrative
Systems
Resources
Presentations by
DAS in Staff, SSC,
and Board
Meetings
Timeline
Beginning January
2017 and ongoing
Means to Asses
Improvement
Focus groups
Task 5: Action teams address the 3-5 most critical areas of improvement identified by the governing board after an
dashboard.
a. Review of dashboard
data
Governing Board
Dashboard Data
Beginning
September 2016
using draft data
and complete by
January 2017
Identification 3-5
most critical area
of improvement
b. Create action teams and
development of goals
and specific action steps
Board member,
School staff,
Students,
Community reps,
Parents
Board minutes in
which 3-5 most
critical areas of
improvement were
identified
January - June
2017
Action teams’
written goals and
action steps
c. Implement action plans
and analyze progress
Action Teams
Governing Board
Updated
Dashboard Data
August 2017 –
June 2018
Report of action
teams’ progress
d. Hold public
accountability sessions
to inform school and
community about action
teams’ progress toward
stated goals.
Action Teams,
Data Dashboard
SSC
Action Team
Reports
June 2018 and
annually
Governing Board
and SSC meeting
Agendas indicatin
Action Team
reports
e. Make adjustments and
additions to action teams
as appropriate.
Governing Board
June 2018 and
annually
Identification of
disbanded action
teams replaced by
newly established
teams
Governing Board
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Action Team
Reports
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Goal #3. (Critical Area for Growth) One hundred percent of graduating NVMI
seniors will apply and be accepted to a nationally accredited four-year
college or university AND 100% of graduates will complete a baccalaureate
degree or equivalent professional level certification within six years of
graduation from NVMI.
Rationale:
“College Preparatory” is in our title and we
live up to that title.
Supporting Data
Post-Graduation Information 2007-2015
(91%
4-yr U
CC/Voc
Grad Year
#Grads
2007
4
2
2
2008
9
1
6
2009
23
7
10
2010
17
4
6
2011
32
7
15
2012
37
5
17
2013
33
18
13
2014
14
7
10
2015
15
5
10
Total
184
56
89
% of Respondents
34%
53%
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need to more fully
responding)
Mil
Work
0
0
0
0
0
1
1
5
1
8
5
8
2
7
0
2
0
0
9
31
5%
19%
ACS WASC/CDE Visiting Committee Report
Goal #3 Annual Targets:
By 30 June 2016 – 100% of seniors apply to four year colleges
and universities. 60% or more accepted. Database of NVMI and
NOVA graduates with accurate contact and current college
enrollment/career information completed with 75% or greater
accuracy.
By 30 June 2017 – 100% of seniors apply to multiple four year
colleges and universities. 70% or more accepted. Database of
NVMI and NOVA graduates with accurate contact and current
college enrollment/career information completed with 85% or
greater accuracy. An academic counselor for current seniors and
all alumni is dedicated to that work.
By 30 June 2018 – 100% of seniors apply to multiple four year
colleges and universities. 75% or more accepted. Database of
NVMI and NOVA graduates with accurate contact and current
college enrollment/career information completed with 95% or
greater accuracy. Senior/alumni counselor develops individual
Baccalaureate Success Plans (BSPs) for all alumni.
By 30 June 2019 – 100% of seniors apply to multiple four year
colleges and universities. 80% or more accepted. Database of
NVMI and NOVA graduates with accurate contact and current
college enrollment/career information completed with 99% or
greater accuracy. BSPs monitored for all alumni. 50% or more
alums from last six years graduate with BA or equivalent.
By 30 June 2020 - 100% of seniors apply to multiple four year
colleges and universities. 90% or more accepted. Database of
NVMI and NOVA graduates with accurate contact and current
college enrollment/career information completed with 99% or
greater accuracy. BSPs monitored for all alumni. 60% or more
alums from last six years graduate with BA or equivalent.
By 30 June 2021 - 100% of seniors apply to multiple four year
colleges and universities. 100% accepted. Database of NVMI and
NOVA graduates with accurate contact and current college
enrollment/career information completed with 100% accuracy.
Continued monitoring of BSPs for all alumni. 80% or more of
alums from last six years graduate with BA or equivalent.
By 30 June 2022 - 100% of seniors apply to multiple four year
colleges and universities. 100% accepted. Database of NVMI and
NOVA graduates with accurate contact and current college
enrollment/career information completed with 100% accuracy.
Continued monitoring of BSPs for all alumni. 100% or more of
alums from last six years graduate with BA or equivalent.
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Goal #3 Action Steps:
Goal #3 Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 1: Improve post graduate support services
a. Hire second
Academic
Counselor to
enable more
focused
counseling for
each student
Superintenden
t
General
Revenue
July 2016
Signed
contract by
new
counselor
Hiring
approved
by
Governing
Board
b. Create tracking
system for
graduates
Director of
Administrativ
e Systems
General
Revenue,
computer data
systems
July 2016
Publication of
tracking
system
Data
Dashboar
d
c. Link students
with Social and
Collegiate
support
services,
particularly as
it relates to
financial
resources
Academic
Counselor
General
revenue
July 2017
Number of
students
completing
education
programs
Data
Dashboar
d
Governing
Board
Survey of
graduates
Task 2: Develop program by which NVMI students visit at least one college campus.
a. By 30 June
2017, 75% of
all students will
complete at
least one
college campus
visit every
school year
Academic
Counselor
b. By 30 June
2018, 100% of
Academic
General
Revenue
Completed
by July 2017
Number of
students
completing a
college visit
Data
Dashboar
d and
reports to
Governing
Board
Completed
Number of
students
Data
Dashboar
College
Admissions
Offices
Service
Academy
Liaison
Officers
General
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Goal #3 Tasks
Personnel
Responsible
all students will
complete at
least one
college campus
visit per year.
Counselor
c. Each year
thereafter,
100% of all
students will
complete one
college campus
visit per year.
Academic
Counselor
d. Research,
organize, and
recruit students
for “stay-over”
programs at
colleges
Academic
Counselor
e. Research,
organize and
recruit students
for
“Engineering
Week” and
other similar
programs at
colleges
Academic
Counselor
Resources
Revenue
Timeline
Means to
Assess
Improvemen
t
Means to
Report
by July 2018
completing a
college visit
d and
reports to
Governing
Board
Same
Completed
by July
2019, On
Going
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d and
reports to
Governing
Board
College
Admissions
personnel
August 2017
and ongoing
Surveys of
students
attitudes
towards
college before
and after
attending
stay-over
programs
Data
Dashboar
d
August 2017
and ongoing
Surveys of
students
attitudes
towards
college in
general and
engineering
(or other
career path
specifically)
before and
after
Data
Dashboar
d
College
Admissions
Officers
Service
Academic
Liaison
Officers
College
websites
Related
Disciplinespecific and
other teachers
and staff
College
Admissions
personnel
College
websites
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Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
attending
programs
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Means to
Report
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Goal #3 Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 3: Create a College Educational Center, which provides resources on schools, programs, and
financial aid.
a. Create a college
exploration
curriculum,
including
financial aid
workshops to
be taught in
specific units
grades 6 – 12
Academic
Dean
Teacher
participation,
no additional
funds.
June 2018,
Implemente
d on a roll
out basis
Number of
students
applying to
and attending
four-year
colleges;
report to
Governing
Board
Report to
Governing
Board
available
in
minutes
b. Develop a
speaker series
on different
career and
college paths.
Academic
Counselors
General
revenue, cover
the additional
Academic
Counselor
July 2017,
ongoing
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
c. Create a means
for connecting
school alumni
with support
services
through the
College
Education
Center.
Academic
Counselors
Implemented
by Counselors,
Community
resources
July 2017,
ongoing`
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
Workshop
handouts
August 2016
and ongoing
Percentage of
parents
surveyed
responding
positively to
questions
about
expectations
Data
Dashboar
d
Task 4: Parent Involvement
a. Provide bilingual
workshops at
mandatory
Parent
Orientation
focused on
college
Academic
Counselor
Teachers
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Goal #3 Tasks
Personnel
Responsible
Resources
Timeline
preparation at
NVMI, the
college
application
process, and
addressing
parent
concerns about
college
Means to
Assess
Improvemen
t
Means to
Report
regarding
their
students’
college
admission
and
attendance
b. Organize
college campus
tours for
parents led by
Spanishspeaking
parents,
students, and
college
admissions
personnel
Academic
Counselor
College
admissions
personnel
August 2016
and ongoing
Percentage of
parents
surveyed
responding
positively to
questions
about
expectations
regarding
their
students’
college
admission
and
attendance
Data
Dashboar
d
c. Offer classes on
creating a
college going
culture in the
home
Academic
Counselor
General
Revenue
July 2017,
ongoing
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
d. Offer Financial
aid workshops
Academic
Counselor
General
Revenue
July 2017,
ongoing
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
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Goal #3 Tasks
e. Beginning in
9th grade meet
with parents
and students
individually to
create a college
going plan.
Personnel
Responsible
New Academic
Counselor
Resources
General
revenue
June 2017
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Timeline
Means to
Assess
Improvemen
t
Number of
students
applying to
and attending
four-year
colleges
Means to
Report
Data
Dashboar
d
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Goal #3 Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 5: Enrich Community and College Outreach programs
a. 65% of
students will
co-enroll in a
community
college level
course offered
on the school
campus during
their high
school career
Academic
Counselor,
Mission
College
Academic
Dean
General
revenue,
relationship
with Mission
College
Increase
numbers
each year
until June
2022 target
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
b. Demonstrate to
students the
benefits of
being a “lifelong learner” by
offering
professional
development
credit to school
staff and
parents
participating
with students
in on-campus
community
college courses.
Superintenden
t
General
revenue,
relationship
with Mission
College
August 2016
and ongoing
Number of
school staff
and parents
participating
in on-campus
community
college
courses
Data
Dashboar
d
c. Develop “studybuddy”
program
between
teacher/staff/p
arent mentors
and students to
ensure student
success in on-
Academic
Counselor
Financial or
other
incentives for
teachers
August 2017
and ongoing
Number of
teachers and
school staff /
parents
participating
in “studybuddy”
program and
successfully
Annnual
report to
board by
Academic
Counselor
Teachers/staff
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Personnel
Responsible
Resources
Timeline
campus
community
college courses
Means to
Assess
Improvemen
t
Means to
Report
mentoring
student
“buddies”
d. Create
relationships
with a variety
of professionals
to develop
internship
opportunities
for students
Academic
Counselor
General
revenue,
outreach
through
parent group
June 2020
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d and
annual
report to
Governing
Board
e. Organize a
program
through which
at least 10
representatives
from a variety
of colleges will
meet with
students per
year.
Academic
Counselor
General
revenue
June 2017,
ongoing
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
f.
Academic
Counselor
College
banners, Tshirts, and
other
paraphernalia.
August 2016
and ongoing
Increase in
percentage
(from
previous
year) of
students
surveyed
responding
positively
about plans
to attend
college
Data
Dashboar
d
Develop
strategies to
emphasize in all
classes that
college is and
expectation and
not optional
Teachers
College going
section of the
NVMI website
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College
Going
section of
the school
website
developed
and
updated
at least
quarterly
and
shown to
ACS WASC/CDE Visiting Committee Report
Goal #3 Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Governing
Board
g. Include year of
college
graduation on
ID badges
SIS Manager
PowerSchool
Milstaff
ID Badge
Printer
h. Develop
activity for
Entrance Camp
(or for the first
week of school)
in which all
students in
grades 6-12
choose or
revise a
previous choice
of college they
plan to attend
Academic
Counselor
Various
college
profiles
i.
Academic
Counselor
Organize at
least 5 oncampus collegethemed events
per year (e.g.
college fairs,
college T-Shirt
days, alumni
Milstaff
Teachers
July 2016
Increase in
percentage
(from
previous
year)of
students
surveyed
expressing
confidence
regarding
college
graduation
Data
Dashboar
d
July 2017
and ongoing
Increase in
percentage
(from
previous
year) of
students able
to identify a
college they
hope to
attend
Published
on College
Going
section of
the NVMI
website
Beginning in
August 2016
with 3 per
year and
increasing
by 1 per
year for 2
years
Student
participation
in events
Hawk
Weekly,
NVMI
website
College
banners, Tshirts, and
other
paraphernalia
College going
section of
NVMI website
SSC
Teachers
Cadet
Leadership
Alumni
contact
information
College
admissions
personnel
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Goal #3 Tasks
Personnel
Responsible
Resources
panel
discussions
regarding
college, alumnistaff-student
athletic
competitions
based on
college alma
maters, college
“scavenger
hunts,” etc.).
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Means to
Assess
Improvemen
t
Means to
Report
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Goal #3 Tasks
j.
Personnel
Responsible
Create a
program of
social events
which pair atrisk students
with alumni or
other
community
representatives
(e.g. Coast
Guard mentors,
community
members
working in
careers of
interest to
students,
respected
community
leaders, etc.) to
mentor and
support
students’
college
aspirations.
Academic
Counselor
k. Increase
awareness of
and
participation in
special
admission and
scholarship
programs for
NVMI
graduates at
participating
colleges (e.g.
Academic
Counselor
Resources
Governing
Board
Timeline
August 2017
and ongoing
Coast Guard
Service Acad
Grads
Military Jr. and
Sr. College
students and
alumni
Means to
Assess
Improvemen
t
Means to
Report
Number of
students
applying to
and attending
four-year
colleges
Data
Dashboar
d
Number of
students
participating
in special
admission
and
scholarship
programs
Data
Dashboar
d
Chambers of
Commerce
Neighborhood
Councils
Collegegoing
section of
NVMI
website
shared
with
Governing
Board at
least
annually
Veterans
groups
Elected
Officials
SSC/PAC
All teachers
and staff
Classroom and
campus
posters, flyers,
etc.
College
representative
s
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February
2016 and
ongoing
Hawk
Weekly,
NVMI
website
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Goal #3 Tasks
Personnel
Responsible
Resources
CSUN, NMMI,
Service
Academies and
other military
Jr. and Sr.
Colleges)
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Means to
Assess
Improvemen
t
Means to
Report
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Goal #4. (Critical Area for Growth) Refine support systems so that all
students succeed academically, behaviorally, and socioemotionally:
a. Students will succeed the first time they take a course, remediate failed coursework
as quickly as possible, and master academic standards for the courses in which they
are enrolled (as noted in curriculum maps)
b. Students will experience positive behavioral supports guided by teachers equipped
with a variety of effective strategies to promote engagement, motivation and
commitment to success
c. Students will receive necessary academic, behavioral, and socioemotional
counseling/medical services that promote success in the NVMI four pillars.
Rationale:
All students we serve come to NVMI with a variety of needs, some
more needy than others. Existing academic support programs are
admirable, but inadequate. Intensive, quality academic
intervention is needed for all students performing below grade
level. Students with behavioral challenges require even more
supports than we currently provide. There is dramatic need for
increased counseling support for a great many of our students as
well as additional medical/dental health screenings and services
for many students.
Supporting Data
2014-2015 Semester 1 and Semester 2
Percent of Fs by Grade
Before and After Academic Support/Summer School
40%
35%
30%
25%
20%
15%
10%
5%
0%
6
7
8
9
10
11
12
Total
12%
25%
32%
37%
17%
10%
1%
23%
%S1Fs Post AS
5%
12%
20%
26%
10%
7%
0%
14%
%S2 Fs
36%
37%
31%
27%
20%
12%
0%
29%
%S2 Fs Post SS
10%
20%
16%
22%
17%
5%
0%
15%
%S1Fs
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Disciplinary Referrals 2014-2015 by Grade
Grade
6
7
8
9
10
11
12
# Students
Referred
193
295
386
159
56
23
23
# Students
Enrolled
77
78
65
73
29
23
15
% Referrals vs.
% Enrollment
-5%
4%
16%
-6%
-3%
-4%
-2%
Disciplinary Referrals by Reason
Reason
% of Referrals
Minor disciplinary infraction requiring counseling, mentoring, or behavior modification
Refusal to work
Talking incessantly
Talking back to teacher
Refusal to line up or follow class protocols
Moderate disciplinary problem worthy of a 5 point demerit/parent conference
Serious disciplinary problem worthy of a 10 point demerit/suspension
Serious disrespect to another student
Inappropriate physical contact with another student or an aggressive nature
Serious disrespect to the teacher
Minor cheating
Suspected alcohol use/under the influence
Honor code violation
Abject defiance
Fighting
Suspected drug use/under the influence
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85%
46%
26%
14%
13%
11%
4%
4%
3%
2%
2%
1%
1%
1%
0.5%
0.5%
ACS WASC/CDE Visiting Committee Report
Goal #4 Annual Targets:
By 30 June 2016 –
a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will identify effective instructional strategies that promote
engagement, motivation and commitment to success for which they will receive
professional development and support.
c. Discipline referrals will be reduced to a rate of less than 2.75 referrals: 1 student
(2014 rate 3:1)
d. 65% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 65% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 65% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
By 30 June 2017 –
a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will have received training and support in developing effective
instructional strategies that promote engagement, motivation and commitment to
success and are using these strategies consistently in classrooms.
c. Discipline referrals will be reduced to a rate of less than 2.5 referrals: 1 student
(2014 rate 3:1)
d. 70% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 70% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 70% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
By 30 June 2018 –
a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will have received training and support in developing effective
instructional strategies that promote engagement, motivation and commitment to
success and are using these strategies consistently in classrooms.
c. Discipline referrals will be reduced to a rate of less than 2.0 referrals: 1 student
(2014 rate 3:1)
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d. 75% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 75% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 75% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
By 30 June 2019 –
a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will have received training and support in developing effective
instructional strategies that promote engagement, motivation and commitment to
success and are using these strategies consistently in classrooms.
c. Discipline referrals will be reduced to a rate of less than 1.5 referrals: 1 student
(2014 rate 3:1)
d. 80% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 80% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 80% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
By 30 June 2020 –
a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will have received training and support in developing effective
instructional strategies that promote engagement, motivation and commitment to
success and are using these strategies consistently in classrooms.
c. Discipline referrals will be reduced to a rate of less than 1.25 referrals: 1 student
(2014 rate 3:1)
d. 85% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 85% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 85% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
By 30 June 2021 –
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a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will have received training and support in developing effective
instructional strategies that promote engagement, motivation and commitment to
success and are using these strategies consistently in classrooms.
c. Discipline referrals will be reduced to a rate of less than 0.75 referrals: 1 student
(2014 rate 3:1)
d. 90% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 90% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 90% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
By 30 June 2022 –
a. 97% of all NVMI students will either pass courses the first time or remediate the
failed course before the beginning of the following academic year. (a decrease in the
2015 1st time failure rate of 20%)
b. 100% of all teachers will have received training and support in developing effective
instructional strategies that promote engagement, motivation and commitment to
success and are using these strategies consistently in classrooms.
c. Discipline referrals will be reduced to a rate of less than 0.25 referrals: 1 student
(2014 rate 3:1)
d. 95% of students surveyed will report that they are engaged, motivated, and
committed to their own academic success.
e. 95% of students and parents surveyed will report that NVMI provides the services
and programs that strongly support their academic, behavioral, and socioemotional
well-being.
f. 95% of students and parents surveyed will report that NVMI provides strong
support for success in academics, citizenship, leadership, and athletics.
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Goal #4 Action Steps:
Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 1: Revamp academic support program before and after school to meet needs of students. (See
goal #1, Task 5 which aligns with this task)
a. Create skill
workshop
series as
part of
Academic
Support
classes to
address
specific
skills at all
levels.
Academic
Deans
Teachers
b. Add
additional
Instructors
to
Academic
Support to
lower the
student
teacher
ratio
Academic
Deans
Teachers
c. Provide
additional
one-on-one
tutoring
for specific
students,
especially
English
Learners
and
students
with
Academic
Deans
Created
Curriculum
Special
Education Staff
August
2017
Student
Pre/Post test
OARS, other
testing system
on Data
Dashboard
August
2017
Student
Pre/Post Tests
OARS, other
testing system
on Data
Dashboard
Student
Grades
Volunteers
Student
Grades on
Data
Dashboard
August
2018
Volunteers
Student
Grades
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Pre/Post Test
OARS, Other
testing system
on Data
Dashboard
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
August
2018
Student
Pre/Post Test
Means to
Report
identified
special
needs.
d. Identify
and
implement
EL and
SpEd
interventio
ns
appropriat
e to the
Academic
Support
Program
Academic
Deans
Teachers
Created
Curriculum
Student
Grades
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OARS, Other
testing system
on Data
Dashboard
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 2: Improve implementation of Saturday School to address student completion of assignments
a. Improve
contact
with
Parents
informing
them about
Saturday
School
referral
(integratio
n with
PowerScho
ol
notificatio
ns)
Director of
Administrativ
e Systems
Teachers
Better use of
planner
system
b. Improve
communic
ation
between
classroom
teachers
and
Saturday
school
teachers to
ensure that
all
understan
d the
assignment
s needed
Saturday
School
Coordinator
Website
SIS Manager
Cell-phone
based system,
September
2016
Email based
system
Student
Grades
Saturday
School Rosters
Participation
in Saturday
School
September
2016
Student
Grades
Saturday
School rosters
Referrals to
the program
Task 3: Perform baseline assessments in ELA and math for all incoming students and use the data
to target academic intervention.
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Goal #4
Tasks
Personnel
Responsible
a. During
Entrance
Camps,
conduct
baseline
assessment
s of all
students
Milstaff and
Entrance
Camp
personnel
b. Generate
reports
regarding
student
performan
ce
c. Develop
individuali
zed
interventio
n plans for
lowerperforming
students
(especially
ELs and
students
with
identified
special
needs) and
enrichmen
t plans for
higherperforming
students
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Computer
based testing
program
July 2016
Number of
students
taking the
assessments
Assessment
data
Director of
Administrativ
e Systems
Computer
based testing
program
July 2016
Number of
reports
generated
Assessment
data
Directors of
Instruction
Testing
program
September
2017
Student test
and academic
performance
Assessment
data
Director of
Administrativ
e Systems
Academic
Dean time
General
Revenue
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 4: Revamp entrance camp to increase levels of rigor to better equip students with knowledge
and skill that will help them be successful at NVMI:
a. Expand
entrance
camp to
approxima
tely 16
days to
provide
ELA and
math
interventio
n and
enrichmen
t classes
that
address
students’
identified
needs
Academic
Deans and
Commandant
b. Provide
explicit
instruction
during
entrance
camp on
Executive
Function
skills,
including
planners,
notebooks,
backpack
organizatio
n, Cornell
Notes,
Commandant
of Cadets
Teaching
personnel,
additional
payroll
resources
needed
(approximatel
y $30,000 per
summer)
July 2017
Military and
Academic Staff
July 2016
Existing 6th
grade
Executive
Function
curriculum
Assessment
Data
Academic
Performance
Student
Grades
Camp pass
rates
Report to
Governing
Board on
revamped
Camp
implementatio
n
Student
Pre/Post tests
Assessment
Data
Academic
Performance
Student
Grades
Report to
Governing
Board on
revamped
Camp
implementatio
n
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Pre/Post tests
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Superintenden
t, during
professional
Development
time
January
2016
(videotape
d and
shown as
needed in
the future)
Means to
Assess
Improvemen
t
Means to
Report
study and
test-taking
strategies,
etc.
c. Provide
teachers
with
training in
middle
school
classroom
protocols
practiced
by both
military
and
academic
teachers
Superintende
nt
Behavior
Referrals
Merit/Demerit
Systems
Teacher
observation
data
Merit and
Demerit
System
Observation
walk-through
data
Report to
Governing
Board
Task 5: Revise Summer Intervention Programs to improve effectiveness and identify other
supports if needed.
a. Offer more
summer
school
credit
recovery
classes
through
direct
teacher
instruction
, with a
greater
degree of
rigor
Academic
Dean
Increased
personnel,
with
corresponding
costs
June 2016
and each
summer
thereafter
Student
Passing Rates
Student Grade
reports on
Data
Dashboard
b. Use new
Superintende
Relationship
July 2017
Student
Graduation
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Tasks
community
college
program to
offer more
credit
recovery
options
Personnel
Responsible
Resources
nt
with Mission
College
c. Develop
specific
goals and
curriculum
for and
means to
assess
student
success in
Refocus
Camp that
address
and
remediate
issues of
discipline
and
engagemen
t with
NVMI
behavioral
expectatio
ns
Superintende
nt
Current
Refocus Camp
policies and
procedures
d. Develop
specific
goals and
curriculum
for and
means to
Superintende
nt
Dean of
Students
Director of
Admissions
Counseling
Staff
Timeline
Means to
Assess
Improvemen
t
Means to
Report
graduation and
promotion
rates
Rates
August
2016 –
May 2017
Published
goals,
curriculum,
and means of
assessment
Report to
Governing
Board
August
2016 –
May 2017
Published
goals,
curriculum,
and means of
assessment
Report to
Governing
Board
Student
success rate
data
Milstaff and
teaching staff
Directors of
Instruction
Director of
Admissions
Current
Academic
Refocus Camp
policies and
procedures
Student
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Goal #4
Tasks
assess
student
success in
Academic
Refocus
Camp that
address
and
remediate
issues of
motivation
and
engagemen
t with
NVMI
academic
expectatio
ns.
Personnel
Responsible
Milstaff and
teaching staff
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
success rate
data
Task 6: Revise “rolling entrance camp” procedures to allow for better identification of students
requiring academic, behavioral, and/or socioemotional support
a. Conduct
baseline
assessment
s of all
students
Milstaff and
Entrance
Camp
personnel
b. Develop
and
implement
a tool by
which
classroom
teachers
assess
Dean of
Students
Computer
based testing
program
August
2016
Number of
students
taking the
assessments
Assessment
data reported
to Governing
Board
Google
docs/forms
July –
August
2016
Numbers of
teachers
reporting
assessment
tool as
effectively and
efficiently
assisting them
Assessment
tool summary
report
Director of
Administrativ
e Systems
Director of
Administrativ
e Systems
Directors of
Instruction
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Annual report
to Governing
Board
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
“rolling
entrance
camp”
students’
academic,
behavioral,
and
socioemoti
onal needs.
c. Provide
identified
“rolling
entrance
camp”
students
with
appropriat
e supports
Means to
Assess
Improvemen
t
Means to
Report
in identifying
and reporting
student needs
Dean of
Students
NVMI support
systems
Directors of
Instruction
August
2016 and
ongoing
Special
Education
Staff
Numbers of
rolling camp
students
successfully
integrating
into NVMI
community
Annual Report
to Governing
Board
Counseling
Staff
Task 7: Expand Community College course offerings on NVMI campus.
a. Through
the
relationshi
p with
Mission
College,
offer at
least seven
courses
per year.
Superintende
nt
b. Offer
Career/
Technical
education
Courses on
Superintende
nt
Academic
Counselor
Relationship
with Mission
College
January
2018
Credit
Received by
students
Reports for
Mission
College
Personnel
Data
Dashboard
Reports to
NVMI
Governing
Board
Academic
Counselor
Relationship
with Mission
College
Credit received
by students
Reports from
College
Personnel
Reports to
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2019
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Campus
Means to
Report
NVMI
Governing
Board
Task 8: Provide focused professional development for middle school teachers on “the NVMI way”
of teaching middle schoolers. Further refine “the NVMI way” and consider best hiring practices to
ensure new hires are successful.
a. Implement
profession
al
developme
nt for
current
and new
staff
Superintende
nt
b. Require all
newly
hired
teachers
and staff to
receive
training in
the “NVMI”
way
Superintende
nt
c. Expand
recruitmen
t efforts,
after
considerati
on of the
type of
faculty
member
Superintende
nt
Superintenden
t
January
2016
(videotape
d and
shown in
follow up
as needed)
Student
behavior as
reported
through the
merit and
demerit
system
Merit and
Demerit
system
Teacher
observation
data system
Teacher
observation
Training
Materials
June 2016
Teacher
observation
Teacher
observation
data system
June 2016
Number of
Teachers hired
Teacher
observation,
retention, anf
satisfaction
data on
Dashboard
Video tape of
professional
development
session
Discussion
with
Administratio
n team
Teacher
recruitment
sites
Teacher
observation
data
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Teacher
retention and
satisfaction
data
ACS WASC/CDE Visiting Committee Report
Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
Means to
Assess
Improvemen
t
Means to
Report
Task 9: Increase the number and expand the skillset of available counseling and health supports
(social workers, drug and alcohol counselors, doctors, nurses, dentists.)
a. Profession
al
developme
nt for
current
staff on
integrating
community
resources
for current
students
Dean of
Students
Community
service
agencies
January
2017
Students who
are provided
with new
services
Dean of
Students
tracking
system
b. Improve
links with
community
service
agencies to
better
serve the
needs of
students,
including
medical
and dental
health
screenings
and
services
Dean of
Students
Community
service agency
January
2017,
expanding
annually
thereafter
Students who
are provided
with new
services,
including
counseling,
social workers,
doctors,
dentists,
optometrists,
etc.
Dean of
Students
tracking
system
c. Hire a
social
worker to
serve the
needs of
families
and
Superintende
nt
Students
provided with
new services
Dean of
Students
tracking
system
Medical and
dental health
providers in
the community
General
Revenue
July 2020
Students who
successfully
graduate from
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Data
Dashboard
Annually
Governing
Board
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Goal #4
Tasks
Personnel
Responsible
Resources
Timeline
students
d. Hire
additional
Dean of
Students to
divide
responsibil
ities for
middle and
high school
students
Means to
Assess
Improvemen
t
Means to
Report
NVMI
Superintende
nt
General
Revenue
July 2018
Decrease in
numbers of
discipline
referrals
Data
Dashboard
Task 10: Investigate benefits and drawbacks of “coring” and “looping” in the middle school.
a. Hire
additional
teachers
with
Multiple
Subject
credentials
Superintende
nt
General
Revenue
July 2016,
ongoing
Teachers with
appropriate
credentials
Personnel
records
b. Support
teachers in
obtaining
additional
credential
as needed
Superintende
nt
General
Revenue
July 2016
Teachers with
appropriate
credentials
Personnel
records
c. Revise
master
schedule to
reflect
change in
Middle
School
structure
Superintende
nt
General
Revenue
July 2016
Student
performance
Data
State testing
and Grades
On going
Teacher
satisfaction
and retention
data
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Governing
Board
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Goal #5. (Critical Area for Growth) More fully integrate the military academy
culture and processes throughout all four school pillars (academics,
citizenship, leadership, and athletics) via increased opportunities for all
stakeholders to be involved in the process.
Rationale:
In a quality military school, the leadership, citizenship, and
athletic pillars complement the academic pillar and are
successfully interwoven into the fabric of school life. In the
nascent stages of NVMI development, we have begun wonderful work
in all three of those other pillars, but we need to enhance the
quality and quantity of cadet leadership, the extent of cadet
“ownership” of the school’s military, citizenship, and athletic
programs, the quality and quantity of athletic offerings, the
performance of students on the Fitnessgram, and the quality of
student “buy in” to the Respect and Honor Code.
Supporting Data
CACC Promotion Test
2013-2014
2014-2015
#
#
Ave
Ave
Students
Students
Score
Score
passing
passing
CADET
192
61%
241
67%
CFC
21
76%
43
79%
C/CPL
16
82%
17
84%
C/SGT
14
88%
11
87%
C/SSG
6
92%
7
90%
1st attempt pass rate
37%
44%
100%
Percent of Grade 7 Students in Healthy Fitness Zone
80%
60%
40%
20%
0%
Aerobic Capacity
Body
Composition
2011
Abdominal
Strength
2012
Trunk Extension
Strength
2013
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Upper Body
Strength
Flexibility
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100%
Percent of Grade 9 Students in Healthy Fitness Zone
80%
60%
40%
20%
0%
Aerobic Capacity
Body
Composition
2011
Abdominal
Strength
2012
Trunk Extension
Strength
2013
Upper Body
Strength
Flexibility
2014
Athletics and other Extra-Curricular Activities
Activity
Participation
Intramural athletics 2 days/week
all students but with irregularity and a lack
of “gusto”
Band program
50 students
High School ASSETs grant program after school
activities
Interscholastic athletics programs
80 students
Participation in at least one extracurricular cadet
activity (camping trips, leadership schools, CACC
Summer camp, etc.)
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92 middle school students and 44 high
school students in 2014-2015;
participation on track to double in 20152016
75% of the cadets
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Goal #5 Annual Targets:
By 30 June 2016 –







50% of NVMI students will increase their FitnessGram score in at least one area tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 50% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 60% ranking up once per
semester.
60% of all cadets will hold a leadership position at some time during the year (squad leader
to company sergeant class leader, company or regimental staff).
75% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.
100% of NVMI students will have participated in a passive community service effort such as
the canned food drive with 70% participating in either a campus wide project of
beautification or an off campus service learning project of at least 5 volunteer hours.
Faculty and staff will have identified a minimum of 5 strategies by which they can integrate
military culture in their areas of influence.
By 30 June 2017 –









60% of NVMI students will increase their FitnessGram score in at least two areas tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 60% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 70% ranking up once per
semester.
70% of all cadets will hold a leadership position at some time during the year (squad leader
to company sergeant class leader, company or regimental staff).
80% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.
100% of NVMI students will have participated in a passive community service effort such as
the canned food drive with 80% participating in either a campus wide project of
beautification or an off campus service learning project of at least 10 volunteer hours.
The Cadet Advisory Council will have sponsored 8 activities throughout the year
(approximately 2 per quarter)
100% of faculty will have completed Basic Military Academy Instructor Training (BMAIT).
75% of stakeholders rate the integration of military culture in at least 3 of the 4 four pillars
as “highly demonstrated.”
By 30 June 2018 –



80% of NVMI students will be in the Healthy Fitness Zone on all areas tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 75% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 75% ranking up once per
semester.
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




80% of all cadets will hold a leadership position at some time during the year (squad leader
to company sergeant class leader, company or regimental staff).
80% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.100% of NVMI students will have participated in a passive community
service effort such as the canned food drive with 85% participating in either a campus wide
project of beautification or an off campus service learning project of at least 15 volunteer
hours.
The Cadet Advisory Council will have sponsored 10 activities throughout the year
100% of faculty will have completed either the Basic Military Academy Instructor Training
(BMAIT for new faculty) or the Advanced Military Academy Instructor (AMAIT for returning
faculty).
75% of stakeholders rate the integration of military culture in academics and at least 2 of
the other 3 pillars as “highly demonstrated”
By 30 June 2019 –









85% of NVMI students will be in the Healthy Fitness Zone on all areas tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 80% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 85% ranking up once per
semester.
80% of all cadets will hold a leadership position at some time during the year (squad leader
to company sergeant class leader, company or regimental staff).
85% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.
100% of NVMI students will have participated in a passive community service effort such as
the canned food drive with 90% participating in either a campus wide project of
beautification or an off campus service learning project of at least 15 volunteer hours.
The Cadet Advisory Council will have sponsored 12 activities throughout the year
(approximately 3 per quarter)
100% of faculty will have either completed the Basic Military Academy Instructor Training
(BMAIT for new faculty), completed the Advanced Military Academy Instructor (AMAIT for
returning faculty), or served as instructors of BMAIT or AMAIT.
80% of stakeholders rate the integration of military culture in academics and at least 2 of
the other 3 pillars as “highly demonstrated.
By 30 June 2020 –




90% of NVMI students will be in the Healthy Fitness Zone on all areas tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 85% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 95% ranking up once per
semester.
85% of all cadets will hold a leadership position at some time during the year (squad leader
to company sergeant class leader, company or regimental staff).
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



90% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.100% of NVMI students will have participated in a passive community
service effort such as the canned food drive with 90% participating in either a campus wide
project of beautification or an off campus service learning project of at least 20 volunteer
hours.
The Cadet Advisory Council will have sponsored 14 activities throughout the year
100% of faculty will have either completed the Basic Military Academy Instructor Training
(BMAIT for new faculty), completed the Advanced Military Academy Instructor (AMAIT for
returning faculty), or served as instructors of BMAIT or AMAIT.
85% of stakeholders rate the integration of military culture in academics and at least 2 of
the other 3 pillars as “highly demonstrated.
By 30 June 2021 –









90% of NVMI students will be in the Healthy Fitness Zone on all areas tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 90% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 80% ranking up once per
semester.
90% of all cadets will hold a leadership position at some time during the year (squad leader
to company sergeant class leader, company or regimental staff).
95% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.
100% of NVMI students will have participated in a passive community service effort such as
the canned food drive with 95% participating in either a campus wide project of
beautification or an off campus service learning project of at least 25 volunteer hours.
The Cadet Advisory Council will have sponsored 16 activities throughout the year
(approximately 4 per quarter)
100% of faculty will have either completed the Basic Military Academy Instructor Training
(BMAIT for new faculty), completed the Advanced Military Academy Instructor (AMAIT for
returning faculty), or served as instructors of BMAIT or AMAIT.
90% of stakeholders rate the integration of military culture in academics and at least 2 of
the other 3 pillars as “highly demonstrated.
By 30 June 2022 –





95% of NVMI students score in the Healthy Fitness one on all area tested.
100% of NVMI students participate in at least one team sport or event (such as band or
orienteering) with at least 95% meeting eligibility requirements of GPA and citizenship (so
that they can participate in games or competitions).
100% of all students will earn a rank of cadet or higher, at least 80% ranking up once per
semester.
100% of all cadets will hold a leadership position at some time during the year (squad
leader to company sergeant class leader, company or regimental staff).
100% of NVMI students will participate in a CACC extra-curricular activity such as summer
camp or bivouac.
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



100% of NVMI students will have participated in a passive community service effort such as
the canned food drive with 100% participating in either a campus wide project of
beautification or an off campus service learning project of at least 25 volunteer hours.
The Cadet Advisory Council will have sponsored 18 activities throughout the year
100% of faculty will have either completed the Basic Military Academy Instructor Training
(BMAIT for new faculty), completed the Advanced Military Academy Instructor (AMAIT for
returning faculty), or served as instructors of BMAIT or AMAIT.
90% of stakeholders rate the integration of military culture in all 4 pillars as “highly
demonstrated.
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Goal #5 Action Steps:
Goal #5 Tasks
Personnel
Responsible
Resources
Timeline
Means to Assess
Improvement
Task 1: Increase scores on Fitness Gram
a. Streamline PE so that
more time is utilized in
activities less time in
travel
Athletic Director
with input from
Superintendent
and TAC teams
CACC curriculum
guidelines,
President’s
FitnessGram
guidelines work with
bell schedule
Summer 2016
Fitness Gram testing
F
r
D
b. Standardize the
“model” for each
fitness gram activity
such as the push up so
that all students are
trained to correctly
perform each activity
Athletic Director
with input from
Superintendent
and TAC
CACC curriculum
guidelines,
President’s
FitnessGram
guidelines
Summer 2016
and annually
thereafter
Fitness Gram testing
F
r
D
c. Work to maximize the
time spent at
intramural sports
during lunch and
Thursdays before
school.
Athletic Director
with input from
Superintendent
and TAC and
other coaches
CACC curriculum
guidelines,
President’s
FitnessGram
guidelines
Fall 2016
Intramural
participation rates
and intramural
grades
D
s
G
d. Implement grade level
physical challenge
insignia
Athletic Director
with input from
Superintendent
and TAC and
other coaches
Physical Challenge
Insignia patches
available in COs and
HX
Aug 2016
Grade Level
Physical Challenge
success rates
S
d
i
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Goal #5 Tasks
Personnel
Responsible
Resources
Timeline
Means to Assess
Improvement
Task 2: Increase involvement in interscholastic team participation including making sure that maximum number of
terms of GPA and citizenship.
a. Include team
participation as part of
the LOC/PE grade
TAC and cadet S3
to coordinate
adding this to
service record
CACC guidelines for
service records
b. Continue to make
passing grades and
good citizenship (low
demerits) a positive
part of our school
culture across every
facet of the program
All Staff, including
after school
programs
Citizenship reports
and PowerSchool
c. Create parent booster
groups for various
teams to encourage
parents to have their
student participate
Team and event
coaches, PAC,
other staff as
needed
Create Booster Club
Manual or packet
Fall 2016
Ongoing,
starting now
Fall of 2016
PAC Leadership
Team
Check Cadet Service
Records
C
R
Interscholastic team
rosters
S
G
Data from
dashboard
Student survey data
C
a
a
d
t
Team/Event
Rosters
T
R
PAC Participation
rates
R
G
m
Task 3: Promote buy in of the military program by encouraging students to successfully get promoted at least once e
semester (rank up).
a. Hold weekly study
groups and games for
cadets to study
promotion guides after
school at the company
level
TAC and cadet
leadership
Study guides, online
study guides, create
“jeopardy” type
games
b. Utilize cadet
leadership to
encourage promotion
and include in honor
unit standings
TAC, cadet
leadership
Published Honor Unit
Standings
Summer 2016
Cadet Service
records or company
rosters
F
r
W
c. Publish List weekly or
monthly with names of
newly promoted
cadets
Regimental S1/S3
Company Rosters
Spring 2016
(monthly) Fall
2016 (weekly)
Company Rosters
updated weekly or
monthly
H
D
Cadet Service
records or company
rosters
F
r
W
D
C
R
Senior NCO
Commandant
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Goal #5 Tasks
Personnel
Responsible
Resources
Timeline
Means to Assess
Improvement
Task 4: Promote buy in of military program by encouraging students to take on leadership positions with incentives
leadership positions
a. Create internal
tracking system so that
teachers and TAC are
aware of who is class
leader, squad leader
when and for how long
TAC, Admin team,
any other
interested
b. Establish regular
rotation of training
classes for various
leadership tasks
TAC, Cadet
leadership,
Regimental
leadership
Regimental S1
Senior NCO
Commandant
Senior NCO
Duty Rosters
published for all staff
and students’ duty
assignments also
published in Hawk
Weekly as
appropriate
Fall 2016
Calendar, training
materials
Fall 2016 and
annually
thereafter
with increased
participation
rates
Regimental
Newsletter and
Website
Commandant
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Rosters of cadets
who participate in
trainings generated
by TAC/cadet
leaders
W
B
Company published
rosters of who has
been trained for
what positions
W
b
H
D
p
R
N
p
t
l
o
ACS WASC/CDE Visiting Committee Report
Goal #5 Tasks
c. Promoting Ribbons
Personnel
Responsible
Resources
Superintendent,
TAC, other staff as
interested
Ribbons and the
criteria established to
earn them
Senior NCO
Consider special
NVMI ribbons for
such things as Class
Leader
accomplishment
Commandant
Timeline
Fall 2016 or
later
Means to Assess
Improvement
Cadets earning and
wearing more
ribbons which
indicate leadership
positions trained for
or “earned”
S
D
w
r
R
p
W
w
Publish ribbon
awards in Hawk
Weekly and on
website
Task 5: Promote Buy in of the military program by encouraging students to participate in CACC extra-curricular acti
a. Assign new cadets an
older “buddy” before
the event who can
answer their questions
both before and during
the event
TAC, cadet
leadership
b. Be prepared to discuss
all of the year’s events
at the day long parent
orientation
Cadet leadership
c. Have cadets who have
participated in events
come to PAC meetings
to talk about the
upcoming trip
Cadets
Beginning Fall
2016 and each
semester
thereafter
After event
questionnaire
A
Photos, slide show
for presentations
Summer 2016
Number of cadets
who sign up for
trips
H
e
Photos, slide show
for presentations
Summer 2016
Number of cadets
who sign up for
trips
H
e
Buddy program
Senior NCO
Commandant
Commandant,
Senior NCO
Senior NCO
Regimental Staff
Commandant
Regimental
Newsletter and
Website
D
w
p
P
m
Task 6: Teach and encourage life-long service learning habits by having cadets participate in service learning projec
a. Create a Service
Learning Committee to
identify and organize
local service learning
opportunities
Interested stakeholders with
committee of
members from
cadet leadership,
NVMI staff ,PAC
Community 501C3
Agency listings
Existing staff
relationships with
community agencies
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Tracking of service
learning through
service records or
creation of a new
subset of a service
record
H
f
a
ACS WASC/CDE Visiting Committee Report
Goal #5 Tasks
Personnel
Responsible
Resources
Timeline
Means to Assess
Improvement
members, and
community
leaders
CA National Guard
b. Develop a
questionnaire for local
businesses and other
community
organizations to
identify community
needs, service
organizations
addressing those
needs, and gaps in
services.
Service Learning
Committee
Google docs
Fall 2016 and
annual
updates
Questionnaire
results
R
C
c. Develop opportunities
for student
participation in
currently organized
local service projects
Service Learning
Committee
Questionnaire results
September
20016 and
ongoing
Tracking of service
learning via service
records or creation
of a new subset of a
service record
H
Director of
Administrative
Systems
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F
a
D
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Goal #5 Tasks
Personnel
Responsible
d. Form a partnership
with the local service
organizations such as
the MEND chapter
near the school
Service Learning
Committee
e. Develop a partnership
with the local USO
office modeled upon
the San Diego USO
model to provide
volunteer support.
Service Learning
Committee
f.
Service Learning
Committee
Develop studentinitiated service
programs that address
identified unmet
community needs
Task 7: Assess current
level of understanding and
integration of military
academy culture and
processes in academic
classes.
Teaching staff
Resources
Spring 2016
San Diego USO
community
partnership model
Spring 2017
Spring 2018
Professional
Development time
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Timeline
June 2016
Means to Assess
Improvement
Tracking of service
learning via service
records or creation
of a new subset of a
service record
H
Tracking of service
learning via service
records or creation
of a new subset of a
service record
H
Tracking of service
learning via service
records or creation
of a new subset of a
service record
F
a
Identification of
specific strategies
by which teaching
staff can integrate
military culture in
their areas of
influence
R
G
F
a
D
R
G
R
G
D
R
G
ACS WASC/CDE Visiting Committee Report
Goal #5 Tasks
Personnel
Responsible
Resources
Timeline
Means to Assess
Improvement
Task 8: Develop and implement annual instructor training
a. Design BMAIT course
of study
Superintendent
Commandant
CACC Basic
Commandant Course
Aug 2016-Aug
2017
Classroom
observations
R
G
Course content and
materials
Summer 2017
Survey to determine
the extent to which
the military culture
has been integrated
across all four
pillars.
D
BMAIT course
evaluation
Aug 2017-Aug
2018
Course Evaluation
R
G
Revised course
content and
materials
Summer 2018
and ongoing
Survey to determine
the extent to which
the military culture
has been integrated
across all four
pillars.
D
BMAIT course
materials
Aug 2017-Aug
2018
Classroom
observations
R
G
Company
Commanders
Directors of
Instruction
b. Implement course for
all current and new
teachers.
Superintendent
Commandant
Company
Commanders
Directors of
Instruction
c. Collect course
evaluation from
participants and make
modifications
Superintendent
Commandant
R
G
Company
Commanders
Directors of
Instruction
All participating
teachers
d. Implement Revised
Course
Superintendent
Commandant
CO Commanders
Directors of
Instruction
e. Design and implement
AMAIT course of study
Superintendent
Commandant
Company
Commanders
Directors of
Instruction
CACC Advanced
Commandant
Training materials
AMAIT course
content and
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Survey to determine
the extent to which
the military culture
has been integrated
across all four
R
G
ACS WASC/CDE Visiting Committee Report
Goal #5 Tasks
Personnel
Responsible
Resources
Timeline
materials
Means to Assess
Improvement
pillars.
Task 9: Implement Cadet Activities Board (CAB)
a. Create CAB
Development
Committee to review
CAB by-laws and
operations plans from
representative sample
of military academies
Commandant
Documents from
military academies
May 2016
Review of sample
documents
R
G
b. Develop CAB by-laws
and operations plan
CAB Development
Committee
Documents from
military academies
May 2016
Draft of CAB by laws
and operations plan
R
G
c. Create initial CAB
based upon by-laws
CAB Development
Committee
NVMI CAB by-laws
Aug 2016
CAB
R
G
d. Solicit student
suggestions about
activity offerings
CAB
Student Survey form
Aug 2016 and
ongoing
List of student
suggestions about
activity offerings
R
S
e. Plan and implement a
minimum of 2 CAB
activities per Quarter
CAB
School Budget
June 2017
f.
CAB
Student Survey form
May 2017 and
ongoing
Survey results
R
G
a
Aug 2016
Selection of
potential RHC
members.
R
G
a
Implement annual
evaluation of CAB
Activity program by
students
Company
Commanders
Faculty and
student
volunteers
Task 10: Implement Cadet Respect and Honor Council
a. Establish the Respect
and Honor Council,
consisting 7-11 senior
cadets selected by the
Commandant for their
exceptional adherence
to the NVMI Honor
Code. A senior ranking
cadet will be selected
to chair the RHC.
Commandant
Cadet Citizenship
Records
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Goal #5 Tasks
Personnel
Responsible
b. Collect and review
sample RHC manuals
from other military
academies to refine
and adopt for
implementation at
NVMI.
Commandant and
Milstaff designees
c. Implement RHC based
on referrals from the
Dean of Students
RHC members
Resources
Means to Assess
Improvement
Sample RHC manuals
December
2016
NVMI RHC Manual
R
G
a
RHC Manual
January 2017
and ongoing
Scheduled RHC
hearings
R
G
a
RHC members
Dean of Students
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Goal #5 Tasks
Task 11: Establish
relationships with other
military academies via
increased involvement
with the Association of
Military Schools and
Colleges of the United
States (AMSCUS)
Personnel
Responsible
Superintendent
Commandant
Resources
AMSCUS Conferences
and Publications
Directors of
Instruction
Athletics Director
Dean of Students
Admissions
Director
Cadet Leadership
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Timeline
February
2016 and
annually
Means to Assess
Improvement
Mutual school visits
resulting from
AMSCUS
membership
R
G
a
H
ACS WASC/CDE Visiting Committee Report
Goal #6. (Critical Area for Growth) Ensure the long term financial health of
school through fundraising, business partnerships, grant-writing, long
term facilities planning, community partnerships, and access to 21st C
technology.
Rationale:
The long term viability of any school is predicated on a
balanced budget each year with adequate reserves to pay a
minimum of 4 months of bills and any know liabilities. Stable
enrollment with strong ADA are one key means of reaching
financial stability, however fundraising through sources other
than LCFF is essential to ensure what Governor Brown calls “the
rainy day fund” for downturns in the state’s economy. One major
struggle for many schools is the cost of facilities. While NVMI
currently has a prop 39 agreement, such an agreement is not
long-term nor does it necessarily give the school sufficient
access to meet its programmatic needs. Finally, access to
appropriate technology tools is essential for success on SBAC
tests as well as achieving the college-going mission of the
school.
Supporting Data
Since NVMI’s inception, programmatic expenses have exceeded
income, which is to be expected with a new program. The school
ended fiscal year 14-15 with a negative fund balance in excess
of $200,000. In order to meet the reserve goal of 4 months of
operating expense, NVMI would need a reserve of at least $2M.
NVMI has actively searched for a private facility for the last
three years with no success. The transition to SVSH and use of
the LAUSD technology infrastructure means that federal e-rate
funding is not available and the Information Technology Division
policies of LAUSD must be followed. At present the available
technology for students is sorely lacking and NVMI needs a
robust plan to remediate this deficiency.
Goal #6 Annual Targets
By 30 June 2016 –



NVMI will have a Prop 39 agreement for 2016-2017 year meets programmatic and
enrollment needs
End of year expenses will not exceed income
The NVMI Technology Plan will have been updated and goals as stipulated will have been
met.
By 30 June 2017- .


All negative fund balances will have been resolved
NVMI will have secured a facility for the next year adequate to support projected
enrollment and programmatic needs
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




NVMI will have established one formal partnership with a local business with gross sales
greater than $1 million.
NVMI will have established one additional mutually beneficial partnerships with
community entities
NVMI will have applied for three grants.
NVMI will have met the annual fundraising goal of $100,000.
Technology Plan will have been updated and goals as stipulated will have been met.
By 30 June 2018 –







NVMI will end FY 2018 with a reserve of $100,000.
NVMI will have secured a facility for the next three years adequate to support projected
enrollment and programmatic needs
NVMI will have established one additional formal partnership with a local business with
gross sales greater than $1 million.
NVMI will have established one additional mutually beneficial partnerships with
community entities
NVMI will have applied for five grants.
NVMI will have met the annual fundraising goal of $150,000.
Technology Plan will have been updated and goals as stipulated will have been met.
By 30 June 2019 –







NVMI will end FY 2019 with a reserve of $250,000.
NVMI will have secured a facility for the next three years adequate to support projected
enrollment and programmatic needs
NVMI will have established one additional formal partnership with a local business with
gross sales greater than $1 million.
NVMI will have established one additional mutually beneficial partnerships with
community entities
NVMI will have applied for six grants.
NVMI will have met the annual fundraising goal of $200,000.
Technology Plan will have been updated and goals as stipulated will have been met.
By 30 June 2020 –







NVMI will end FY 2020 with a reserve of $400,000.
NVMI will have secured a facility for the next three years adequate to support projected
enrollment and programmatic needs
NVMI will have established one additional formal partnership with a local business with
gross sales greater than $1 million.
NVMI will have established one additional mutually beneficial partnerships with
community entities
NVMI will have applied for seven grants.
NVMI will have met the annual fundraising goal of $250,000.
Technology Plan will have been updated and goals as stipulated will have been met.
By 30 June 2021 –

NVMI will end FY 2021 with a reserve of $500,000.
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





NVMI will have secured a facility for the next three years adequate to support projected
enrollment and programmatic needs
NVMI will have established one additional formal partnership with a local business with
gross sales greater than $1 million.
NVMI will have established one additional mutually beneficial partnerships with
community entities
NVMI will have applied for eight grants.
NVMI will have met the annual fundraising goal of $300,000.
Technology Plan will have been updated and goals as stipulated will have been met.
By 30 June 2022 –







NVMI will end FY 2022 with a reserve of 650,000.
NVMI will have secured a facility for the next three years adequate to support projected
enrollment and programmatic needs
NVMI will have established one additional formal partnership with a local business with
gross sales greater than $1 million.
NVMI will have established one additional mutually beneficial partnerships with
community entities
NVMI will have applied for nine grants.
NVMI will have met the annual fundraising goal of $350,000.
Technology Plan will have been updated and goals as stipulated will have been met.
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Goal #6 Action Steps:
Goal #6 Tasks
Task 1: Submit
annual Prop 39
Requests
Personnel
Responsible
Superintenden
t
Resources
Online Prop 39
Application and
Governing
Regulations
Timelin
e
Means to
Assess
Improvement
Annually
by 1 Nov
LAUSD Prop 39
offer
NVMI
Governing
Board
resolution
accepting
or
rejecting
Prop 39
offer
Jan-May
Annually
Annual
balanced
budget
SSC
CCSA Prop 39
Legal Support
Fund
Task2: Annual
budget planning
process
Task 3: Redraft
and Implement
Technology Plan
according to Goal
#1 Task 4
Superintenden
t
11 Step Budgeting
Process plan
Director of
Operations
LCFF Calculators
SSC
CSMC budget
support
Governing
Board
FCMAT
calculators
Technology
Committee
Current
Technology Plan
Technology
Coordinator
ISTE website
Resolution of
negative fund
balances
Means to
Report
NVMI
Governing
Board
Reserve
account
balances
ongoing
Technology
plan
publication
Implementatio
n of
established
Tech Plan goals
LAUSD ITD Tech
Plan
LACO Technology
consultants
Annually
to NVMI
Governing
board and
SSC
Task 4: Establish formal business partnerships
a. Create
prospect list
of businesses
to approach
Superintenden
t
LA Chamber of
Commerce
Governing
Board Member
(to be
selected)
Neighborhood
Councils
LA City of
Business
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Oct 1
2016
Development
of final list
NVMI
Governing
Board and
SSC
minutes
ACS WASC/CDE Visiting Committee Report
Goal #6 Tasks
Personnel
Responsible
Timelin
e
Means to
Assess
Improvement
Published list
from Task 4a.
Feb
2017
Roundtable
participant list
NVMI
Governing
Board and
SSC
minutes
Resources
Means to
Report
development
LA City Mayor’s
Office
LA City Council
Assembly member
Patty Lopez
Senator Bob
Hertzberg
b. Invite
business
leaders to a
business
roundtable
Superintenden
t
c. Draft
partnership
MOUs with
business(es)
that express
an interest at
the
Roundtable
Superintenden
t
MOU
Jun 30
2917
Signed MOU
NVMI
Governing
Board and
SSC
minutes
d. Annual
repetition of
business
Roundtable
and MOU
project
Superintenden
t
Published list
from Task 4a.
Feb
2017
Roundtable
participant list
NVMI
Governing
Board and
SSC
minutes
e. Develop
business
sponsorship
package
opportunitie
s
Superintenden
t and
Governing
Board
Example schoolbusiness
sponsorship
packages
June
2018
Number of
business
sponsorships
Budget
fundraisin
g line item
Governing
Board Member
(to be
selected)
Governing
Board Member
(to be
selected)
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Governing
Board and
SSC
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Goal #6 Tasks
Personnel
Responsible
Resources
Timelin
e
Means to
Assess
Improvement
Means to
Report
minutes
Task 5: Apply for available state, federal, and private grants that support the school program
a. Apply for
ASES grant
Superintenden
t
CDE Afterschool
Programs Office
2015 ASES grant
application
CDE Afterschool
Programs Office
As CDE
makes
available
Grant
submission
and funding
NVMI
Governing
Board and
SSC
minutes
CDE
Grant
submission
and funding
NVMI
Governing
Board and
SSC
minutes
b. Apply for 21st
Century
Community
Learning
Center grant
Superintenden
t
c. Apply for
available
career/teched grants
Superintenden
t
www.grants.ed.go
v
CDE
Grant
submission
and funding
NVMI
Governing
Board and
SSC
minutes
d. Apply for
Carol White
PE grant
Superintenden
t
www.grants.ed.go
v
As
USDOE
makes
available
Grant
submission
and funding
NVMI
Governing
Board and
SSC
minutes
e. Apply for
other state
and federal
grants that
become
available
Superintenden
t
www.grants.ed.go
v
As
available
Grant
submission
and funding
NVMI
Governing
Board and
SSC
minutes
2015 ASES grant
application
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Goal #6 Tasks
f.
Research and
apply for
private
foundation
grants
Personnel
Responsible
Superintenden
t
Resources
California
Community
foundation
Timelin
e
Means to
Assess
Improvement
Means to
Report
As
available
Grant
submission
and funding
NVMI
Governing
Board and
SSC
minutes
As
available
Funding
support
requests and
funding
NVMI
Governing
Board and
SSC
minutes
Annually
Funding
support
requests and
funding
NVMI
Governing
Board and
SSC
minutes
California GrantSeekers Guide
Grants listservs
g. Apply to
Veterans/Mil
itary
organization
s for funding
support
Superintenden
t
VFW
American Legion
Disabled
American
Veterans
Associations of
the US Army, Air
Force, Coast
Guard, Marines,
and Navy
Military Officers
Assn of America
State Guard Assn.
of the US
Service Academies
Associations of
Graduates
h. Work with
Assembly
Member
Lopez and
Senator
Hertzberg to
secure state
funding in
annual state
budget
Superintenden
t
Senator’s office
Assembly
member’s office
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Goal #6 Tasks
Personnel
Responsible
Resources
Timelin
e
Means to
Assess
Improvement
Means to
Report
Task 6: Develop long-range facility plan
a. Continue to
investigate
available
private
properties
Superintenden
t
ongoing
Private
properties
listing
NVMI
Governing
Board and
SSC
minutes
b. Develop
long-term
enrollment
projections
Superintenden
t
NVMI Charters
Aug
2017
Enrollment
Projections
NVMI
Governing
Board and
SSC
minutes
NVMI
Governing
Board
2018-2023
c. Utilize longterm
enrollment
projections
to finalize
facility needs
for full
enrollment
Superintenden
t
2008 OMI Master
Facilities Plan
Jan 2018
NVMI Master
Facilities Plan
NVMI
Governing
Board and
SSC
minutes
d. Secure
loan/bond to
fund facility
acquisition
and
necessary
improvemen
ts.
Superintenden
t
ACRE
Jun 2018
Loan/Bond
secured
NVMI
Governing
Board and
SSC
minutes
June
2016
List of
community
partners
NVMI
Governing
Board and
SSC
minutes
MLS Listings
Acre Corp.
JoAnn Koplin
2013-2018 &
NVMI
Governing
Board
NVMI
Governing
Board
California School
Finance Authority
Assm. Lopez/Sen
Hertzberg
Task 7: Establish additional community partnerships
a. Brainstorm
appropriate
community
partners in
each of the 4
pillars
Superintenden
t
Admin Team
SSC & PAC
NVMI
Governing
Board
LA City Council
Community
Resource
Directory
County of LA
Community
Resource
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Goal #6 Tasks
Personnel
Responsible
Timelin
e
Means to
Assess
Improvement
Fundraising
Consultant
By June
2017
Community
partner named
NVMI
Governing
Board and
SSC
minutes
Published list
from Goal #6 Task
7a.
June
2018
Community
Advisory
Council
member list
NVMI
Governing
Board and
SSC
minutes
Resources
Means to
Report
Directory
Assm Lopez/Sen
Hertzberg offices
b. Honor a
community
partner in
each pillar at
an annual
fundraiser
Superintenden
t
c. Establish
Community
Advisory
Council
Superintenden
t
Fundraising
Consultant
NVMI
Governing
Board
NVMI
Governing
Board member
to be selected
Interested
community
entities
d. Sign MOUs
with
appropriate
community
entities
across all
four pillars
Community
Advisory
Council
MOU
June
2019
Signed MOUs
NVMI
Governing
Board and
SSC
minutes
Task #8: Raise
funds annually
from school
families through
the Parent
Advisory Council
and Cadet
Activities Board
Superintenden
t
School Budget
ongoing
Annual fund
raising goals
met
PAC
minutes
PAC
CAB
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Comments on the following school improvement issues:
●
●
●
●
Adequacy of the schoolwide action plan in addressing the identified critical areas for
follow-up
● Do the action plan sections address the critical areas for follow-up?
● Will the action plan steps enhance student learning?
● Is the action plan a “user-friendly” schoolwide action plan that has integrated all
major school initiatives (e.g., II/USP, technology plan, staff development plan)?
● Is the action plan feasible within existing resources?
● Is there sufficient commitment to the action plan, schoolwide and systemwide?
Existing factors that will support school improvement
Impediments to improvement that the school will need to overcome
Soundness of the follow-up process that the school intends to use for monitoring the
accomplishment of the schoolwide action plan.
The VC took the time to meet with the Principal and Leadership team to both validate and come
up with new critical areas of growth during the January 2016 visit. All of these Critical Areas
are now listed in the School’s Action Plan.
The VC determined that the NVMI Action plan will enhance student learning and is more than
user friendly so that all stakeholders can contribute to accomplishing the goals listed in the plan.
The VC believes that the Action Plan is both feasible and that there are no impediment to
accomplishing the goals.
Ultimately, there is a sound description for how NVMI can accomplish the schoolwide action
plan that they have developed.
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