Vista del Lago SPSA 2013-14 - Moreno Valley Unified School District

MORENO VALLEY UNIFIED SCHOOL DISTRICT 

The Single Plan for Student Achievement 

Vista del Lago High School 

33-67124-3331071 

CDS Code 

Date of this revision: 04/2013 

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to 

the level of performance goals established under the California Academic Performance Index. California Education Code 

sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all 

school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block 

Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. 

For additional information on school programs and how you may become involved locally, please contact the following 

person: 

Contact Person: Patricia Bazanos 

Position: 

Principal 

Telephone Number: 951-571-4880 

Address: 

15150 Lasselle Ave. 

Moreno Valley, CA 92551 

E-mail address: pbazanos@mvusd.net 

The District Governing Board approved this revision of the School Plan on July 16, 2013. 

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I. Table of Contents 

Due 

I. Table of Contents 

II. School Vision and Mission 

(October) 

III. School Profile & Demographics 

(October) 

IV. Comprehensive Needs Assessment Components 

(October) 

V. Description of Barriers Related to School Goals and Proposed Resolutions (October) 

VI. Planned Improvements in Student Performance 

(October) 

VII. School Strategies for Improvement 

(November) 

VIII. Coordination and Integration of Services and Programs 

(November) 

Appendix A: School and Student Performance Data: 

California Standardized Testing (CST) Results: 

All Students 

African American Students 

Asian Students 

Hispanic/Latino Students 

White Students 

English Learner Students 

SED Students 

Academic Performance Index (API) by Student Group 

Adequate Yearly Progress (AYP) by Student Group: 

English Language Arts 

Mathematics 

Title I Accountability - AMAO1, AMAO2, Annual Growth: 

School Data 

District Data 

California English Language Development (CELDT) Data 

Appendix B: Programs Included in this Plan: (January) 

State Programs 

Federal Programs 

Appendix C: Budget Pages: (February) 

Economic Impact Aid/Limited English Proficient (EIA-LEP) 

Title I, Part A, Improving the Academic Achievement of the Disadvantaged 

Quality Education Investment Act (QEIA) 

Carl Perkins Grant 

Appendix D: 2013-14 Centralized Services 

Appendix E: School Site Council Membership (March) 

Appendix F: Recommendations and Assurances (May) 

Appendix G: Parent Involvement Policy 

Appendix H: Parent Compact Guidelines (Title I Schools) 

Appendix I: School Parent Compact (All Schools) 

Appendix J: SSC Bylaws 

Appendix K: Positions Funded by School’s Categorical Programs 

Appendix L: Required Schoolwide Program Plan Components 

Appendix M: Title I Program Improvement Addendum 

Appendix N: SPSA Title I Targeted Assistance (TAS) Requirements

II. School Vision and Mission Statements 

Vision Statement 

In recognition of the partnership that exists with higher education, Vista del Lago High School, a diverse educational 

community, integrates technology and provides a rigorous and innovative instructional program. Our middle college 

partnership and our career pathways are two of the many ways we see this vision in effect. A collaborative team of highly 

qualified educators, students, parents, and community members assist students in acquiring marketable tools and 

essential values conducive to becoming productive, responsible learners who are assets to American society, and the 

global community we all share. 

Mission Statement 

It is the mission of Vista del Lago High School to create a culture of excellence. 

. 

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III. School Profile & Demographics 

Vista del Lago opened for the purpose of serving the students, parents, and surrounding multi-ethnic community in the 

southeastern quadrant of Moreno Valley, California for the first time in the 2002-2003 school year, with a student 

population of 1,302. In the 2012-13 school year, the school’s stakeholders remain dedicated to maintaining the highly 

collaborative community of educators, students, staff, parents, and community members that the original stakeholders 

envisioned. Vista del Lago High School has achieved its ultimate goal, which was to create comprehensive high school 

programs and offer a unique opportunity to participate in pathways to multiple career options. Today, Vista del Lago 

serves approximately 2,600 students through the joint collaboration of 150 staff members, numerous and highly 

supportive parents, and the outstanding surrounding community. 

The academic program at Vista del Lago is organized into career pathways: Visual and Performing Arts (VAPA); Pre- 

Engineering; Information Technology and Business; and Health Academy. Funds provided through the Carl Perkins 

Grant were used to help in the set up of Vista del Lago’s pathway offerings. Pathway leads have secured additional 

funding in recent years through other available grant resources. Students enrolled in pathway programs receive 

instruction in the required core areas of English, mathematics, science, social science, and also in chosen electives 

related to their pathway discipline. The enrollment in the pathway programs is ever increasing due to factors such as the 

8th Grade Visitation days that take place in the Spring. Additionally, the increased interest in these programs is the result 

of the hard work of pathway leads and teachers who promote the benefits of their pathways to the students. 

AVID classes are increasing in number at Vista del Lago. As of 2012-13 the AVID enrollment has increased from 170 

students to more than 270, with a significant increase expected in the next school year. Our AVID Coordinator has been 

diligent in finding content teachers who are willing to dedicate their classes to as many AVID students as possible, 

teaching with the AVID strategies and Cornell note-taking. 

• We have spent the past six years beginning the journey to become a Professional Learning Community; the entire 

school and all departments have developed meeting norms; we adopted new shared Mission and Vision 

statements; all departments have outlined essential standards and common assessments, and are actively 

engaged in analysis of assessment data. The PLC process has allowed each department to create curriculum 

specific common assesments. The PLC process has also allowed each department to share best practices on a 

regular basis. 

• The Graduation ceremonies began being broadcast online with the class of 2008/2009; several of the relatives of 

graduates who are serving our country in the armed forces in places as far away as Iraq are able to see their 

loved ones graduate in real time. 

• In excess of $1 million worth of scholarships were awarded to Vista del Lago graduates annually beginning 

with the class of 2011-2012. 

• The Read 180 Program continues to service 9th and 10th grade students. It continues to be a very successful 

program for our students with reading deficiencies. 

• Reading levels for all students will be assessed to ensure proper placement and inform instruction. 

• In 2011-2012 all Algebra 1 math classes received SMART boards, student response systems, and a wireless 

slate. In 2012-2013 we added a minimum of four student computers to each Algebra 1 class. 

• The AVENTA online educational programs have allowed students to make up classes, including those meeting A- 

G requirements, working independently. Students can make up both core and elective classes. 

• Vista del Lago was the the first school to use the online student registration capability of Infinite Campus and 

continues to do so. 

• Eighth grade students who will attend Vista del Lago as 9th graders attended an all-day 8th grade visitation day in 

March; these students attend mini-classes in each pathway, and register online for their classes for freshman 

year. 

• Our existing 9th, 10th, and 11th graders are also registering online for their classes in our computer labs with 

counselors over four days. This enables a master schedule to be created starting in March for the next school 

year, which allows for tailoring schedule to student needs. 

• 9th and 10th graders who are deficient in English skills are scheduled into CAHSEE English support in addition to 

one period of grade-level English core curriculum. 

• 9th and 10th graders who are deficient in Math skills are scheduled into CAHSEE Math support and may also be 

enrolled in one period of grade-level Math core curriculum. 

• Portfolio tracking sheets are in use so that the progress of students through the writing portfolio process can be 

tracked, and data can be extracted to aid in showing growth and/or modifying the portfolio process. 

• English Language Development will offer classes to parents at night to increase awareness of college 

requirements. The curriculum is called Graciela’s Dream. 

• In 2012-2013 all students, including seniors, were required to take six classes. Exceptions were made to allow for 

ROP, internships, employment, or other considerations. This was successful and will continue going forward. 

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• Planners will be provided and required for all students in grades 9 through 12. 

• Rosetta Stone licenses will offered to some English Learner students and their parents. 

Moreno Valley Unified School District is in Program Improvement (PI) Year 3+ Status. The district is committed to improve 

curriculum, instruction, and student performance in order to exit Program Improvement. In addition the district will: 

• Continue to implement the Local Education Agency (LEA) Plan 

• Reserve at least ten percent of our annual Title I allocation to provide professional development for teachers, 

administrators and paraprofessionals. 

• Continue to provide assistance to schools identified for Program Improvement. 

Vista del Lago High School is not in Program Improvement. 

Our school works closely with the district staff to ensure our school plan includes: 

• Strategies, policies, and practices that utilize scientifically-based research and have the greatest likelihood of 

ensuring that all groups of students will meet the state’s achievement targets 

• High quality professional development for school staff that will lead to removing the school from PI status 

• Strategies to promote effective parental involvement in the school

IV. Comprehensive Needs Assessment Components 

Annual Year-End Evaluation of School Plan Objectives 

Comprehensive School Plan 


Annual Year-End Evaluation 

of School Plan Objectives 

2013-14 

Directions: Please review your school plan objectives for Teaching and Learning from 2011-2012 and complete this form 

for each objective. Please mark each school plan objective as MET, NOT MET, or NOT MEASURABLE. Provide a 

narrative explanation in the space provided for any objectives that were not met. 

Objectives 

API 

SCHOOL GOAL 1: 

Academic Performance Indicator (API) growth targets will be met for Overall and all significant subgroups. 

Subgroup API Met API 

Overall 665 Yes 

African American 617 No 

Hispanic 658 Yes 

White 748 Yes 

SED 642 Yes 

English Learner 621 Yes 

SWD 447 Yes 

Met / Not Met / Not Measurable 

Not met. 

AYP ELA/MATH 


Adequate Yearly Progress (AYP) targets will be met for Overall and all significant subgroups. 

ELA 

Subgroup 

% Proficient/Advanced 

Met AYP 

(Indicate if target was met 

through Safe Harbor with SH) 

Overall 35.3 No 

African American 35.9 No SH 

Hispanic 31.4 No 

White 47.1 -- 

SED 28.7 No SH 

English Learner 26.9 No 

SWD 11.8 -- 

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MATH 

Subgroup 

% Proficient/Advanced 

Met AYP 

(Indicate if target was met 

through Safe Harbor with SH) 

Overall 36.1 No 

African American 29.2 No 

Hispanic 33.4 No 

White 57.7 -- 

SED 30.5 No 

English Learner 32.7 Yes 

SWD 12.5 -- 

Met / Not Met / Not Measurable 

Not met. 

AMAO 1 


AMAO 1 – The target percent of EL students will gain 1 or more CELDT levels in language proficiency. 

Not met. 

AMAO 2 

SCHOOL GOAL 4a: 

AMAO 2 – A target percentage of English Learner (EL) students with LESS THAN 5 years of EL instruction will reach 

English language proficiency (CELDT Levels 4 or 5). 

Not met. 

AMAO 2 

SCHOOL GOAL 4b: 

AMAO 2 – A target percentage of English Learner (EL) students with MORE THAN 5 years of EL instruction will reach 

English language proficiency (CELDT Levels 4 or 5). 

Not met. 

R-FEP 


A target percent of English learners will be reclassified as English proficient (RFEP). 

Met. 

Narrative Explanation for each objective not met: 

API 

Vista Del Lago high school met the 2011-2012 overall API target, growing by 20 points and exceeding the base target by 

12 points. The school saw increases in all categories except for African American students, which declined by 4. 

In 2012-2013, we partnered with the Council of African American Parents to provide a Saturday school and college 

visitation program, with an emphasis on helping African American students succeed.

AYP ELA 

Vista del Lago High did not meet the 2012, AYP goal in English Language Arts. 

Recommendations include: 

None of our subgroups met AYP ELA. All subgroups were a priority for targeted interventions during the 2012-13 school 

year. 

English language will implement more writing in classes. A narrowing of the focus on standards to provide greater depth. 

AYP MATH 

Vista del Lago High also did not meet the 2012, AYP goal in Mathematics 

Additional professional development, and materials were purchased to meet the academic needs of students who have 

not met the Algebra I graduation requirement. A pilot program using the iPads for Algebra 1 classes was begun in 2012- 

2013. At least four student computers were added to every Algebra 1 classrooms. 

Total number of School Plan Objectives: 6 

Total number of School Plan Objectives met: 1 

Percentage of number of School Plan Objectives met: 16.66%

Comprehensive Needs Assessment Components 

A. Data Analysis 

I. English-Language Arts 

English Language Arts AYP 

CAHSEE ELA - 2011-2012 

Last year, the passing rate for 10th graders in English fell from 72% to 70%. 

Recomendations: 

• Retain Collaboration period for Resource teachers in English Language Arts classes. 

• Continue to provide skills classes for students who are struggling in ELA based on State testing, teacher 

recommendations, SRI test scores, and CST scores. 

• Read 180 block period to provide extra-assistance in basic reading strategies for students who score basic to far 

below basic on the CSTs in ELA. 

• Continue to provide accommodations and modifications for students with disabilities documented in their IEP. 

• The subgroups with the lowest proficiency rates are the English Learners and SWD. These subgroups a will be a 

priority for interventions 

II. Mathematics 

ALGEBRA 1 

In 2010, about 75% of students tested Below Basic or Far Below Basic on the CST Algebra 1 assessment. In 2011, only 

51% fell into the bottom two categories. 

CAHSEE Math 

Students passing the Math CAHSEE dropped slightly from 71% to 69% of 10th graders passing the test. In the previous 

four years passing rates were 64%, 66%, 60% and 64%. 

The Title I school-wide program was implemented at Vista del Lago High School for the 2012-13 school year. 

We focused on areas of student need, specifically English and Math with additional support to include tutors, professional 

development for teachers, and technology to support supplemental needs. 

Recommendations: 

• Hire AVID tutors to provide additional assistance. 

• Provide tutoring in all subjects before and after school. 

• Parent Math Nights will be provided for students in Algebra I to help support Math instruction at home. 

• A .6 FTE Math Coach will be maintained to monitor the progress of the students in the program and to assist with 

program implementation, as well as provide additional instructional support for teachers in identifying best 

practices and ways of implementing effective instructional strategies. 

• CAHSEE/STAR test prep 

• Continue to provide accommodations and modifications for students with disabilities documented in their IEP. 

III. English Learners 

• AMAO 1 percent met was 40.6% and did not meet the NCLB target. 

• AMAO 2 percent met for students with less than 5 years of EL instruction is 0% and did not meet the NCLB target 

of 20.1%. 

• AMAO 2 percent met for students with more than 5 years of EL instruction is 28.4% and did not meet the NCLB 

target of 45.1%. 

• AMAO 3 score for ELA did not meet the target. 

• AMAO 3 score for Math students met the target. 

• The reclassification rate stayed consistent at 20% and met the goal of 10%

Recommendation: 

• Provide Parenting classes to parents of ELL students. 

• Increase parental support for ELL students by use of phone dialer, website, marquee, parent meetings/trainings, 

and morning announcements. 

• Encourage, Inform and Educate parents regarding graduation requirements, importance of school attendance and 

post graduate opportunities for students. 

• Develop a SDAIE team of teachers that share a common prep to collaborate, identify effective instructional 

strategies for ELL students, utilize SIOP strategies, collect and analyze data, develop common assessments. 

• The testing environment will be modified to help ensure student scores accurately reflect their abilities. The 

testing period will be during the school year and conducted over a several day period allowing for testing in 

smaller groups. 

• The test will be promoted school wide during announcements to emphasize the significance of the test. 

IV. Students with Disabilities 

• Results of the 2011-2012 API showed an increase of 58 points, significantly more than the 21 base point increase 

goal, and met the API. 

• Use of a test for special accomodations, which adjusts scores downward contributed to the one-time significant 

decline in test scores the previous year. 

• There is a significant achievement gap in the CAHSEE passing rate for SWD and other students. 

• Mainstreaming programs continue to improve student's growth; therefore, these programs will continue for 2013- 

14. 

• SDC CAHSEE Preparation and Skills classes for Mild to Moderate students will continue for the 2013-14 school 

year. 

• Ninth grade SDC NSH students are enrolled in Algebra Readiness classes. 

• Special Day Classes will continue to use the same core material as general education classes. 

• READ 180 for students in the Far Below Basic, Below Basic and Basic bands will continue. 

• Special Education continues to offer a spectrum of services to ensure Free and Appropriate Public Education in 

the least restrictive environment, from Mild to Moderate disabilities, as well as, Moderate to Severe students. 

• The RSP model delivers a range of services from minimum weekly pullout to daily RSP Skills support classes. 

• Paraprofessional staff will continue to play an important role in delivering services. 

• The Instructional Assistants’ assignment may vary from helping general education teachers in the regular 

classroom environment to fulltime one-on-one assistance for students with more severe disabilities. 

B. Surveys 

I. Staff Surveys 

Results 

1. The surveys were overwhelmingly positive with indicated strengths being school climate, school culture, rigorous 

standards-based curriculum and instruction. 

2. Teachers and staff indicate areas of focus are communication, collaboration, and leadership. 

II. Parent Surveys 

Conducted March 2012. 

General results indicated that 

1. Parents feel area of strenghts are feeling positive about the majority of issues relating to curriculum and instruction, 

and comminication with the school. 

2. Parents are satisfied that students are learning what they need to learn in order to graduate on time. 

Area of need: 

Positive parent-teacher communications geared toward improving parent's ability to assist their children at home with 

homework.

III. Healthy Kids Survey or other student survey 

N/A 

IV. Other Surveys 

C. Classroom Walk-through Observations 

Regular informal and formal Classroom Walk-Throughs are conducted on a frequent basis to ensure fidelity to standards 

based instruction and that student academic needs are being met. Administrators noting use of the white boards to post 

standards and objectives, scope and seqence alligned with textbooks, front-loading of academic vocabulary, and real-life 

situations intersperced with instruction. Information collected by classroom observations becomes another critical 

component of school wide assessments to improve teaching strategies and drive instructional decision-making within the 

broader context of the school's Professional Learning Community Goals and Mission. 

D. Student Work 

Professional Learning Communities work together to design common assessments for students in individual subjects 

within departments. Common grading practices and rubrics are used to analyze the results of the common assessments. 

Student work (student performance) is used to inform instruction and to determine next steps, re-teaching, re-testing, and 

intervention strategies. Student performance in Math and English has been showing an upward trend over the past five 

years as demonstrated by the increasing CAHSEE pass rate.

V. Description of Barriers Related to School Goals and Proposed Resolutions 

The state fiscal budget crisis is a major barrier that will have to be addressed and planned for. It has resulted in increased 

class sizes, increased size of intervention classes, a reduction in the ability to hire instructional aides to work in 

intervention classes, a lack of funds to pay teachers to tutor, to purchase instructional materials, supplies, technology, and 

supplemental materials. Finally, decreased funding to public schools has resulted in a decrease in the number of classes 

offered through Credit Recovery and Summer School, which has a direct effect on the graduation rate and the number of 

students meeting graduation requirements. All areas of intervention, staff development, educational technology 

purchases, and supplemental materials will be impacted by the lack of funding to some degree. To minimize the impact of 

this financial crisis we must plan for prudent use of our site funds and moniter them closely. This will be the only means of 

resolution. 

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VI. Planned Improvements in Student Performance 

The school site council has analyzed the academic performance of all student groups and has considered the 

effectiveness of key elements of the instructional program for students failing to meet Academic Growth targets. As a 

result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of 

student groups not meeting state standards: 

All Schools 


Academic Performance Indicator (API) growth targets will be met for Overall and all significant subgroups. 

Student groups and grade levels to participate in this goal: 

All students 

Anticipated annual performance growth for each group: 

Overall: 7 

Black/African-American: 9 

Hispanic: 8 

Socially Economic Disadvantaged: 9 

English Learners: 11 

Students with Disabilities: 21 

Means of evaluating progress toward this goal: 

Analysis of data from API results. 

EADMS data 

Grades 

Tests 

Semester Grade Reports 

Standardized Testing 

Group data to be collected to measure academic gains: 

California State Department of Education API Growth Report and 

Data Profile Report from Key Data Systems 

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Adequate Yearly Progress (AYP) targets will be met for Overall and all significant subgroups. 


All students 


2013-14 Targets 

Part API ELA Math 

Overall: 95 800 88.9 88.7 

Black/African-American: 95 800 88.9 88.7 

Hispanic: 95 800 88.9 88.7 

White: 95 800 88.9 88.7 

Socially Economic Disadvantaged: 95 800 88.9 88.7 

English Learners: 95 800 88.9 88.7 

Students with Disabilities: 95 800 88.9 88.7 


API data 

EADMS data 

Grades 

Tests 

Semester Grade Reports 

Standardized Testing 

Benchmark Assessments 


California State Department of Education AYP Reports and Data 

Profile Report from Key Data Systems


All students 

High Schools Only 

The graduation rate will: 

Meet or exceed the minimum graduation rate requirement of 

72.12 . 

The overall API score will: 

meet the minimum criteria of 800 or higher 

OR 


Analysis of data from AYP results and graduation rate. 

Counselor Reports 

EADMS Data 

Enrollment Reports 

Key Data Reports 

Collaboration with Accountability and Assessment 

grow at least one point. 


California State Department of Education AYP Reports and Data 

Profile Report from Key Data Systems



AMAO 1 – The target percent of EL students will gain 1 or more CELDT levels in language proficiency. 


English Learners 


CELDT test data 

Monitoring progress of English Learners 

ELD grades 

Report Cards 


59% of all English Learners will gain 1 or more CELDT levels in 

language proficiency 


Title III Accountability Report (CDE)


SCHOOL GOAL 4a: 

AMAO 2 – A target percentage of English Learner (EL) students students with LESS THAN 5 years of EL instruction will reach English 

language proficiency (CELDT Levels 4 or 5). 





ELD grades 

Report cards 

Standardized Tests scores 

Reclassification process 


22.8% of all English Learners with less than 5 years of EL 

instruction will be classified as English Language proficient 


Title III Accountability Report (CDE) 


SCHOOL GOAL 4b: 

AMAO 2 – A target percentage of English Learner (EL) students with MORE THAN 5 years of EL instruction will reach English 

language proficiency (CELDT Levels 4 or 5). 






49.0% of all English Learners with more than 5 years of EL 

instruction will be classified as English Language proficient 


Title III Accountability Report (CDE)



A target percent of English learners will be reclassified as English proficient (RFEP). 


English Learners with an overall CELDT score of 3 or higher 




10% of English Learners with an overall CELDT score of 3 or 

higher will be reclassified as English Proficient 


R-30 Report

VII. School Improvement Strategies 

SCHOOL STRATEGY 1: 

Ensure full implementation of the adopted core academic programs by all teachers. Core adopted programs include intervention programs for target populations. 

Actions 

Ensure that core and intervention materials are in full use; teachers have all 

the support materials, and all students have textbooks to use in class and at 

home for homework. 

Teachers use pacing guides following the specified timelines. 

Teachers administer the embedded assessments as specified by the 

assessment calendar and/or pacing guide. 

Special education teachers follow the pacing guides for the “essential 

standards”. 

Monitor full use of instructional materials and the teaching of standards. 

Monitor implementation of appropriate instructional minutes for English, 

language arts and mathematics. 

Ensure that all course materials are in full use: teachers and staff have all the 

support materials and equipment, and all students have course specific 

textbooks/resource materials to use in class and at home. 

Ensure that target population of EL students is receiving full instructional 

support and assistance 

Person(s) Involved 

Timeline 

Administration 

8/2013-6/2014 













EL Specialist 


Related 

Expenditures* 

Paper for EADMS scan 

sheets 

Ink 

.6 EL Specialist/ Including 

benefits 

4 EL Instructional 

Assistants including benefits 

Estimated 

Cost 

$473 Title I 

$63,676 EIA-LEP 

$69,099 

EIA-LEP 

Funding 

Source(s) 

Supplemental materials 

Parent Involvement - 

instructional seminars 

Extra duty for instructional 

assistants 

Printing and supplies 

Certificated extra duty 

Staff development 

Consultants 

20 Rosetta Stone licenses 

for students 

$8,835 

$1,000 

$37,785 

$500 

$6,000 

EIA 

EIA 

EIA 

EIA 

EIA 

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Actions 


Timeline 

Related 

Expenditures* 

$8,000 

Estimated 

Cost 

EIA 

Funding 

Source(s) 

$7,000 

EIA 

$2,000 

EIA 

Algebra 1 and CAHSEE math skills PLCs work collaboratively to bring 

across-the-board, research-based instruction to students via use of common 

assessments, analysis of the data, and consistent professional development. 

All English teachers not previously trained will received Step Up to Writing 

training. 

Departments define key areas of critical thinking for their subject area (not the 

standard, but the skill necessary to meet the standard) 

Continue to develop and expand Pathway opportunities. 

AVID tutors to be put in place to improve student achievement. 

Educational consultants 

Administration and Math 

Department 

8/2013 - 6/2014 

Administration and English 

Department 


Administration and all 

departments 




Administration and AVID 

Coordinator 




Supplemental materials $5,000 Title I 

AVID tutors $10,000 Title I 

$10,000 Title I 

* If funds appropriate to this goal are allocated to the school, list each proposed expenditure. Schools participating in programs for which the school receives no allocation may omit proposed 

expenditures.

VII. School Improvement Strategies (continued) 


Professional development for instructional staff. 

Actions 

Ensure that teachers will collaborate by grade level or department a minimum 

of 2 hours monthly to review the results of curriculum embedded student 

assessments and make instructional decisions. 

Ensure that site level professional development focuses on supporting 

teachers to fully implement the core and intervention programs in 

English/language arts and mathematics. 

Ensure that teachers are provided training in the use of effective instructional 

strategies. 

Ensure that teachers are provided training in use of technology. 

Provide release-time for conferences, training, and collaboration. 


Timeline 

Administration and department 

chairs 




Administration and math coach 


Related 

Expenditures* 

Professional Development: 

AVID training 

CABE conference 

CATE conference 

Training for teaching at-risk 

students 

Math training 

Technology training 

Software application training 

PLC training 

AP training 

Common Core training 

Innovate Ed 

$25,000 

Estimated 

Cost 

Title I 

Funding 

Source(s) 

Substitutes for conferences 

Substitutes for teacher 

release time including 

benefit 

Title I 

$30,000 

Ensure that principals and teachers have training in ELD, SDAIE, SIOP 

(Sheltered Instruction Observation Protocol), SALT (Secondary Academic 

Language Techniques) and/or CIELO (Content Instruction for EL 

Opportunities Institute for Principals) strategies and in how to build academic 

language for all English Learners. 



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Actions 

Ensure that all classes have appropriate technological equipment and 

materials to facilitate student participation and achievement. 


Timeline 



Related 

Expenditures* 

Technology under $500 

needed for digital 

classrooms, including 

computers to support Read 

180 supplemental 

instruction, eReaders/Nooks 

for Read 180, computers to 

support supplemental 

instruction in classes where 

needed. 

Estimated 

Cost 

$60,000 Title I 

Funding 

Source(s) 

Offer staff development and planning time for implementing daily warm-ups 

which should include test preparation (testing strategies, release test 

questions, testing vocabulary, and content specific vocabulary). 



Further integrate technology into both teacher lesson plans and student work; 

continue staff development training for use of technology in instruction 




expenditures.



Interventions for target student populations. 

Actions 

Eligible students, including EL, SWD, and targeted students are enrolled in 

appropriate classes and receive strategic interventions as needed (Math180, 

Read 180, CAHSEE Curriculum, Milestones, etc.) 


Timeline 

Counselors and administration 


Related 

Expenditures* 

Supplemental Materials and 

software licenses for 

Interventions: Math 180, 

Read 180 intervention 

upgrades 

(site licenses, etc.), 

CAHSEE prep, CST Prep 

Estimated 

Cost 

$65,000 Title I 

Funding 

Source(s) 

Support supplemental programs for English Learners and Students with 

Disabilities. 

Administration and EL Specialist 


Offer (in conjunction with the District) intercession/interventions and/or 

summer school programs for target populations.a. English Learners b. SWD 

c. African American students d. Hispanic students e. SED 



Offer (in conjunction with the District) credit recovery options 



Offer (in conjunction with the District) CAHSEE preparation classes for 

eligible high school students 



Increase AVID participation 

Administration and AVID 

Coordinator 


Technology equipment over $500 $6,000 Title I 

Test preparation interventions. 



Extra duty pay for tutoring and collaboration. 

Administration and Categorical 

Facilitator 


Extra duty pay $30,383 Title I 

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Actions 

One .6 FTE Math Coach - Intervention Teacher. 


Timeline 



Related 

Expenditures* 

Estimated 

Cost 

60% Math Coach 

$52,213 

Title I 

Funding 

Source(s) 

One .2 FTE Title I coordinator 



20% Title I coordinator 

$17,404 

Title I 

Benefits for .8 FTE, substitutes, and extra duty 



$23,618 Title I 


expenditures.



Effective parent involvement. 

Actions 

Facilitate two-way communication by aligning the site parent communication 

plan with the district’s communication plan. 


Timeline 



Related 

Expenditures* 

Estimated 

Cost 

Funding 

Source(s) 

Identify and provide resources, information, and training for parents based on 

site needs assessment. 

Administration and department 

chairs 


Extra duty for after school 

training 

Conferences 

Printing costs 

Website 

Training classes 

Speakers 

Maintain school website 

$3,400 

Title I 

Involve parents in the planning, implementation and evaluation of AP classes. Administration and AP 

Coordinator 


Ensure that parents of English Learners participate in a functioning English 

Learner’s Advisory Committee (ELAC). 



Child care 

Interpreter 

Certificated extra duty 

Printing 

Instructional Materials 

Encourage parents to become volunteers on campus (encourage bilingual 

parents to assist EL 1 & 2 students) 



Increase parent awareness and participation in the teaching/learning process; 

increase parent use of Infinite Campus Parent Portal and/or website use; 

increase teacher use of school website, Parent Link phone dialer 



Continue to provide parents information in the parent’s language on grade 

level standards and expectations for learning, requirements for graduation, 

CAHSEE, English Proficiency and available interventions. 



Rosetta Stone - 10 licenses 

and headphones 

$1,000 EIA 

Send home, in the parent’s language, student assessment results in a timely 

manner including annual CELDT and CST results, report cards and on-going 

assessment results in a format that is easily understood by parents. 



25

Actions 

Continue to use CELDT assessment results to make instructional decisions 

for each English Learner student in reading language arts and to monitor 

each student’s progress in acquiring English proficiency 


Timeline 



Related 

Expenditures* 

Estimated 

Cost 

Funding 

Source(s) 

Evaluate the effectiveness of the English Learner program annually and 

make adjustments according to annual AMAO assessment results 



Use the ELSSA tool to yearly evaluate EL program, revise site EL plan based 

on results, and implement additional strategies 

Administration, EL Specialist and 

Key Data 



expenditures.



School environment conducive to learning. 

Actions 

Promote a school climate that supports student academic and personal 

growth. 


Timeline 

Administration and staff 


Related 

Expenditures* 

Estimated 

Cost 

Funding 

Source(s) 

Increase attendance to improve student achievement. 



Promote a culture of high expectations for positive student behavior. 



Continue use of Intervention screen reports for all attempted contact and 

meetings 



Increase student reminders about the availability and use of the school’s 

Career Center with posters/announcements and classroom visitations. 

Administration and Guidance 

Assistant 


Continue full documentation of all parent and student contact; including 

scheduled and non-scheduled appointments. 



Students meet the criteria to be enrolled in a class, (ensure proper placement 

for all students, including EL and Special Education); review every student’s 

placement before the beginning of the school year. 

Administration, counselors, EL 

Specialist and teachers 


Students receive a course schedule that fits their individual academic needs. 

Administration and counselors 


Continue to provide a transition program for 8th grade students entering high 

school and their parents. 



Develop and implement written criteria for appropriate placement of students 

in core or intervention classes 

Administration and counselors 


27

Actions 

Continue to assess reading level of all incoming students to ensure proper 

placement. 


Timeline 



Related 

Expenditures* 

Estimated 

Cost 

Funding 

Source(s) 

Assess math ability levels of all incoming students to ensure proper 

placement. 



Field trips 



$6.000 Title I 


expenditures.

VIII. Coordination and Integration of Services and Programs 

District Summary 

Categorical Programs collaborates with the Child Welfare and Attendance and Special Education Departments to 

coordinate services to students. The McKinney-Vento Homeless Education district liaison collaborates with Central 

Registration to facilitate enrollment and accepts referrals for identification by school personnel, teachers, counselors, and 

psychologists. The liaison also works with shelters to ensure that all services for which students are eligible are provided. 

Special Education students are accessed to all Categorical Program services at all sites that receive state and federal 

funds. At the district level, eligible students are included in the provision of choice, transportation, and supplemental 

educational services. 

A number of schools use categorical funds to provide counseling services for at-risk students, to conduct SSTs, and to 

monitor attendance. Elementary schools provide opportunities for articulation between kindergarten parents and first 

grade teachers and activities to transition preschool children into kindergarten. They establish channels of 

communication, conduct meetings, and provide training in the transition into kindergarten. 

School Site Summary (Write a summary of how your school coordinates services for all subpopulations.) 

Services for subpopulations utilize outside agencies such as the Mental Health Department, Cal Safe, Department of 

Social Services, The Youth Academy Team, and the Probation Department. 

29

Appendix A: School and Student Performance Data 

Student Enrollment by Group 

Student Group 

Percent of Enrollment 

Number of Student 

2011-12 2012-13 2011-12 2012-13 

American Indian 0.3% 10% 7 0.42 

African American 19.6% 20.63% 501 497 

Asian 2.1% 1.91% 54 46 

Filipino 1.8% 1.70% 46 41 

Hispanic/Latino 65.7% 66.42% 1,676 1600 

Pacific Islander 0.6% 0.33% 16 8 

White 8.7% 7.72% 222 186 

Multiple/No Response 0.4% 0.04% 9 1 

Total Enrollment: 2,551 2409 

Student Enrollment by Grade 

Grade 

Number of Students 

2011-12 2012-13 

Grade 9 663 637 

Grade 10 703 626 

Grade 11 622 630 

Grade 12 563 513 

Total Enrollment: 2,551 2,409 

30

Appendix A: School and Student Performance Data 

California Standardized Testing (CST) Results 

All Students 

English-Language Arts 

Grade 

Level 

Performance Data by Grade Level 


% At or Above Proficient % Basic % Below Basic % Far Below Basic 

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 32.0 42 35 34 24 17 9 7 

Grade 10 21.0 33 29 35 26 19 24 14 

Grade 11 19.0 34 29 33 23 17 29 16 

31

Appendix A: School and Student Performance Data (continued) 


All Students 

Mathematics 

Grade 

Level 


Mathematics 

% At or Above Proficient % Basic % Below Basic % Far Below Basic 

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* 0.0 0 0 12 29 28 71 60 

Grade 10** * * * * * * * 

Grade 11** 19.0 15 33 34 38 45 10 6 

* CST General Mathematics (Grades 6 & 7 Standards) 

** CST Summative High School Mathematics (Grades 9-11)





Grade 

Level 



% At or Above Proficient Mean Scale Score 

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 25 43 317.8 334.4 

Grade 10 20 28 304.5 313.5 

Grade 11 21 28 301.8 315.9 

33




Mathematics 

Grade 

Level 


Mathematics 


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* * * * * 

Grade 10** * * 

Grade 11** * 9 * 290.3 







Grade 

Level 




2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 65 * 362.1 * 

Grade 10 38 59 342.0 374.7 

Grade 11 31 62 325.6 369.9 

35




Mathematics 

Grade 

Level 


Mathematics 


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* 

Grade 10** 

Grade 11** * * * * 







Grade 

Level 




2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 30 38 322.7 334.9 

Grade 10 17 30 298.8 323.0 

Grade 11 15 32 294.2 319.3 

37




Mathematics 

Grade 

Level 


Mathematics 


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* * 0 * 260.1 

Grade 10** * * * * 

Grade 11** 17 15 298.6 300.4 







Grade 

Level 




2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 37 60 337.0 365.2 

Grade 10 37 46 332.1 338.7 

Grade 11 28 46 307.4 347.6 

39




Mathematics 

Grade 

Level 


Mathematics 


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* * * 

Grade 10** 

Grade 11** 17 18 291.0 318.7 







Grade 

Level 




2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 2 6 289.4 297.1 

Grade 10 0 2 266.7 278.6 

Grade 11 2 1 259.2 264.4 

41




Mathematics 

Grade 

Level 


Mathematics 


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* * * * * 

Grade 10** 

Grade 11** 





Socio-Economically Disadvantaged Students 


Grade 

Level 




2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9 27 40 320.1 336.6 

Grade 10 16 29 297.9 320.7 

Grade 11 16 31 295.0 320.0 

43



Socio-Economically Disadvantaged Students 

Mathematics 

Grade 

Level 


Mathematics 


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 

Grade 9* 0 0 246.3 255.0 

Grade 10** * * 

Grade 11** 24 12 299.5 297.3 




Academic Performance Index by Student Group 

PROFICIENCY 

LEVEL 

API GROWTH BY STUDENT GROUP 

All Students White African-American Asian 

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 

Number Included 1,766 1,706 170 129 327 330 42 36 

Growth API 646 665 687 748 623 617 766 785 

Base API 640 645 694 688 602 621 731 766 

Target-- 8 8 5 6 10 9 

Growth-- 6 20 -7 60 21 -4 

Met Target No Yes No Yes Yes No 

API GROWTH BY STUDENT GROUP 

PROFICIENCY 

LEVEL 

Hispanic 

English 

Learners 

Socioeconomically 

Disadvantaged 

Students with 

Disabilities 


Number Included 1,170 1,146 689 650 1,432 1,350 170 168 

Growth API 640 658 589 621 632 642 389 447 

Base API 635 638 587 587 628 631 434 390 

Target-- 8 8 11 11 9 8 18 21 

Growth-- 5 20 2 34 4 11 -45 57 

Met Target No Yes No Yes No Yes No Yes 

45


English-Language Arts Adequate Yearly Progress (AYP) 

AYP 

PROFICIENCY LEVEL 

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP 



Participation Rate 95 98 92 99 93 97 100 100 

Number At or Above Proficient 253 222 30 24 45 42 8 11 

Percent At or Above Proficient 41.8 35.3 62.5 47.1 38.8 35.9 61.5 64.7 

AYP Target: HS 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 

Met AYP Criteria No No -- -- Yes No -- -- 

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP 

AYP 


Hispanic 

English 

Learners 


Disadvantaged 

Students with 

Disabilities 





AYP Target: HS 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 

Met AYP Criteria No No No No Yes No -- -- 

46


Mathematics Adequate Yearly Progress (AYP) 

AYP 


MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP 






AYP Target: HS 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 

Met AYP Criteria No No -- -- No No -- -- 

MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP 

AYP 


Hispanic 

English 

Learners 


Disadvantaged 

Students with 

Disabilities 



Number At or Above Proficient 148 142 57 97 172 111 2 7 


AYP Target: HS 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 

Met AYP Criteria No No No Yes No No -- -- 

47


AMAO Data for Vista del Lago High School 

Measure 

Vista del Lago High School District State 

10-11 11-12 % Difference 10-11 11-12 % Difference 10-11 11-12 % Difference 

AMAO 1: Percent Met 43.5% 40.6% -2.90 53 60.6 7.60 54.6% 

AMAO 2: Percent Met (Less than 5 Years of 

EL) 

25.0% -- -25 25.1 26.9 1.80 18.7% 

AMAO 2: Percent Met (5 or More Years of EL) 34.1% 28.4% -5.70 41.9 44.5 2.60 43.2% 

AMAO 3: Percent Met (CST ELA) 24.8 26.9 2.10 0 67.6% 

AMAO 3: Percent Met (CST Math) 24.2 32.7 8.50 0 68.5% 

EL Reclassification: 13% 53.1% 

* not a significant subgroup 

48


Title III Accountability Data for Vista del Lago High School 

AMAO 1 

Annual Growth 

2010-11 2011-12 2012-13 

Number of Annual Testers 453 404 

Percent with Prior Year Data 100.0% 100.0% 

Number in Cohort 453 404 

Number Met 197 164 

Percent Met 43.5% 40.6% 

NCLB Target 54.6 56.0 57.5 

Met Target No No 

Attaining English Proficiency 

AMAO 2 

2010-11 2011-12 2012-13 

Years of EL instruction Years of EL instruction Years of EL instruction 

Less than 5 5 or More Less Than 5 5 or More Less Than 5 5 or More 

Number in Cohort 52 443 28 401 

Number Met 13 151 -- 114 

Percent Met 25.0% 34.1% -- 28.4% 

NCLB Target 18.7 43.2 20.1 45.1 21.4 47.0 

Met Target Yes No * No 

Adequate Yearly Progress for English Learner Subgroup 

AMAO 3 

2009-10 2010-11 2011-12 2012-13 

English-Language Arts Percent Met Target Percent Met Target Percent Met Target Percent Met Target 

Participation Rate 97 Yes 96 Yes 99 Yes 

Percent Proficient or Above 19.9 No 24.8 No 26.9 No 

Mathematics Percent Met Target Percent Met Target Percent Met Target Percent Met Target 

Participation Rate 97 Yes 97 Yes 99 Yes 

Percent Proficient or Above 22.3 No 24.2 No 32.7 Yes 

49

Title III Accountability Data for Moreno Valley Unified School District 

AMAO 1 

Annual Growth 

2010-11 2011-12 2012-13 

Number of Annual Testers 8,333 7,701 

Percent with Prior Year Data 100 99.9 

Number in Cohort 8,332 7,695 

Number Met 4,418 4,662 

Percent Met 53 60.6 

NCLB Target 54.6 56.0 57.5 

Met Target No Yes 

Attaining English Proficiency 

AMAO 2 

2010-11 2011-12 2012-13 

Years of EL instruction Years of EL instruction Years of EL instruction 

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More 

Number in Cohort 6,010 4,021 5,317 3,679 

Number Met 1,509 1,686 1,432 1,636 

Percent Met 25.1 41.9 26.9 44.5 

NCLB Target 18.7 43.2 20.1 45.1 21.4 47.0 

Met Target Yes No Yes No 

AMAO 3 

Adequate Yearly Progress for English Learner Subgroup at the LEA Level 

2010-11 2011-12 2012-13 


Met Participation Rate Yes Yes 

Met Percent Proficient or Above No No 

Mathematics 

Met Participation Rate Yes Yes 

Met Percent Proficient or Above No No 

Met Target for AMAO 3 No No


California English Language Development (CELDT) Data 

California English Language Development Test (CELDT) Results for 2011-12 

Grade 

Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested 

# % # % # % # % # % # 

9 3 3 38 34 54 48 16 14 2 2 113 

10 3 3 24 23 57 54 13 12 9 8 106 

11 3 3 40 37 52 48 9 8 4 4 108 

12 7 9 29 38 27 35 5 6 9 12 77 

Total 16 4 131 32 190 47 43 11 24 6 404 

51


2011-12 California High School Exit Exam (CAHSEE) Results 

Grade 10 Combined Test 


# Tested # Passed % Passed 

# Not 

Passed 

% Not 

Passed 

Avg. 

Score 

% Prof. and 

Above 

All Students Tested 685 485 71.0 200 29.0 366.0 34.0 

Male 313 198 63.0 115 37.0 360.0 29.0 

Female 372 287 77.0 85 23.0 371.0 37.0 

Race/Ethnicity 

American Indian or Alaska Native 4 0 0 0 0 0 0 

Asian 18 15 83.0 3 17.0 387.0 67.0 

Pacific Islander 3 0 0 0 0 0 0 

Filipino 8 0 0 0 0 0 0 

Hispanic / Latino 451 320 71.0 131 29.0 365.0 31.0 

African American 140 84 60.0 56 40.0 360.0 32.0 

White 54 46 85.0 8 15.0 376.0 44.0 

Declined to State 7 0 0 0 0 0 0 

Language Fluency 

English Only Students 337 237 70.0 100 30.0 367.0 37.0 

Initially Fluent English Proficient (IFEP) 17 16 94.0 1 6.0 390.0 59.0 

Redesignated Fluent English Proficient (RFEP) 232 205 88.0 27 12.0 376.0 41.0 

English Learner Students 99 27 27.0 72 73.0 334.0 3.0 

Economic Status 

Non-Economically Disadvantaged Students 231 179 77.0 52 23.0 374.0 43.0 

Economically Disadvantaged Students 400 267 67.0 133 33.0 361.0 27.0 

Unknown 54 39 72.0 15 28.0 369.0 46.0 

Special Education Program Participation 

Students Receiving Services 52 11 21.0 41 79.0 327.0 2.0 

Vista del Lago High SchoolVista del Lago High SchoolVista del Lago 

High School 2012-13The Single Plan for Student Achievement 

52 of 73 6/17/13



Mathematics 


# Not 

Passed 

% Not 

Passed 

Avg. 

Score 

% Prof. and 

Above 

All Students Tested 682 473 69.0 209 31.0 369.0 36.0 

Male 315 207 66.0 108 34.0 366.0 36.0 

Female 367 266 72.0 101 28.0 370.0 36.0 


American Indian or Alaska Native 5 0 0 0 0 0 0 

Asian 18 13 72.0 5 28.0 393.0 61.0 

Pacific Islander 3 0 0 0 0 0 0 

Filipino 8 0 0 0 0 0 0 

Hispanic / Latino 448 320 71.0 128 29.0 368.0 33.0 

African American 139 79 57.0 60 43.0 359.0 28.0 

White 54 40 74.0 14 26.0 382.0 57.0 

Declined to State 7 0 0 0 0 0 0 


English Only Students 337 225 67.0 112 33.0 368.0 35.0 

Initially Fluent English Proficient (IFEP) 17 13 76.0 4 24.0 374.0 53.0 

Redesignated Fluent English Proficient (RFEP) 230 194 84.0 36 16.0 380.0 47.0 

English Learner Students 98 41 42.0 57 58.0 343.0 7.0 


Non-Economically Disadvantaged Students 232 173 75.0 59 25.0 376.0 44.0 

Economically Disadvantaged Students 395 264 67.0 131 33.0 364.0 30.0 

Unknown 55 36 65.0 19 35.0 369.0 40.0 


Students Receiving Services 53 10 19.0 43 81.0 331.0 6.0 



53 of 73 6/17/13






# Not 

Passed 

% Not 

Passed 

Avg. 

Score 

% Prof. and 

Above 

All Students Tested 


American Indian or Alaska Native 

Pacific Islander 

Filipino 

Hispanic / Latino 

African American 

Declined to State 


English Only Students 

Initially Fluent English Proficient (IFEP) 

Redesignated Fluent English Proficient (RFEP) 



Non-Economically Disadvantaged Students 

Economically Disadvantaged Students 


Students Receiving Services 



54 of 73 6/17/13



Mathematics 


# Not 

Passed 

% Not 

Passed 

Avg. 

Score 

% Prof. and 

Above 

All Students Tested 


American Indian or Alaska Native 

Pacific Islander 

Filipino 

Hispanic / Latino 

African American 

Declined to State 


English Only Students 

Initially Fluent English Proficient (IFEP) 

Redesignated Fluent English Proficient (RFEP) 



Non-Economically Disadvantaged Students 

Economically Disadvantaged Students 


Students Receiving Services 



55 of 73 6/17/13


Dropout and Graduation Rates 

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for 

which data are available. For comparison purposes, data are also provided at the district and state levels. 

Indicator 

School District State 

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 

Dropout Rate (1-year) 26.3 18.8 21.9 19.9 16.6 14.4 

Graduation Rate 76.65 75.63 

The Single Plan for Student Achievement 56 of 73 6/17/13

Appendix B: Programs Included in this Plan 

Check the box for each state and federally funded categorical program. Enter the allocation amounts. 

[X] 

State Programs 

Economic Impact Aid/ Limited English Proficiency (EIA-LEP) 

Purpose: Develop fluency in English and academic proficiency of English learners. 

Allocation 

$204,896 

Total amount of state categorical funds allocated to this school $204,896 

[X] 

Federal Programs under No Child Left Behind (NCLB) 

Title I, Part A: Improving the Academic Achievement of the Disadvantaged 

Purpose: Upgrade the entire educational program of eligible schools in high poverty areas. 

Allocation 

$338,813 

Total amount of federal categorical funds allocated to this school $338,813 

Total amount of state and federal categorical funds allocated to this school $543,709

Appendix C: 2012-13 Budget Pages 

Economic Impact Aid/Limited English Proficient (EIA-LEP) 

School: Vista del Lago High School 

Principal: Patricia Bazanos 

Budget Code: 06-304--7090-0-4760 

Projected Allocation: $204,896 Final Allocation: $0 

Object 

Description 

Projected 

Amount 

Final 

Amount 

1000 .6 EL Specialist 

EL specialist will facilitate ELAC 

EL specialist will coordinate CELDT testing 

$52,211 

1120 Certificated extra duty $6,000 

2100 4 EL Instructional Assistants @3.75 hours $54,480 

2110 Instructional assistants extra duty 

assist with the co-ordination of CELDT, ELAC. 

$28,675 

3101 STRS $4,732 

3202 PERS $9,494 

3212 PERS paid $5,821 

3312 Social Security $5,156 

3321 Medicare $834 

3322 Medicare $1,206 

3401 Health and Welfare $4,259 

3501 Unemployment $633 

3502 Unemployment $915 

3601 Worker's Compensation $1,724 

3602 Worker's Compensation $2,495 

3802 PERS Reduction $1,333 

4300 Parent Involvement including workshops, meeting and seminars. $1,000 

4300 Materials and Supplies $5,428 

4301 Paper $500 

5200 Conferences and staff development $8,000 

5816 Consultants $7,000 

5850 30 Rosetta Stone software licenses for students and parents. $3,000 

Total: $204,896 $0

Appendix C: 2012-13 Budget Pages 

Title I, Part A, Improving the Academic Achievement of the Disadvantaged 

School: Vista del Lago High School 

Principal: Patricia Bazanos 

Budget Code: 06-304-3010-0-1110 

Projected Allocation: $338,813 Final Allocation: $0 

Object 

Description 

Projected 

Amount 

Final 

Amount 

1000 .2 FTE for Title I facilitator $17,404 

1000 .6 FTE for Math coach $52,213 

1120 Extra duty pay for tutoring and collaboration. $30,383 

1130 Substitutes for professional training and collaboration $30,000 

3101 STRS $10,725 

3321 Medicare $1,885 

3401 Health and Welfare $5,678 

3501 Unemployment $1,430 

3601 Workman's Compensation $3,900 

4300 Supplemental materials for Intervention students for 

intervention, remediation, to provide supplementary instruction 

for students who have identfied gaps in learning. These 

materials will assist students in passing Algebra one, the 

CAHSEE and acquiring the needed credits to meet graduation 

requirements. 

4300 Parent involvement including meetings, seminars and training. 

Trainings and seminars includes but are not limited to parenting 

classes and will include professional conferences and seminars to 

teach skills to help improve student performance. 

$5,000 

$3,400 

4301 Paper $473 

4310 Technology supplies $60,000 

4410 Technology equipment over $500 $6,000 

5200 Professional development shall include teacher training in Professional 

Learning Communities, Advanced Placement classes, AVID 

strategies, Common Assessments,Data Analysis, Best Instructional 

Strategies, Subject or Departmental Conferences, Strategies for 

English Language Learners identified for Targeted Assistance and 

working with At-Risk Students, and the Inclusion of Technology in 

Instruction. 

$25,000 

5711 Field trips $6,000 

5815 Consultants $20,000 

5850 Software licenses $59,322 

Total: $338,813 $0 

Justification of equipment purchases (Object 4400): 

Purchasing equipment to keep technology updated and integrated in the curriculum to improve student performance. 

Smart boards in Read 180 for interactive learning, and computers and lcds in classrooms to support supplemental 

instruction.

Appendix D: 2013-14 Centralized Services 

District staff supports this plan by providing centralized services from categorical funds allocated to the school through the 

Consolidated Application. At least 85 percent of Consolidated Application program expenditures support direct services to 

students at school sites. 

No funds are being reserved at the District Level for Centralized Services from this school’s categorical program 

allocation. 



60 of 73 6/17/13

Appendix E: School Site Council Membership 

Vista del Lago High School Patricia Bazanos 2013-14 

School Principal Year 

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed 

expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current makeup 

of the council is as follows.* 

Name of Members 

Principal 

Classroom 

Teacher 

Other 

School 

Staff 

Parent or 

Community 

Member 

Secondary 

Students 

Bazanos, Patricia [X] [ ] [ ] [ ] [ ] 

Hellerstedt, Ron [ ] [ ] [ ] [ ] [ ] 

Francis, John [ ] [X] [ ] [ ] [ ] 

Richie, Bill [ ] [X] [ ] [ ] [ ] 

Depasse, Tami [ ] [X] [ ] [ ] [ ] 

Carrio, Janie [ ] [X] [ ] [ ] [ ] 

Dobson, Clarissa [ ] [X] [ ] [ ] [ ] 

Garcia, Violeta [ ] [ ] [X] [ ] [ ] 

Santos, Moises [ ] [ ] [ ] [X] [ ] 

Dillon, Bobbiette [ ] [ ] [ ] [X] [ ] 

Salcedo, Alisha [ ] [ ] [ ] [ ] [X] 

Daranouvongs, Derek [ ] [ ] [ ] [ ] [X] 

Patterson, Jewells [ ] [ ] [ ] [ ] [X] 

Pizzano, Johana [ ] [ ] [ ] [ ] [X] 

Numbers of members of each category 1 5 1 2 4 

* At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school 

personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons 

represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by 

parents, and students. Members must be selected by their peer group. 



61 of 73 6/17/13

Appendix F: Recommendations and Assurances 



The school site council recommends this school plan and proposed expenditures to the district governing board for 

approval, and assures the board of the following: 

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

and state law. 

2. The school site council reviewed its responsibilities under state law and district governing board policies, including 

those board policies relating to material changes in the school plan requiring board approval. 

3. The school site council sought and considered all recommendations from the following groups or committees 

before adopting this plan (Check those that apply): 

[ ] School Advisory Committee for State Compensatory Education Programs 

[X] English Learner Advisory Committee 

[ ] Community Advisory Committee for Special Education Programs 

[ ] Gifted and Talented Education Program Advisory Committee 

Other (list): 

4. The school site council reviewed the content requirements for school plans of programs included in this Single 

Plan for Student Achievement and believes all such content requirements have been met, including those found 

in district governing board policies and in the Local Improvement Plan. 

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein 

form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic 

performance. 

6. This school plan was adopted by the school site council on: 04/25/2013 

Attested: 

Patricia Bazanos 

Typed Name of School Principal Signature of School Principal Date 

Tami Depasse 

Typed Name of SSC Chairperson Signature of SSC Chairperson Date 



62 of 73 6/17/13

Appendix G: Parent Involvement Policy (Non-Title I Schools) 



Parent Involvement Policy 

Vista del Lago High School has a written policy jointly developed with parents on parent rights and responsibilities. 

[Education Code 1101(b)]. Information is included in the student parent handbook. It has distributed the policy to parents 

of students. The student parent hand book is signed by both parents and students. Vista del Lago High School policy 

describes the means for carrying out the following parental involvement requirements. [Education Code 11501]. 

Vista del Lago High School promotes a shared responsibility among parents, school staff and students for the intellectual, 

physical, emotional and social development and well being of student 

Vista del Lago High School promotes student academic achievement on state standards and will assist parents 

with the manner in which they may support achievement and the learning environment of their children 

including: 

a. monitoring attendance of their children 

Infinite Campus has a parent portal tool which allows for live attendance monitoring. The automated phone dialer 

calls home daily with absence or tardy information. If a child has serious attendance issues, the SARB process is 

initiated. Moreno Valley Police department will continue the daytime curfew program. 

b. ensuring that homework is completed and turned in on a timely basis 

Students are assigned homework in various classes and are expected to do and turn in the work. Parents can 

view the completion or non-completion of homework via Infinite Campus. Students also have the option to have 

staff sign and verify daily homework assignment sheets. Most students in extra curricular sports/activities are 

involved in a bi-weekly student monitored grade check by their coach/advisor. 

c. encouraging and facilitating the participation of children in extracurricular activities 

Extracurricular activities and opportunities have continued to grow each year as the school develops. On the 

main LCD screen/kiosks announcements for athletic and extra curricular activities are advertised. The school 

website also contains a monthly calendar listing events and opportunities for students. There is a club rush held 

during registration. All seniors are involved in an extracurricular community service project involving volunteer 

hours and a service learning project. 

d. monitoring and regulating the television viewed by their children 

We encourage wholesome television watching. Television Production and Government classes students are 

taught media literacy skills. 

e. working with their children at home in learning activities that extend classroom learning 

Students are occasionally assigned projects that require them to communicate and seek out parental advice and 

involvement. Some examples include senior service projects, portfolios and health academy activities. 

f. volunteering in their children’s classrooms or for other activities at home and 

Parents are encouraged to participate in student classrooms. Parents are also encouraged to be involved during 

back to school night and senior parent nights. 

g. participating, as appropriate, in decisions relating to the education of their own children in the total school 

program* 

Parents are encouraged to continually monitor student attendance and assignments grades through Infinite 

Campus parent portal. Also, many of the staff have assignments posted through the school website. Parents on 

the SSC and ELAC are involved in the process of reviewing and approving the School Plan on a yearly basis. 

The school encourages parent attendance at Back to School night, SSC, ELAC, PTSA, Booster clubs, and extracurricular 

activities and informational meetings. The guidance department provides parent orientation 

opportunities throughout the year, including senior night, New Raven night, Middle College, and general 

academic/orientation meetings. 

Note: 

* It may be helpful to include the policy review in the annual review of the Single Plan for Student Achievement. 

** The policy must be updated periodically to meet changing needs of parents and the school. If the school has a process for involving parents in 

planning and designing the school’s programs, the school may use that process if it includes adequate representation of parents of children. [20 

USC 6318(c)(3)] 



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Appendix G: Parent Involvement Policy (Title I Schools) 



Parent Involvement Policy 

Vista del Lago High School has developed a written Title I parental involvement policy with input from Title I parents. It 

has distributed the policy to parents of Title I students. Parents are invited to attend our yearly back to school night where 

we speak to those in attendance about the various ways they can keep track of the students progress. We demonstrate 

the Infinite Campus program, which is a service that allows parents or students access to grades on assignments and 

attendance. We also speak about the school's web site, that has a high degree of valuable information. We exchange 

Email addresses and ask parents if they would like a parent conference. Teachers have the availability to email 

assignment grades to parents and PARENT LINK is a service that will call parents with messages regarding important 

issues. These messages can be in either English or Spanish. School’s policy describes the means for carrying out the 

following Title I parental involvement requirements. [Title I Parental Involvement, 20 USC 6318(a)-(f)] 

Involvement of Parents in the Title I Program 

a. Convenes an annual meeting to inform parents of Title I students of Title I requirements and their rights to be 

involved in the Title I program 

An annual Title I Parent Meeting will be held in October to inform parents about the Title I program at Vista del 

Lago and their rights under Title I. 

b. Offers a flexible number of meetings 

Title I meetings will be held as necessary to keep Title I parents informed about their student's academic progress 

ELAC Meetings are held monthly 

SSC Meetings are held monthly 

c. Involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review*, and 

improvement of its Title I programs and the Title I parental involvement policy** 

At Title I parent meetings, parent will be given the opportunity, to assist with the planning, review, and 

improvement of theTitle I programs and the Title I parental involvement policy. 

d. Provides parents of Title I students with timely information about Title I programs 

At Title I parent meetings, parents will be given the opportunity, to assist with the planning, review, and 

improvement of theTitle I program and the Title I parental involvement policy. 

e. Provides parents of Title I students with an explanation of the curriculum, assessments, and proficiency levels 

students are expected to meet 

At a Title I Parent, meeting parents of Title I students will be given an explanation of the curriculum, 

assessments, and proficiency levels identified Title I students are expected to meet. 

During back-to-school night parents are provided information regarding curriculum and required assesments. 

f. Provides parents of Title I students, if requested, with opportunities for regular meetings to participate in decisions 

relating to the education of their children 

Additional Title I meetings will be held at the request of parents. 

Parents will be polled to determine additional topics and/or meetings they would like. 

Note: 

* It may be helpful to include the policy review in the annual review of the Single Plan for Student Achievement. 

** The policy must be updated periodically to meet changing needs of parents and the school. If the school has a process for involving parents in 

planning and designing the school’s programs, the school may use that process if it includes adequate representation of parents of Title I children. 

[20 USC 6318(c)(3)] 



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Appendix H: Parent Compact Guidelines (Title I Schools) 



Parent Compact Guidelines 

Vista del Lago High School has jointly developed with and distributed to parents of students a school-parent compact that 

outlines how parents, the entire school staff, and students will share the responsibility for improved student academic 

achievement. It also describes how the school and parents will develop a partnership to help children reach proficiency on 

the California content standards. The school-parent compact describes the following items in addition to items added by 

parents of students: 

a. The school’s responsibility to provide high-quality curriculum and instruction. 

b. The parents’ responsibility to support their children’s learning. 

c. The importance of ongoing communication between parents and teachers through, at least, annual conferences, 

reports on student progress, access to staff, and opportunities to volunteer and participate in and observe the 

educational program. 

Parents are invited to attend our yearly back to school night where we speak to those in attendance about the 

various ways they can keep track of the students progress. We demonstrate the Infinite Campus program, which 

is a service that allows parents or students access to grades on assignments and attendance. We also speak 

about the school's web site, that has a high degree of valuable information. We exchange Email addresses and 

ask parents if they would like a parent conference. Teachers have the availability to email assignment grades to 

parents and PARENT LINK is a service that will call parents with messages regarding important issues. These 

messages can be in either English or Spanish. 

Vista del Lago High School also supports parent involvement through the purposes and goals of Education Code 11502. 

To help reach these goals, the school will: 

a. help parents to develop skills to use at home that support their children’s academic efforts at school 

* Infinite Campus parent portal * PARENT LINK 

b. help parents to develop skills to use at home that support their children’s development as responsible future 

citizens of society 

* Infinite Campus parent portal* PARENT LINK 

c. provide parents with techniques and strategies that they may utilize to improve their children’s academic success 

and assist them in learning at home 

" BACK TO SCHOOL NIGHT* VISTA DEL LAGO WEB SITE 

d. build consistent and effective communication between the home and the school so that parents may know when 

and how to assist their children in support of classroom learning activities 

*Infinite Campus parent portal* SCHOOL WEB SITE* PARENT LINK 

e. train teachers and administrators to communicate effectively with parents; and 

* DISTRICT TRAININGS 

f. integrate parent involvement programs into the school’s plan for academic accountability. 

* Attend trainings to help increase parent involvement and improve student performance 

Accessibility 

Vista del Lago High School provides opportunities for all parents to participate, including parents with limited English 

proficiency and parents with disabilities. This includes providing information and school reports in a form and language 

parents understand. 

* ELAC MEETINGS* DELAC MEETINGS 

Parent Information and Resource Centers 

Vista del Lago High School has provided parents with website information on parent resource centers in California. 

PIRCs are funded by the US Department of Education. They provide both local and statewide services. California has two 



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PIRCs: PIRC1, Project Inspire at the California Association of Bilingual Education, Covina, CA and PIRC2, Cal-PIRC at 

Cambridge Academies, Modesto, CA. http://www.nationalpirc.org/directory/CA-7.html (Outside Source). 

PIRC1, Project Inspire is the result of a partnership among the California Association for Bilingual Education, the San 

Bernardino County Superintendent of Schools, and the Alameda County Office of Education. Project Inspire provides 

parent training workshops and will be funded through 2011. A list of workshop topics and a brochure in English and 

Spanish that describes services are available at http://www.bilingualeducation.org/programs_parent.php (Outside 

Source). Workshops are available in multiple languages. 

PIRC2, Cal-PIRC has established three Parent Information and Resource Center hubs in Northern and Central California. 

CalPIRC provides direct services to parents and schools in selected communities within Merced and Stanislaus Counties, 

and West Sacramento areas. It also provides support throughout the state through conferences, workshops, and a Web 

site. Cal-PIRC will be funded through 2011. Whenever available, resources are posted in English, Spanish, Russian, 

Chinese, Arabic, and Hmong. http://www.calpirc.org (Outside Source). 



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Appendix I: School Parent Compact (All Schools) 


School-Parent Compact 

Vista del Lago High School has jointly developed with and distributed to parents of students a school-parent compact that 

outlines how parents, the entire school staff, and students will share the responsibility for improved student academic 

achievement. 

School Pledge: 

Vista del Lago High School will share responsibility to provide high-quality curriculum and instruction in partnership with 

parents to help students reach proficiency on the California Content standards: 

• Teachers use the district adopted texts and curriculum 

• Parents have the opportunity to review textbooks with the school site 

• Vista del Lago supports professional development of all staff using current research practices within professional 

learning communities 

• Parents can help their student by reviewing on a regular basis the student's academic, behavior, and attendance 

through Infinite Campus Parent Portal 

Parent Pledge: 

The parents at Vista del Lago High School will share responsibility to support their children’s learning: 

• Ensuring students attend school on a regular basis and when absent verify absences 

• Provide a supportive environment for students to do homework 

• Collaborative communication with all school personnel 

• Monitor student progress through progress reports, grade checks and using the Infinite Campus Parent Portal 

Teacher Pledge: 

Teachers at Vista del Lago High School will recognize the importance of ongoing communication with parents: (e.g. 

annual conferences, reports on student progress, access to staff, and opportunities to volunteer and participate in and 

observe the educational program). 

• By maintaining open communication with parents using phone, email, parent portal, progress reports, and parent 

conferences 

• Providing parent workshops, math night, classroom observation opportunities, and newsletters. 

• EIA will provide a consultant to teach positive parenting classes. 

Student Pledge: 

Students will share responsibility for their learning to reach proficiency on the California Content standards: 

• Be at school and get to class on time 

• See themselves as part of the Vista del Lago community and do their best to represent it proudly 

• Believe that what they learn in school is important for their success and take their part in learning seriously 

The compact is distributed to students and parents via the student handbook and is signed by both parents and students. 

This compact was designed by both the district and various site representation. 



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Appendix J: SSC Bylaws (Vista del Lago High School) 

BY-LAWS of Vista del Lago High School ofMoreno Valley, California. Adopted in revised form this 21 st 

day of October. 

ARTICLE I. Name 

The name of this council shall be the Vistadel Lago High School Site Council. The Vistadel Lago High School Site 

Council may be referred to as the School Site Councilor SSC. 

ARTICLE II. Purpose 

The Purpose of this council is to: 

1. Develop and recommend the School SitePlan. 

2. Have ongoing responsibility to reviewthe School Site Plan and to assess periodically the effectiveness of the program. 

3. Annually, review the School Site Plan,establish a new school improvement budget consistent with the Code of 

Education, and when necessary, make modifications in the plan to reflectchanging needs and priorities. 

ARTICLE III. Membership and Elections 

1. Members of the council shall be constituted to insure paritybetween the principal, classroom teachers, and support 

staff of Vista del Lago High School with its parent/community members and students. (One member, onevote). The 

membership of this council, including alternates, shall not exceed twenty-eight (28) members. The number of 

members eligible to vote at acouncil meeting shall not exceed twenty (20). 

2. The Council shall be composed of theprincipal and representatives of staff, community/parents, and students. 

3. Classroom teachers shall comprise themajority of persons representing the school staff. 

4. Council members representing parents orother community members shall not be employees of Vista del Lago High 

School. 

A. School Site Council nomination information shall be included in registration/welcome packets at the beginningof each 

school year. 

B. As an in-service for newparent/community council members, it is suggested that they attend one or moreSSC 

meetings before running for office. 

C. The SSC will make a concerted effort torecruit parent/community members from all ethnic, social and economic 

groupsrepresented among the student body of MVHS. This recruitment effort will include letters of invitation to 

parents inthe major primary languages represented by the MVHS student body. 

5. The officers and members will be elected asfollows: 

A. The membership of the committee shall be the principal, teaching staff and up to two alternates;support staff and up 

to two alternates; parent/community members and up to twoalternates; and students. 

B. All representatives of the threeconstituent groups will be elected by their peer groups by secret ballot. Thetop vote 

getters for SSC vacancies will be elected as the regular votingmembers and the next two in order will be the 

alternates. 

C. All election results must be counted bythe secretary and vice-chairperson and submitted to the SSC chairperson 

withvotes tallied for each candidate 

D. All parent and community members shallbe elected at the Title I meeting at Back-to-School Night and assume 

theirduties immediately upon their election. 

E. No officer shall hold the same officemore than two years in succession. 

F. The principal is an ex-officio votingmember of the SSC. The Title I Facilitatoris a non-voting member of the SSC, 

unless the facilitator is also an electedmember. 

G. Resignations will be accepted only uponofficial notice to the chairperson in writing. Should an officer resign before 

new elections are held, the chairpersonor Title I Facilitator shall appoint a member in good standing to assume 

theoffice until the next regular meeting when the Site Council can fill thevacancy. 

H. Regular voting member vacancies will befilled from among the appropriate alternate pool by order of succession. If 

no alternates are available, a specialelection will be held to fill regular voting member vacancies and 

alternatepositions. 

I. Members, other than students andalternates, shall serve terms of two years. Students and alternates shall serve oneyear 

terms. An elected member shall belimited to three consecutive terms. 



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ARTICLE IV. Duties of Officers 

1. The Officers of this council shall be achairperson, a vice-chairperson, and a secretary. 

A. It shall be the duty of the chairperson to preside at all meetings. 

B. In the absence or disability of thechairperson, the vice-chairperson shall assume the duties of the chairperson. 

C. Should both officers be unavailable,the secretary shall preside. 

D. If no officer is available, the SSCshall elect a temporary chair for that council meeting. 

E. The secretary shall keep the minutes ofall meetings and send a copy to the TitleI Facilitator. 

ARTICLEV. Meetings and Quorum 

1. Meetings will be governed by these By-Laws and the latest edition of Robert’s Rules ofOrder. A person designated by 

the SSC shall serve as parliamentarian. 

2. An email vote may be instituted if SSC deemsit necessary for a particular purpose. The Title I Facilitator and the 

chairperson will coordinate this. No votes requiring distribution of funds willbe done outside an open meeting. 

3. Four out of five groups must be representedfor a quorum. 

4. An alternate, once seated for quorum purposes, maintains full voting privilegesfor the entirety of that meeting. 

5. Meetings shall be held monthly, within the school year, with the dates and timesdetermined by the council 

body. Additional meetings may be called as needed. 

ARTICLE VI. Amendments 

Proposed amendments to these By-Lawsmust be presented at a regularly scheduled SSC meeting to be voted on at 

thenext regularly scheduled SSC meeting. A quorumof eligible voting members must be present to amend the By-Laws. 

A quorum will consistent of at least four ofthe five member groups present to conduct the meeting. A simple majority 

voteof the SSC members present and voting is required to amend or change the SiteCouncil By-Laws. 

ARTICLEVII. Duties of Council Members 

1. It shall be the duty of all council members to: 

A. Attend all regularly scheduled meetings. 

Nonattendance, at two consecutive meetings or three nonconsecutive meetingswithin a school year, exceptfor 

emergencies, may result in a member’s replacement. 

It is recommended that all alternatesattend SSC meetings on a regular basis to be informed about the business of theSite 

Council and to be able to fill in for regular members when they areabsent. 

If a voting member is to be absent from a meeting, he/shewill notify the Title I Facilitator as soon as possible, so he/she 

may notifyan alternate. 

B. Accept positions as officers or subcommitteemembers when so appointed or elected unless unable to carry out the 

dutiesentailed. 

ARTICLE VIII. Notification of Meetings 

1. Teachers and support staff will benotified three (3) school days before the meeting via their mailboxes or byemail. 

Students will be notified in personwithin three (3) days of the meeting. Parents will be sent notices by mail three (3) days 

before ameeting and will be notified by phone and/or email within two (2) days of themeeting through Parent Link. 

2. Notice of meetings shall be posted at the school site accessible to the public at least 72 hoursbefore the meeting. 

ARTICLE IX. Committees 

1. The chairperson shall appoint suchcommittees as he/she considers necessary at anytime, or as directed by amajority 

of the members present. 

2. Standing committees may be appointed if necessary. 



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Appendix K: Positions Funded by School’s Categorical Programs 

Administrative Positions 

Position and Time Funded How Many Funding Sources Percentage 

Certificated Positions 


Title I coordinator .2 FTE Title I 100% 

Math Coach 60% .6 FTE Title I 100% 

EL Coordinator 60% .6 FTE EIA 100% 

Classified Positions 


EL Instructional Assistants 3.75 hours 4 EIA 100% 



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Appendix L: Required Schoolwide Program Plan Components 

Required Schoolwide Program Plan Components 

1. Comprehensive needs assessment of the entire school has been completed. (See Sections IV and V.) [X] 

Check 

2. Schoolwide reform strategies that opportunities to all children to become proficient in the state content 

standards and use effective methods and instructional strategies that rely on scientifically based 

research that are used to: (See Section VII.) 

3. Instruction by highly qualified teachers is provided. (See SARC.) [X] 

[X] 

4. Strategies to attract high quality, highly qualified teachers are evident. (See SARC .) [X] 

5. High-Quality and ongoing professional development for the school community is provided. (See Section 

VII.) 

[X] 

6. Strategies to increase parental involvement such as family literacy services are evident. (See Section 

VII.) 

[X] 

7. Plans for assisting preschool children in the transition from early childhood programs in elementary 

schools are evident. (See Section VII.) 

[X] 

8. Measures to include teachers in the decisions regarding the use of academic assessments to improve 

the achievement of individual students and the overall instructional program evident. (See Section VI 

and VII.) 

9. Activities to ensure that underperforming students have difficulty mastering the state content standards 

receive effective additional assistance is provided. (See Section VI and VII.) 

10. Coordination and integration of federal, state and local services and programs are evident. (See 

Section VIII and Appendix B .) 

[X] 

[X] 

[X] 



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Appendix M: Title I Program Improvement Addendum (Vista del Lago High School) 

Program Improvement Title I Addendum 

School Plan Requirements Reference Guide 

Moreno Valley Unified School District is in Program Improvement Year 3+. Vista del Lago High School is in Program 

Improvement Year N/A. 

The following elements required in Title I, Part A, Section 1116, for PI are addressed in the Vista del Lago High School's 

Single Plan for Student Achievement as indicated below. 

Required PI Plan Elements 

1. Scientifically-based research ~ Strategies based on scientifically-based 

research that will strengthen the core academic subjects in the school and 

address the specific academic issues that caused the school to be identified 

for PI. 

2. Successful Policies and Practices ~ Adoption of policies and practices 

concerning the school’s core academic subjects that have the greatest 

likelihood of ensuring that all students (and student subgroups) enrolled in 

the school become proficient. 

Location of Addressed Element 

Section VII 

Section VI, VII, and VIII 

3. Professional Development (PD) Section VII and Appendix B 

a. A minimum of 10% of Title I funds will be used each year that the 

school is in PI for the purpose of providing high quality professional 

development of teachers and principal. 

b. PD meets requirements of NCLB section 1119 (qualifications for 

teachers and paraprofessionals). 

c. PD affords increased opportunity for participation 

d. PD directly addresses the academic achievement problem that caused 

the school to be identified for PI. 

4. How Title I funds will be used to remove the school from PI status Section VII and Appendix B 

5. Description of Specific Annual, Measurable Objectives ~ Developed for 

each of the student subgroups and in accordance with state’s measure of 

AYP. 

6. Parent Notification ~ Description of how the school will provide written 

notice about the identification of the school for PI in understandable language 

and format. 

7. Shared Responsibility for Improvement ~ Specify the responsibilities of 

the school, the LEA, the SEA, and a description of the technical assistance 

and fiscal responsibilities to be provided by the LEA. 

Section VI 

Section III 

Section I 

8. Parent Involvement ~ Strategies to promote effective parental involvement Section VII 

9. Extended Learning ~ As appropriate, activities before school, after school, 

during the summer and during any extension of the school year. 

Section VII 

10. Incorporation of a Teacher Mentoring Program ~ See NCLB Title IX Part 

A, §9101(42) for definition of “Teacher Mentoring Program” 

Section VII 

To be included with SPSA for Title I PI Schools. 



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Appendix N: SPSA Title I Targeted Assistance (TAS) Requirements (Vista del Lago High School) 

Title I Tareted Assistance Addendum 

Elements required in ESEA Title I, Part A, Section 1115 for Program Improvement 

Required PI Plan Elements 

1. Use of Title I funds to help eligible children meet such state’s challenging 

student academic achievement standards expected for all students 

Location of Addressed Element 

Section VII Appendix C 

2. Ensure that planning for students served under Title I is incorporated into 

existing SPSA 

Section IV 

3. Use effective methods and instructional strategies that are based on 

scientifically-based research that strengthens the core academic program of 

the school and that: 

a. Increases the amount and quality of learning time such as through an 

extended school year, before- and- after school, and summer school 

b. Helps provide an accelerated, high quality curriculum including 

application of learning 

c. Minimize removing children from the regular classroom during regular 

school hours for instruction provided under Title I 

4. Plans for assisting preschool children in the transition from early childhood 

programs, such as Head Start, Even Start, Early Reading First, or a state-run 

preschool program to local elementary school programs 

Section VII 

N/A 

5. Instruction by highly-qualified teachers SARC 

Section VII 

6. Provisions for high quality and ongoing professional development for 

teachers, principals, and paraprofessionals and other staff to enable all 

children to meet the state’s academic achievement standards 

7. Strategies to increase parental involvement in activities such as family 

literacy services 

Section VII 

Section VII 

8. Coordination and integration of federal, state, and local services and 

programs 

Section VIII 

9. On-going evaluation of the targeted assistance program and revision of the 

program to better meet student needs 

Appendix N 



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Vista del Lago SPSA 2013-14 - Moreno Valley Unified School District

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