SCHOOL PLAN FOR STUDENT ACHIEVEMENT 2021-2022 - BoardDocs
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2021-2022 SCHOOL PLAN FOR STUDENT ACHIEVEMENT Mountain View Elementary School www.mountainview.cusd.claremont.edu Rria Cruz Soto, Principal CDS Code: 19-64394- 6012181 Approved by School Site Council (SSC) – October 7, 2021 Approved by Board of Education – November 18, 2021
Mountain View Elementary School
2021-2022 School Plan for Student Achievement
PURPOSE AND DESCRIPTION
Title I Schoolwide Program Comprehensive Support and Improvement (CSI)
Targeted Support and Improvement (TSI) Additional Targeted Support and Improvement (ATSI)
Not a Title I , CSI, TSI, or ATSI School
Briefly Describe the School’s Plan
Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability
Plan and other federal, state, and local programs.
Last year, due to mandatory quarantine and distance learning, we were unable to track ongoing academic progress using the
California Assessment of Student Performance and Progress (CAASPP). In its place, we monitored students’ annual achievement by
administering the statistically valid i-Ready diagnostic assessment in the fall and spring. Overall, our students demonstrated
academic growth in both math and reading for the 2020-21 school year. For 2021-22, our plan addresses our efforts to reconnect
student academic achievement with the CAASPP.
To meet the requirements of the Every Student Succeeds Act (ESSA), Title I, our Local Control and Accountability Plan, other
programs, and goals detailed in our School Plan for Student Achievement (SPSA), we will implement a multi-layered approach which
includes the increased implementation of specific teaching strategies, the purchase of specific supplementary materials for
assessment and/or instruction, and the addition of new programs to support student achievement and social emotional learning. To
address teaching strategies, teachers will receive grade cluster focused professional development in Write From the Beginning and
Beyond (WFTBB) and Thinking Maps, which address both English language arts and mathematics. Supplementary materials we are
implementing to support student success in ELA and math include Reading Live (2-6), RazPlus (TK-6), Reflex Math (2-6), and ESGi (TK-
K). Finally, we are initiating a voluntary and recommended after-school math and literacy camp that will target foundational skills to
help address learning gaps students may have acquired while participating in distance learning. Along with academic support, the
math and literacy camp will both provide a supervised venue for students to complete homework with peers and offer an additional
opportunity for social emotional interaction. Our goal is to offer this support in a blended model both virtually and in-person. We
are confident that our multi-tiered approach of supporting instruction, providing supplementary materials, and offering an
afterschool program will allow us to meet the goals outlined in this plan
STAKEHOLDER INVOLVEMENT
Involvement Process for the SPSA and Annual Review and Update
How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?
• Collaborative Meeting – September 15, 2021
• School Site Council - September 16 , 2021 and October 21, 2021
• Leadership Team – September 8, 2021 and October 6, 2021
• PBIS Team- September 20, 2021
• Title I Meeting – September 29, 2021
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 2 of 30
Mountain View Elementary School
2021-2022 School Plan for Student Achievement
ANNUAL REVIEW AND UPDATE
SPSA Year Reviewed 2020-2021
SCHOOL GOAL A
English Language Arts
The percentage of students meeting or exceeding standards schoolwide in English language arts (ELA) will increase from 57% to 62% as
measured by the California Assessment of Student Performance and Progress (CAASPP).
Annual Measurable Outcomes
Metric Indicator Expected Outcomes Actual Outcomes
2021 CAASPP Results 62% of students will meet or exceed the standards Met Partially Met Not Met
in English language arts.
Unable to measure.
Analysis
Describe the overall implementation of the strategies/activities to achieve the articulated goal.
We were unable to measure this goal due to the decision to administer local assessments rather than the 2021 Smarter Balanced Assessments.
Regardless, the ultimate goal was to increase student achievement in English language arts throughout the year. To carry on progress toward this
goal and ensure rigorous instruction of ELA standards during in-person and distance learning, we continued implementation of the Wonders
language arts program, supplemented with Scholastic magazines and a variety of additional digital and print materials. Thinking Maps, AVID
strategies, iReady, differentiated small group instruction, and online class-based interventions using WonderWorks and Read Live support materials
were implemented. In addition, we hosted a virtual after-school work completion group where students received targeted intervention and
homework help in a supervised space to complete work independently or with peers, and/or to connect with other students. Support in the work
completion group was provided individually or collectively by the intervention teacher and multiple paraeducators. All teachers administered agreed-
upon grade level common formative assessments and employed specific protocols to analyze student achievement. Specific professional
development workshops were provided to support teachers in the integration of Write From The Beginning and Beyond (WFTBB) strategies, iReady
reteaching strategies, social-emotional learning strategies, and on specific protocols for aforementioned data chats. ELA RtI Tier III intervention
services using WonderWorks, Read Live, Leveled Literacy Intervention (LLI), and Scholastic magazines were provided to students as indicated by data
and individual teacher recommendation.
Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.
Fall, winter and spring iReady alternative assessment data provided a general picture of site-wide ELA achievement. According to 2020-2021
diagnostic growth data, from the fall 2020 initial assessment to the spring 2021 assessment, the number of students performing at grade level or
above average increased from 56% to 62%.
Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.
The following purchases were made to support instruction: $14,346 was spent on instructional materials to support core curriculum; $7,479 was
spent to purchase ten Apple TVs to help teachers teach synchronously in-person and during distance learning; $3,295.00 was spent on Reflex
Math digital licenses to help build math fact fluency in the upper grades; $7,859 was spent on Spanish leveled readers and library books for the
kindergarten dual immersion program to provide a rich variety of Spanish literature; $1,150 was spent on Read Naturally licenses to support ELA
intervention; and $3,356 was spent to support the PBIS program.
Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this
analysis.
As a result of the Smarter Balanced Assessments not being administered in spring 2021, this goal will be carried over to the 2021-2022 SPSA in
hopes that we can administer the assessments in spring 2022. Professional development and ongoing support will be provided to teachers on the
use and integration of WFTBB strategies. Raz Plus will be purchased in both paper and digital formats to standardize our ELA intervention
screening, target instruction, and provide reading enrichment for all students in grades K-6. In addition, an afterschool math and literacy camp
will be provided to students to help target foundational skills and address learning gaps they may have acquired in transitioning between distance
and in-person learning.
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 3 of 30
Mountain View Elementary School
2021-2022 School Plan for Student Achievement
SCHOOL GOAL B:
Mathematics
The percentage of students meeting or exceeding standards schoolwide in mathematics will increase from 45% to 50% as measured by
the California Assessment of Student Performance and Progress (CAASPP).
Annual Measurable Outcomes
Metric Indicator Expected Outcomes Actual Outcomes
2021 CAASPP Results 50% of students will meet or exceed the standards Met Partially Met Not Met
in mathematics
Unable to measure.
Analysis
Describe the overall implementation of the strategies/activities to achieve the articulated goal.
We were unable to measure this goal due to the decision to administer local assessments rather than the 2021 Smarter Balanced Assessments.
Regardless, the ultimate goal was to increase student achievement in mathematics throughout the year. To carry on progress toward this goal
and ensure the rigorous instruction of math standards during in-person and distance learning, we continued implementation of the GoMath!
curriculum. All teachers administered agreed upon grade level common formative assessments and data points to inform instruction by analyzing
student achievement data. iReady math was used consistently to provide students with additional practice at their ability level and other
supplemental tools including Reflex Math were utilized to extend or support individualized student learning. Specific professional development
workshops were provided to support teachers in the use of Reflex Math, social-emotional learning strategies, and on specific protocols for the
aforementioned data chats. In addition, we hosted a virtual, after-school work completion group where students received targeted intervention
and homework help in a supervised space to complete work independently or with peers, and/or to connect with other students. Support in the
work completion group was provided individually or collectively by the intervention teacher and multiple paraeducators.
Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.
Fall, winter and spring iReady alternative assessment data provided a general picture of site-wide math achievement. According to 2020-2021
diagnostic growth data, from the fall 2020 initial assessment to the spring 2021 assessment, the number of students performing at grade level or
above average increased from 38% to 51% .
Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.
The following purchases were made to support instruction: $14,346 was spent on instructional materials to support core curriculum; $7,479 was
spent to purchase ten Apple TVs to help teachers teach synchronously in-person and during distance learning; $3,295.00 was spent on Reflex Math
digital licenses to help build math fact fluency in the upper grades; $7,859 was spent on Spanish leveled readers and library books for the
kindergarten dual immersion program to provide a rich variety of Spanish literature; $1,150 was spent on Read Naturally licenses to support ELA
intervention; and $3,356 was spent to support the PBIS program.
Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this
analysis.
As a result of the Smarter Balanced Assessments not being administered in spring 2021, this goal will be carried over to the 2021-2022 SPSA in hopes
that we can administer the assessments in spring 2022. Professional development and ongoing support will be provided to teachers on the use and
integration of WFTBB strategies. Reflex Math will be purchased for use during interventions for all students in grades 2-6 to target math fluency. In
addition, an afterschool math and literacy camp will be provided to students to help target foundational skills and address learning gaps they may
have acquired in transitioning between distance and in-person learning.
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 4 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
SCHOOL GOAL C:
Positive Behavior and Interventions Supports
Mountain View will increase schoolwide implementation of PBIS from 60% to 70% as measured by the PBIS Tiered Fidelity Inventory
administered in May 2021.
Annual Measurable Outcomes
Metric Indicator Expected Outcomes Actual Outcomes
May 2021 PBIS Self-Assessment Survey Increase schoolwide implementation of PBIS from Met Partially Met Not Met
Results 60% to 70%.
We retained gold medal status.
Analysis
Describe the overall implementation of the strategies/activities to achieve the articulated goal.
To achieve our goal, we continued to implement the use of Tier I and Tier II strategies throughout distance learning and in-person instruction. Our
staff rewarded students with positive virtual incentives during emergency remote instruction. Administration followed up with students who had
difficulty meeting behavioral and productivity expectations to provide support and encouragement in meeting said goals. We held after-school work
completion group sessions and homework clubs for students to connect with other students and complete schoolwork with the support of their
peers, interventionist, and paraeducators. The work completion group was developed to support students who attended zoom meetings but did
not complete and/or submit work. The model was to provide a mandated, yet supportive environment where students come to complete and
submit their digital work. The format was so successful and desirable, we opened the work room for any students wishing to participate.
Students from individual classes worked together in breakout rooms, or independently.
Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school.
We received the PBIS Gold status award for 2021 school year along with the PBIS Community Cares Medal for providing continued education and
support to students during the COVID-19 pandemic. We continued to retain our gold medal status and will continue with Tier I and Tier II
implementation during distance learning and in-person instruction.
Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.
During distance learning, we continued to recognize our students with virtual positive incentives such as bucket fillers, virtual assemblies, virtual spirit
week, and a weekly school spirit day. We spent a total of $3,356.86 on rewards for students who demonstrated examples of Respect, Effort, Attitude,
Cooperation, and Honesty (REACH) throughout distance learning and in-person instruction. We also purchased a new mustang mascot costume to be
worn during all student assemblies.
Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this
analysis.
We will continue to strengthen our Tier II PBIS implementation (such as utilizing a behavior tracking system) and provide weekly socio-emotional
strategies throughout distance learning and in-person instruction. We will continue to hold in-person REACH awards assemblies and offer online
options as well to allow all family members to participate virtually. With the success of the afterschool work completion group, we plan to evolve this
into an afterschool math and literacy camp for any students wishing to participate.
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 5 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
MISSION STATEMENT
Mountain View believes all learners can reach individual success through critical thinking and collaboration. Mustangs REACH for success
with Respect, Effort, Attitude, Cooperation, and Honesty.
STUDENT ENROLLMENT BY GROUP
Percent of Enrollment Number of Students
Student Group
2019-2020 2020-2021 2019-2020 2020-2021
African American 6.4% 5.6% 27 25
American Indian/Alaskan Native 0.2% 0.2% 1 1
Asian 10.6% 9.1% 45 40
Filipino 1.7% 2.0% 7 9
Hispanic/Latino 55.2% 56.4% 234 248
Pacific Islander 0.2% 0.4% 1 2
White 18.6% 20.0% 79 88
Two or More Races 4.7% 3.6% 20 16
Declined to State 2.4% 2.2% 10 10
Total Enrollment: 100.0% 100.0% 424 439
STUDENT ENROLLMENT DATA BY GRADE
Number of Students
Grade
2017-2018 2018-2019 2019-2020 2020-2021
Transitional Kindergarten 20 32 20 43
Kindergarten 46 51 50 69
Grade 1 46 53 48 48
Grade 2 70 54 58 51
Grade 3 68 75 53 54
Grade 4 67 62 68 53
Grade 5 96 65 60 63
Grade 6 83 99 67 58
Total Enrollment: 496 491 424 439
LCAP SUBGROUP DATA
2017-2018 2018-2019 2019-2020 2020-2021
# % # % # % # %
Total Enrollment 496 491 424 439
Special Education 43 8.7% 53 10.9% 47 11.1% 42 9.5%
English Learners 61 12.3% 63 13.1% 48 11.3% 46 10.4%
Socio-Economic 296 59.7% 256 53.1% 195 46.0% 160 36.4%
Unduplicated Student Count 307 61.9% 268 55.6% 209 49.3% 177 40.3%
**English Learners: English learner enrollment numbers are based on the first Wednesday in October; CALPADS reporting date.
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 6 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
THE SCHOOL PLAN FOR STUDENT ACHIEVEMENT,
LOCAL CONTROL ACCOUNTABILITY PLAN, AND DISTRICT STRATEGIC GOALS
School Plan for Student Achievement (SPSA)*
The plan is designed to provide an analysis of student performance data, set priorities for program improvements, identify effective
solution strategies, and provide ongoing monitoring of results.
Local Control Accountability Plan (LCAP)
Under the Local Control Funding Formula (LCFF) all school districts and charter schools are required to prepare an LCAP, which describes
how they intend to meet annual goals for all pupils in eight state priority areas:
AREA 1 LCAP Priority - Basic Services
AREA 2 LCAP Priority - Implementation of the California Standards
AREA 3 LCAP Priority - Parent Involvement
AREA 4 LCAP Priority - Student Achievement
AREA 5 LCAP Priority - Student Engagement
AREA 6 LCAP Priority - School Climate
AREA 7 LCAP Priority - Course Access
AREA 8 LCAP Priority - Other Student Outcomes
CUSD Strategic Goals
The Strategic Goals provide the essential framework required for the district to create a “roadmap” for a three-year period. These goals
are used to align District resources and enable the Governing Board to monitor progress made each year toward reaching the Vision,
focusing on the Mission, living the Core Values, and accomplishing the Goals of the District.
GOAL #1 Our students will achieve their academic and creative potential in challenging, relevant, and engaging
learning environments that prepare them for career, college, and post-secondary opportunities.
GOAL #2 Our schools will provide unique opportunities that develop the whole child by promoting involvement in
extracurricular and co-curricular activities and encouraging positive student behaviors.
GOAL #3 Our District will attract, support, and retain high-performing, highly qualified staff.
GOAL #4 Our District will remain fiscally sound by maintaining a balanced budget, demonstrating long-term financial
stability, and distributing resources equitably, based on student need.
GOAL #5 100% of our facilities will be safe, clean, and appropriate to support student learning.
GOAL #6 All schools will engage their families and community to increase student success.
*The SPSA is specifically designed to align with the state’s eight priorities of the LCAP and CUSD’s Strategic Goals.
Area 1 LCAP Priority - Basic Services
Basic Services*
Findings Documentation
Teacher Misassignment 0 California Teacher Credentialing Report
Facilities in Good Repair Exemplary Facilities Inspection Tool Survey
Student Access to Standards-aligned Instructional Materials 100% Williams Report
*Data from fall 2020
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2021-2022 School Plan for Student Achievement
Area 2 LCAP Priority – Implementation of the California Standards
Implementation of the California Standards
Strengths Areas for Growth
• Parents feel that the school provides instructional technology • Parents feel that the school needs to provide more resources and ideas
for students to enhance learning. for supporting parents and students with the California Standards.
• Parents feel that the teachers keep parents well-informed
about how their child is doing in school.
• Parents feel that the school provides instructional technology
for students to enhance learning.
• Parents feel that their student’s coursework is challenging.
Area 3 LCAP Priority – Parent Involvement
Annual Parent Survey (Total of 106 respondents with 30% reporting)
Strengths Areas for Growth
• Parents feel that the school teaches students to positively • Parents feel that the school needs to provide more resources and ideas
embrace diversity. for supporting parents and students with the California Standards.
• Parents feel that the staff responds quickly to parent phone • Parents need a way to anonymously provide feedback or share
calls and emails. concerns about a teacher or staff member.
• Parents feel that the school staff treats students with respect. • Parents feel that the there is a need for an increase in opportunities to
• Parents feel that the school keeps all families informed about be involved in and participate in parent advisory groups and/or
important issues and events. workshops.
• Parents feel that their students’ feelings matter to their • Parents feel that the there is a need for nutrition education to be
teachers. integrated with and reinforced through the foods available on the
school premise.
• Parents feel that the school celebrates the success of
students. • Parents feel that the there is a need for the school to provide a variety
of foods that are desirable and palatable to their child.
• Parents feel that the school addresses teasing and/or
bullying.
• Parents feel that they are encouraged to share concerns
with school staff.
• Parents feel that the school clearly communicates the rules
for student behavior.
• Parents support having a school resource officer on the
school campus.
• Parents feel that the teachers keep parents well-informed
about how children are doing in school.
• Parents feel that the school provides instructional technology
for students to enhance learning.
• Parents feel that the school provides a welcoming
environment for all parents.
• Parents feel that their student's coursework is challenging.
• Parents have opportunities to be a part of decision-making
through surveys and advisory groups.
Parental Involvement
Efforts to Seek Parent Input Promotion of Parent Participation
• Annual Parent Survey • Blackboard phone calls, emails and text messages
• Annual English Learner Parent Survey • Weekly newsletters
• School Site Council • Trimester assemblies
• English Language Advisory Committee (ELAC) • PFA activities
• District English Language Advisory Committee (DELAC) • School website
• School compact • Peachjar flyers
• Title I Parent Involvement Policy
• Parent Faculty Association
• Claremont Parent Faculty Association
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Mountain View Elementary School 2021-2022 School Plan for Student Achievement 2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 10 of 30
Mountain View Elementary School 2021-2022 School Plan for Student Achievement 2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 11 of 30
Mountain View Elementary School
2021-2022 School Plan for Student Achievement
Area 4 LCAP Priority – Student Achievement
English Learner Language Data
English Language Proficiency Assessments for California (ELPAC)
2017-2018 2018-2019 2019-2020 2020-2021
Level Level Level Level Level Level Level Level Level Level Level Level Level Level Level Level
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
# of 2 9 15 2
1 8 15 22 5 16 24 7
Students
Percentage 2.2% 17.4% 32.6% 47.8% 9.6% 30.8% 46.2% 13.4% 7.1% 32.1% 53.5% 7.1%
Limited data is available for the 2019-2020 academic year due to COVID-related school closures resulting in the suspension of ELPAC
testing.
ELPAC Performance Level Descriptions (Oral and written English skills): Level 1 – Minimally developed; Level 2 – Somewhat developed;
Level 3 – Moderately developed; Level 4 – Well developed.
*2017-18 is a baseline year for ELPAC data as the test was first administered in spring 2017. Growth and reclassification data was first
reported for English learners in 2018-19.
School Achievement Data
11Mountain View Elementary School
2021-2022 School Plan for Student Achievement
School Achievement Data
i-Ready Diagnostic Fall and Spring Data
All Grades - Reading
All Grades – Math
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2021-2022 School Plan for Student Achievement
Grade 1 – Reading
Grade 1 – Math
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2021-2022 School Plan for Student Achievement
Grade 2 – Reading
Grade 2 – Math
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2021-2022 School Plan for Student Achievement
Grade 3 – Reading
Grade 3 – Math
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2021-2022 School Plan for Student Achievement
Grade 4 – Reading
Grade 4 – Math
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2021-2022 School Plan for Student Achievement
Grade 5 – Reading
Grade 5 – Math
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2021-2022 School Plan for Student Achievement
Grade 6 – Reading
Grade 6 – Math
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 19 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
Analysis of Educational Practices - LCAP Staff Survey (Total of 30 respondents with 63% reporting)
Strengths Areas for Growth
• The school has established a clear, coherent vision of what • The school provides adequate curriculum for the effective
students should know and how to perform. implementation of the California Standards (ELA,
• The school’s planning process is broad-based and History/Social Science, math, NGSS, PE/Health, World
collaborative. Language, VAPA) that I am responsible for teaching.
• The school has a rigorous, relevant and coherent curriculum
that is accessible to all students.
• The teachers are comfortable in implementing the California
Standards.
• The students are aware of the standards and expected
performance levels for each content area.
• The school has an effective system to monitor all students’
progress toward meeting the academic standards.
• The school implements strategies and processes for the
regular involvement of parents and the community, including
non-English speaking parents.
• The school’s instructional practices and activities facilitate
access and success for diverse student needs.
• Assessment data is analyzed and used to make instructional
decisions.
• The school regularly examines student demographics and
evaluates the distribution of students throughout school
programs/offerings
• The school provides translators as needed.
• The school campus is clean.
• The school campus(es) is/are safe
• The school ensures that the parents understand student
achievement as measured by the academic standards.
• The school demonstrates caring, concern, and high
expectations for students in an environment that honors
individual differences and is conducive to learning.
• The school leadership and staff ensure that the support
services are directly related to student achievement.
• The school has an atmosphere of trust, respect, and
professionalism.
• The school offers adequate services, including referral
services, to support students in such areas as health, career
and personal counseling.
• The school allows students to use technology to assist them
in achieving the academic standards.
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2021-2022 School Plan for Student Achievement
Area 5 LCAP Priority – Student Engagement
Four-Year Attendance Rate
2017-2018 2018-2019 2019-2020 2020-2021
Attendance Rate Attendance Rate Attendance Rate Attendance Rate
Mountain View
96.1% 96.4% 96.3% 97.8%
Elementary School
TK-6 Schools 96.2% 96.3% 96.1% 97.5%
District 96.1% 96.2% 96.3% 96.9%
*Attendance rates for 2019-2020 are based on the date range of August 28, 2019 to March 13, 2020. March 13, 2020 was the last
school day before the COVID closure, and the last day attendance was taken.
Chronic Absenteeism
Defined as a student who is absent for any reason on ten percent or more of the school days in the school year
2017-2018 2018-2019 2019-2020 2020-2021
Chronic Absenteeism Chronic Absenteeism Chronic Absenteeism Chronic Absenteeism
Rate Rate Rate Rate
Mountain View
5.7% 5.6% 5.4% 4.2%
Elementary School
TK-6 Schools 5.7% 5.7% 5.5% 5.3%
District 7.2% 7.5% 6.1% 6.6%
*Chronic Absenteeism rates for 2019-2020 are based on the date range of August 28, 2019 to March 13, 2020. March 13, 2020 was the
last school day before the COVID closure, and the last day attendance was taken.
Area 6 LCAP Priority – School Climate
Four-Year Suspensions/Expulsions
2017-2018 2018-2019 2019-2020 2020-2021
Suspensions 5 4 5 1
Expulsions 0 0 0 0
*Suspension data represents the total number of partial or full-day suspensions for the school year. This data does not represent the
number of events by unduplicated student counts, that is, one student may generate multiple suspension days.
Four-Year Mobility Rate
2017-2018 2018-2019 2019-2020 2020-2021
Mobility 11.9% 8.9% 10.1% 6.0%
Area 7 LCAP Priority – Course Access (applies to high schools only)
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2021-2022 School Plan for Student Achievement
Area 8 LCAP Priority – Other Student Outcomes
Four-Year Annual Retentions
2017-2018 2018-2019 2019-2020 2020-2021
# Retained # Retained # Retained # Retained
Kindergarten 0 1 0 0
1st Grade 1 0 0 0
2nd Grade 0 0 0 0
3rd Grade 1 0 0 0
4th Grade 0 0 0 0
5th Grade 0 0 0 0
6th Grade 0 0 0 0
Total 2 1 0 0
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2021-2022 School Plan for Student Achievement
CRITICAL FINDINGS/BASIS FOR 2021-2022 GOALS
As a result of analyzing the eight state LCAP priorities, other local data, and educational practices, Mountain View Elementary School
has selected to focus on the following:
State Priorities Challenges
Area 3 Parent Involvement Give parents opportunities to provide the school with anonymous feedback.
Area 4 Student Achievement Increase the percentage of all students meeting or exceeding the standards in English
language arts and mathematics to meet growth goals.
Area 6 School Climate Mountain View will increase PBIS schoolwide implementation status from 58% to 70% as
measured by the PBIS Tiered Fidelity Inventory taken by staff members in May 2022.
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 23 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
ACTION PLAN
District Strategic Goal #1: Our students will achieve their academic and creative potential in challenging, relevant, and engaging
learning environments that prepare them for career, college, and post-secondary opportunities.
LCAP Priority Area(s): Area 4 – Student Achievement
School Goal A: English Language Arts
The percentage of students meeting or exceeding standards schoolwide in English language arts will increase from 57% to 62% as
measured by the California Assessment of Student Performance and Progress (CAASPP).
Actions To Be Taken Timeline Students to Mid-year End-of-Year
To Reach This Goal be Served Evaluation Results
1. The school will maintain a master schedule that protects instructional minutes September 2021 All students
and supports student achievement in core academic subjects. to June 2022
2. Teachers will ensure students are able to articulate the learning objective. September 2021 All students
to June 2022
3. The teachers will meet in bimonthly professional learning communities (PLCs) September 2021 All students
to examine student data, monitor student mastery of standards and discuss to June 2022
effective instructional strategies.
4. The teachers will set specific, measurable, achievable, relevant, and time- September 2021 All students
bound (SMART) goals with students, allow opportunities for students to to June 2022
monitor their progress, and celebrate student successes.
5. The teachers will utilize common formative assessments through iReady September 2021 All students
diagnostics. to June 2022
6. AVID (WICOR) strategies will be implemented into classroom instruction. September 2021 All students
to June 2022
7. The school will continue to provide teachers with opportunities for September 2021 All students
professional development using California Standards resources such as to June 2022
Thinking Maps, Costa’s Levels of Thinking, Write From the Beginning and
Beyond, AVID, iReady, and Kagan Cooperative Learning.
8. The school will coordinate support staff to work alongside classroom teachers September 2021 All students
during the school day to provide RtI support. to June 2022
9. The teachers will use standards-based common assessments across grade September 2021 All students
levels to identify students in need of support. Frequent progress monitoring to June 2022
will be conducted using Dibels NEXT, Read Naturally, RazPlus, and
BPST progress monitoring tools. Students identified at-promise will be
provided RtI support, individual iReady pathways, and iReady diagnostics.
Students identified as needing enrichment will be provided opportunities.
10. The teachers will ensure that the California Standards are being taught with September 2021 All students
the support of the Wonders curriculum and supplemental materials to assure to June 2022
the rigor of the standards is being met.
District Strategic Goal #1: Our students will achieve their academic and creative potential in challenging, relevant, and engaging
learning environments that prepare them for career, college, and post-secondary opportunities.
LCAP Priority Area(s): Area 4 - Student Achievement
School Goal B: Mathematics
The percentage of students meeting or exceeding standards schoolwide in mathematics will increase from 45% to 50% as measured
by the California Assessment of Student Performance and Progress (CAASPP).
Actions To Be Taken Timeline Students to Mid-year End-of-Year
To Reach This Goal be Served Evaluation Results
1. See Goal A, actions #1-8 for identical actions taken to reach this goal. September 2021 All students
to June 2022
2. The teachers will ensure that the California Standards are being taught with September 2021 All students
the support of the Go Math! curriculum and supplemental materials to assure to June 2022
the rigor of the standards is being met.
3. The school will use supplemental standard aligned materials, such as Reflex September 2021 Grade 2-6
Math, to assure the rigor of the standards is being met to June 2022 students
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 24 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
District Strategic Goal #2: Our schools will provide unique opportunities that develop the whole child by promoting involvement in
extracurricular and co-curricular activities and encouraging positive student behaviors.
LCAP Priority Area(s): Area 6 – School Climate
School Goal C: Positive Behavioral Intervention and Supports (PBIS)
Mountain View will increase schoolwide implementation of PBIS from 58% to 70% as measured by the PBIS Tiered Fidelity Inventory
administered in May 2022.
Actions To Be Taken Timeline Students to Mid-year End-of-Year
To Reach This Goal be Served Evaluation Results
1. The PBIS team will meet at least monthly and use a regular meeting September 2021 All students
format/agenda, minutes, defined meeting roles, and a current action plan. to June 2022
2. The PBIS team will use decision rules and multiple sources of data (minor September 2021 All students
discipline documents, academic progress, screening tools, attendance data, to June 2022
teacher, and family/student nominations) to identify students requiring Tier II
supports.
3. The PBIS planning team will use requests for assistance forms and processes September 2021 All students
that are timely and available to all staff, families, and students. to June 2022
4. The PBIS team will use multiple ongoing behavior support interventions with September 2021 All students
documented evidence of effectiveness matched to student need (e.g., daily to June 2022
progress report and check-in/check-outs).
5. The school will ensure a formal process is in place to select Tier II interventions September 2021 All students
that are matched to student need (e.g., behavior, function), and adapted to to June 2022
improve contextual fit (e.g., culture developmental level).
6. The school will ensure that Tier II supports are explicitly linked, have access to, September 2021 All students
and are included in, Tier I supports. to June 2022
7. The PBIS team will follow a written process to track the proportion of students September 2021 All students
participating in Tier II supports and ensure access is proportionate. to June 2022
8. The PBIS team will track the percentage of students experiencing success and September 2021 All students
use Tier II intervention outcomes along with data and decision rules for to June 2022
progress monitoring and modification.
9. The PBIS team will have a protocol for ongoing review of fidelity for each Tier II September 2021 All students
practice. to June 2022
10. The PBIS team will assess overall effectiveness and efficiency of strategies September 2021 All students
annually, including data decision rules to identify students’ range of to June 2022
interventions available, fidelity of implementation, provide ongoing support to
implementers, and will share evaluations with staff and District leadership.
Other Actions that Support Schoolwide Efforts:
Actions To Be Taken Timeline Students to Mid-year End-of-Year
To Reach This Goal be Served Evaluation Results
1. The teachers and support staff will support the whole child through art September 2021 All students
instruction, music instruction, STEAM integration in the Makerspace, and SEL to June 2022
instruction.
2. The school will recognize academic achievement through trimester awards September 2021 All students
throughout distance learning and in-person instruction. to June 2022
3. The school will use supplemental standard aligned materials across grade September 2021 All students
levels such as Storyworks, Storyworks Jr. and Scope magazines, and Raz Plus. to June 2022
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 25 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
ALIGNMENT TO THE DISTRICT’S LEA PLANS (LCAP & LEA Plan) - PLANNED IMPROVEMENTS
District Strategic Goal #1: Our students will achieve their academic and creative potential in challenging, relevant, and engaging
learning environments that prepare them for career, college, and post-secondary opportunities.
LCAP Priority: Area 4 - Student Achievement
School Goal D: English Learners
The percentage of English learner (EL) students meeting or exceeding standards schoolwide will increase from 16% to 26% in English
language arts (ELA), and from 20% to 30% in mathematics, as measured by the California Assessment of Student Performance and
Progress (CAASPP).
Actions To Be Taken Timeline Students to Mid-year End-of-Year
To Reach This Goal be Served Evaluation Results
1. See Goal A, actions #1-10, for identical actions taken to reach this goal. September 2021 English learners
to June 2022
2. The teachers will provide both designated and integrated English Language September 2021 English learners
Development (ELD) instruction in the classroom daily. to June 2022
3. The teachers will group students by ELPAC level when appropriate and September 2021 English learners
incorporate academic vocabulary during ELD instruction. to June 2022
4. The school will disaggregate ELPAC data by sub score to fill specific English September 2021 English learners
acquisition gaps. to June 2022
5. The school will provide instruction in a dual language immersion program September 2021 English learners
model for grade K-1 ELs in their native language (Spanish) and second language to June 2022
(English). This program will continue to grow in grades K-3.
District Strategic Goal #1: Our students will achieve their academic and creative potential in challenging, relevant, and engaging
learning environments that prepare them for career, college, and post-secondary opportunities.
LCAP Priority: Area 4 - Student Achievement
School Goal E: Socio Economically Disadvantaged
The percentage of Socio Economically Disadvantaged (SED) students meeting or exceeding standards schoolwide will increase from 47.2
% to 52.2% in English language arts (ELA), and from 32.9% to 37.9 % in mathematics, as measured by the California Assessment of
Student Performance and Progress (CAASPP).
Actions To Be Taken Timeline Students to Mid-year End-of-Year
To Reach This Goal be Served Evaluation Results
1. See Goal A, actions #1-10 for identical actions taken to reach this goal. September 2021 SED students
to June 2022
2. The school will give SED students priority in intervention and RtI support. September 2021 SED students
to June 2022
3. The school will provide students with an after-school math and Literacy September 2021 SED students
Camp program serviced by certificated and classified staff. to June 2022
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 26 of 30Mountain View Elementary School 2021-2022 School Plan for Student Achievement TITLE I, PART A – SCHOOLWIDE PROGRAM MOUNTAIN VIEW ELEMENTARY SCHOOL has been authorized by the California Department of Education to operate a Schoolwide program. As a result, the school receives resources from the state and federal governments that enable us to upgrade the entire educational program in order to help all students meet the challenging state standards. The purpose of the Title I, Part A schoolwide program at MOUNTAIN VIEW ELEMENTARY SCHOOL is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. This is accomplished at MOUNTAIN VIEW ELEMENTARY SCHOOL by Core Elements of Schoolwide Programs as required by ESEA Section 114 1114 (b) (1) for Title I. Element 1: MOUNTAIN VIEW ELEMENTARY SCHOOL has conducted a comprehensive needs assessment. Element 2: Schoolwide reform strategies are currently in place provide opportunities for all children Element 3: MOUNTAIN VIEW ELEMENTARY SCHOOL students are instructed by highly qualified teachers. Element 4: The professional development activities for MOUNTAIN VIEW ELEMENTARY SCHOOL include District-wide goals, school specific areas for improvement as well as individual professional growth plans. Element 5: Claremont Unified School District continues to provide a variety of incentives to attract the highest quality teachers. Element 6: Parental Involvement is a priority at MOUNTAIN VIEW ELEMENTARY SCHOOL. Element 7: Preschool transition is an important Element at MOUNTAIN VIEW ELEMENTARY SCHOOL. Students entering kindergarten are provided transitional support through a variety of activities. Element 8: Teachers continually provide input into the decisions regarding the use of the results from state assessments, as specified in ESEA Section 1111(b)[3]. Element 9: Effective, timely assistance for students who experience difficulty in attaining the Proficient or Advanced level of the academic content standards is provided. Element 10: All programs are coordinated and integrated at MOUNTAIN VIEW ELEMENTARY SCHOOL as outlined throughout the SPSA plan. 2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 27 of 30
Mountain View Elementary School
2021-2022 School Plan for Student Achievement
TITLE I, PART A – BUDGET SUMMARY
In 2020-2021 the following purchases were made to support instruction: a total of $14, 346.00 was spent on instructional materials to support
core curriculum, $7,479 was spent to purchase ten Apple TVs to help teachers teach synchronously in-person and in distance learning, $3295.00
was spent on Reflex Math licenses to help build math fact fluency in the upper grades, $7,859 was spent on leveled readers and library books in
Spanish for the kindergarten dual immersion program to provide a rich variety of Spanish literature, $1150.00 was spent on Read Naturally licenses
to support ELA intervention, and $3,356.86 was spent purchased to support the PBIS program.
TITLE I ACTION PLAN: PARENT AND COMMUNITY SUPPORT
As a requirement under Title I, 1% or more of school funds will be used for Parent Support.
Actions to be taken to reach this goal Timeline Students to Amount Mid-year End-of-
be Served Evaluation Year
Results
1. The school will host family events to engage school September 2021 All Students $1,000
community members. to June 2022
2. The school will provide language translators as needed. September 2021 All Students $1,000
to June 2022
3. The school will hold parent/teacher conferences at least September 2021 All Students $500
twice a year, with follow up as needed. to June 2022
4. The school will host two ELAC meetings annually. September 2021 All Students $200
to June 2022
5. The school will provide an afterschool math and literacy September 2021 All Students $25,000
camp for students to help target foundational skills and to June 2022
address learning gaps.
TITLE I PROFESSIONAL DEVELOPMENT SET-ASIDE
As a requirement under Title I, 10% or more of school funds will be used for Professional Development
Actions to be taken to reach this goal Timeline Students to Amount Mid-year End-of-Year
be Served Evaluation Results
1. The school will fund teacher data chats with the principal. September 2021 All Students $1,000
to June 2022
2. The school will fund professional development training September 2021 All Students 10,000
for teachers. to June 2022
OTHER TITLE I EXPENDITURES
Actions to be taken to reach this goal Timeline Students to Amount Mid-year End-of-Year
be Served Evaluation Results
1. The teachers and staff will implement and refine RtI2 and September 2021 All Students $79,468
additional staff will be maintained. to June 2022
2. The teachers will utilize Accelerated Reader, Reading A to September 2021 All Students $10,000
Z, PBIS behavior tracking systems and WonderWorks to to June 2022
supplement core curriculum.
3. Instructional materials will be purchased to supplement September 2021 All Students $17,983
core curriculum. to June 2022
4. Instructional materials will be purchased to support the September 2021 All Students $17,983
integration in STEAM activities with core curriculum in the to June 2022
makerspace.
FEDERAL BUDGET
The plan describes the activities to be conducted at the school for federal categorical program in which the school participates. If the school receives
funding, then the plan must include the proposed expenditures.
Federal Programs under the Elementary Secondary Education Act Allocation
Title I, Part A: Schoolwide Program
164,134
Purpose: Upgrade the entire educational program of eligible schools in high poverty areas
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 28 of 30Mountain View Elementary School
2021-2022 School Plan for Student Achievement
SCHOOL SITE COUNCIL MEMBERSHIP*
California Education Code Section 64001(g) requires that the School Plan for Student Achievement be reviewed and updated at least annually, including
proposed expenditures of funds allocated through the Consolidated Application, by the School Site Council (SSC). The current make-up of the SSC is as
follows:
Other School
Community
Secondary
Classroom
Parent or
Member
Principal
Teacher
Student
Staff
Names of Members
Rria Cruz-Soto x
Deborah Barnes x
Kathie Benavides x
Kathy Montgomery x
Carlos Mezones x
Curtis Miller x
Michael Mendez x
Janeth Rodriguez x
Megan Granquist x
Julie Weaver x
Total number of members in each category 1 3 1 5
2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 29 of 30Mountain View Elementary School 2021-2022 School Plan for Student Achievement 2021-2022 School Plan for Student Achievement – Mountain View Elementary School Page 30 of 30
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