Vista del Lago SPSA 2013-14 - Moreno Valley Unified School District
Vista del Lago SPSA 2013-14 - Moreno Valley Unified School District
Vista del Lago SPSA 2013-14 - Moreno Valley Unified School District
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MORENO VALLEY UNIFIED SCHOOL DISTRICT<br />
The Single Plan for Student Achievement<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
33-67124-3331071<br />
CDS Code<br />
Date of this revision: 04/<strong>2013</strong><br />
The Single Plan for Student Achievement (<strong>SPSA</strong>) is a plan of actions to raise the academic performance of all students to<br />
the level of performance goals established under the California Academic Performance Index. California Education Code<br />
sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all<br />
school plans for programs funded through the <strong>School</strong> and Library Improvement Block Grant, the Pupil Retention Block<br />
Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.<br />
For additional information on school programs and how you may become involved locally, please contact the following<br />
person:<br />
Contact Person: Patricia Bazanos<br />
Position:<br />
Principal<br />
Telephone Number: 951-571-4880<br />
Address:<br />
15150 Lasselle Ave.<br />
<strong>Moreno</strong> <strong>Valley</strong>, CA 92551<br />
E-mail address: pbazanos@mvusd.net<br />
The <strong>District</strong> Governing Board approved this revision of the <strong>School</strong> Plan on July 16, <strong>2013</strong>.<br />
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I. Table of Contents<br />
Due<br />
I. Table of Contents<br />
II. <strong>School</strong> Vision and Mission<br />
(October)<br />
III. <strong>School</strong> Profile & Demographics<br />
(October)<br />
IV. Comprehensive Needs Assessment Components<br />
(October)<br />
V. Description of Barriers Related to <strong>School</strong> Goals and Proposed Resolutions (October)<br />
VI. Planned Improvements in Student Performance<br />
(October)<br />
VII. <strong>School</strong> Strategies for Improvement<br />
(November)<br />
VIII. Coordination and Integration of Services and Programs<br />
(November)<br />
Appendix A: <strong>School</strong> and Student Performance Data:<br />
California Standardized Testing (CST) Results:<br />
All Students<br />
African American Students<br />
Asian Students<br />
Hispanic/Latino Students<br />
White Students<br />
English Learner Students<br />
SED Students<br />
Academic Performance Index (API) by Student Group<br />
Adequate Yearly Progress (AYP) by Student Group:<br />
English Language Arts<br />
Mathematics<br />
Title I Accountability - AMAO1, AMAO2, Annual Growth:<br />
<strong>School</strong> Data<br />
<strong>District</strong> Data<br />
California English Language Development (CELDT) Data<br />
Appendix B: Programs Included in this Plan: (January)<br />
State Programs<br />
Federal Programs<br />
Appendix C: Budget Pages: (February)<br />
Economic Impact Aid/Limited English Proficient (EIA-LEP)<br />
Title I, Part A, Improving the Academic Achievement of the Disadvantaged<br />
Quality Education Investment Act (QEIA)<br />
Carl Perkins Grant<br />
Appendix D: <strong>2013</strong>-<strong>14</strong> Centralized Services<br />
Appendix E: <strong>School</strong> Site Council Membership (March)<br />
Appendix F: Recommendations and Assurances (May)<br />
Appendix G: Parent Involvement Policy<br />
Appendix H: Parent Compact Gui<strong>del</strong>ines (Title I <strong>School</strong>s)<br />
Appendix I: <strong>School</strong> Parent Compact (All <strong>School</strong>s)<br />
Appendix J: SSC Bylaws<br />
Appendix K: Positions Funded by <strong>School</strong>’s Categorical Programs<br />
Appendix L: Required <strong>School</strong>wide Program Plan Components<br />
Appendix M: Title I Program Improvement Addendum<br />
Appendix N: <strong>SPSA</strong> Title I Targeted Assistance (TAS) Requirements
II. <strong>School</strong> Vision and Mission Statements<br />
Vision Statement<br />
In recognition of the partnership that exists with higher education, <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong>, a diverse educational<br />
community, integrates technology and provides a rigorous and innovative instructional program. Our middle college<br />
partnership and our career pathways are two of the many ways we see this vision in effect. A collaborative team of highly<br />
qualified educators, students, parents, and community members assist students in acquiring marketable tools and<br />
essential values conducive to becoming productive, responsible learners who are assets to American society, and the<br />
global community we all share.<br />
Mission Statement<br />
It is the mission of <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> to create a culture of excellence.<br />
.<br />
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III. <strong>School</strong> Profile & Demographics<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> opened for the purpose of serving the students, parents, and surrounding multi-ethnic community in the<br />
southeastern quadrant of <strong>Moreno</strong> <strong>Valley</strong>, California for the first time in the 2002-2003 school year, with a student<br />
population of 1,302. In the 2012-13 school year, the school’s stakeholders remain dedicated to maintaining the highly<br />
collaborative community of educators, students, staff, parents, and community members that the original stakeholders<br />
envisioned. <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> has achieved its ultimate goal, which was to create comprehensive high school<br />
programs and offer a unique opportunity to participate in pathways to multiple career options. Today, <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong><br />
serves approximately 2,600 students through the joint collaboration of 150 staff members, numerous and highly<br />
supportive parents, and the outstanding surrounding community.<br />
The academic program at <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> is organized into career pathways: Visual and Performing Arts (VAPA); Pre-<br />
Engineering; Information Technology and Business; and Health Academy. Funds provided through the Carl Perkins<br />
Grant were used to help in the set up of <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong>’s pathway offerings. Pathway leads have secured additional<br />
funding in recent years through other available grant resources. Students enrolled in pathway programs receive<br />
instruction in the required core areas of English, mathematics, science, social science, and also in chosen electives<br />
related to their pathway discipline. The enrollment in the pathway programs is ever increasing due to factors such as the<br />
8th Grade Visitation days that take place in the Spring. Additionally, the increased interest in these programs is the result<br />
of the hard work of pathway leads and teachers who promote the benefits of their pathways to the students.<br />
AVID classes are increasing in number at <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong>. As of 2012-13 the AVID enrollment has increased from 170<br />
students to more than 270, with a significant increase expected in the next school year. Our AVID Coordinator has been<br />
diligent in finding content teachers who are willing to dedicate their classes to as many AVID students as possible,<br />
teaching with the AVID strategies and Cornell note-taking.<br />
• We have spent the past six years beginning the journey to become a Professional Learning Community; the entire<br />
school and all departments have developed meeting norms; we adopted new shared Mission and Vision<br />
statements; all departments have outlined essential standards and common assessments, and are actively<br />
engaged in analysis of assessment data. The PLC process has allowed each department to create curriculum<br />
specific common assesments. The PLC process has also allowed each department to share best practices on a<br />
regular basis.<br />
• The Graduation ceremonies began being broadcast online with the class of 2008/2009; several of the relatives of<br />
graduates who are serving our country in the armed forces in places as far away as Iraq are able to see their<br />
loved ones graduate in real time.<br />
• In excess of $1 million worth of scholarships were awarded to <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> graduates annually beginning<br />
with the class of 2011-2012.<br />
• The Read 180 Program continues to service 9th and 10th grade students. It continues to be a very successful<br />
program for our students with reading deficiencies.<br />
• Reading levels for all students will be assessed to ensure proper placement and inform instruction.<br />
• In 2011-2012 all Algebra 1 math classes received SMART boards, student response systems, and a wireless<br />
slate. In 2012-<strong>2013</strong> we added a minimum of four student computers to each Algebra 1 class.<br />
• The AVENTA online educational programs have allowed students to make up classes, including those meeting A-<br />
G requirements, working independently. Students can make up both core and elective classes.<br />
• <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> was the the first school to use the online student registration capability of Infinite Campus and<br />
continues to do so.<br />
• Eighth grade students who will attend <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> as 9th graders attended an all-day 8th grade visitation day in<br />
March; these students attend mini-classes in each pathway, and register online for their classes for freshman<br />
year.<br />
• Our existing 9th, 10th, and 11th graders are also registering online for their classes in our computer labs with<br />
counselors over four days. This enables a master schedule to be created starting in March for the next school<br />
year, which allows for tailoring schedule to student needs.<br />
• 9th and 10th graders who are deficient in English skills are scheduled into CAHSEE English support in addition to<br />
one period of grade-level English core curriculum.<br />
• 9th and 10th graders who are deficient in Math skills are scheduled into CAHSEE Math support and may also be<br />
enrolled in one period of grade-level Math core curriculum.<br />
• Portfolio tracking sheets are in use so that the progress of students through the writing portfolio process can be<br />
tracked, and data can be extracted to aid in showing growth and/or modifying the portfolio process.<br />
• English Language Development will offer classes to parents at night to increase awareness of college<br />
requirements. The curriculum is called Graciela’s Dream.<br />
• In 2012-<strong>2013</strong> all students, including seniors, were required to take six classes. Exceptions were made to allow for<br />
ROP, internships, employment, or other considerations. This was successful and will continue going forward.<br />
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• Planners will be provided and required for all students in grades 9 through 12.<br />
• Rosetta Stone licenses will offered to some English Learner students and their parents.<br />
<strong>Moreno</strong> <strong>Valley</strong> <strong>Unified</strong> <strong>School</strong> <strong>District</strong> is in Program Improvement (PI) Year 3+ Status. The district is committed to improve<br />
curriculum, instruction, and student performance in order to exit Program Improvement. In addition the district will:<br />
• Continue to implement the Local Education Agency (LEA) Plan<br />
• Reserve at least ten percent of our annual Title I allocation to provide professional development for teachers,<br />
administrators and paraprofessionals.<br />
• Continue to provide assistance to schools identified for Program Improvement.<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> is not in Program Improvement.<br />
Our school works closely with the district staff to ensure our school plan includes:<br />
• Strategies, policies, and practices that utilize scientifically-based research and have the greatest likelihood of<br />
ensuring that all groups of students will meet the state’s achievement targets<br />
• High quality professional development for school staff that will lead to removing the school from PI status<br />
• Strategies to promote effective parental involvement in the school
IV. Comprehensive Needs Assessment Components<br />
Annual Year-End Evaluation of <strong>School</strong> Plan Objectives<br />
Comprehensive <strong>School</strong> Plan<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
Annual Year-End Evaluation<br />
of <strong>School</strong> Plan Objectives<br />
<strong>2013</strong>-<strong>14</strong><br />
Directions: Please review your school plan objectives for Teaching and Learning from 2011-2012 and complete this form<br />
for each objective. Please mark each school plan objective as MET, NOT MET, or NOT MEASURABLE. Provide a<br />
narrative explanation in the space provided for any objectives that were not met.<br />
Objectives<br />
API<br />
SCHOOL GOAL 1:<br />
Academic Performance Indicator (API) growth targets will be met for Overall and all significant subgroups.<br />
Subgroup API Met API<br />
Overall 665 Yes<br />
African American 617 No<br />
Hispanic 658 Yes<br />
White 748 Yes<br />
SED 642 Yes<br />
English Learner 621 Yes<br />
SWD 447 Yes<br />
Met / Not Met / Not Measurable<br />
Not met.<br />
AYP ELA/MATH<br />
SCHOOL GOAL 2:<br />
Adequate Yearly Progress (AYP) targets will be met for Overall and all significant subgroups.<br />
ELA<br />
Subgroup<br />
% Proficient/Advanced<br />
Met AYP<br />
(Indicate if target was met<br />
through Safe Harbor with SH)<br />
Overall 35.3 No<br />
African American 35.9 No SH<br />
Hispanic 31.4 No<br />
White 47.1 --<br />
SED 28.7 No SH<br />
English Learner 26.9 No<br />
SWD 11.8 --<br />
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MATH<br />
Subgroup<br />
% Proficient/Advanced<br />
Met AYP<br />
(Indicate if target was met<br />
through Safe Harbor with SH)<br />
Overall 36.1 No<br />
African American 29.2 No<br />
Hispanic 33.4 No<br />
White 57.7 --<br />
SED 30.5 No<br />
English Learner 32.7 Yes<br />
SWD 12.5 --<br />
Met / Not Met / Not Measurable<br />
Not met.<br />
AMAO 1<br />
SCHOOL GOAL 3:<br />
AMAO 1 – The target percent of EL students will gain 1 or more CELDT levels in language proficiency.<br />
Not met.<br />
AMAO 2<br />
SCHOOL GOAL 4a:<br />
AMAO 2 – A target percentage of English Learner (EL) students with LESS THAN 5 years of EL instruction will reach<br />
English language proficiency (CELDT Levels 4 or 5).<br />
Not met.<br />
AMAO 2<br />
SCHOOL GOAL 4b:<br />
AMAO 2 – A target percentage of English Learner (EL) students with MORE THAN 5 years of EL instruction will reach<br />
English language proficiency (CELDT Levels 4 or 5).<br />
Not met.<br />
R-FEP<br />
SCHOOL GOAL 5:<br />
A target percent of English learners will be reclassified as English proficient (RFEP).<br />
Met.<br />
Narrative Explanation for each objective not met:<br />
API<br />
<strong>Vista</strong> Del <strong>Lago</strong> high school met the 2011-2012 overall API target, growing by 20 points and exceeding the base target by<br />
12 points. The school saw increases in all categories except for African American students, which declined by 4.<br />
In 2012-<strong>2013</strong>, we partnered with the Council of African American Parents to provide a Saturday school and college<br />
visitation program, with an emphasis on helping African American students succeed.
AYP ELA<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High did not meet the 2012, AYP goal in English Language Arts.<br />
Recommendations include:<br />
None of our subgroups met AYP ELA. All subgroups were a priority for targeted interventions during the 2012-13 school<br />
year.<br />
English language will implement more writing in classes. A narrowing of the focus on standards to provide greater depth.<br />
AYP MATH<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High also did not meet the 2012, AYP goal in Mathematics<br />
Additional professional development, and materials were purchased to meet the academic needs of students who have<br />
not met the Algebra I graduation requirement. A pilot program using the iPads for Algebra 1 classes was begun in 2012-<br />
<strong>2013</strong>. At least four student computers were added to every Algebra 1 classrooms.<br />
Total number of <strong>School</strong> Plan Objectives: 6<br />
Total number of <strong>School</strong> Plan Objectives met: 1<br />
Percentage of number of <strong>School</strong> Plan Objectives met: 16.66%
Comprehensive Needs Assessment Components<br />
A. Data Analysis<br />
I. English-Language Arts<br />
English Language Arts AYP<br />
CAHSEE ELA - 2011-2012<br />
Last year, the passing rate for 10th graders in English fell from 72% to 70%.<br />
Recomendations:<br />
• Retain Collaboration period for Resource teachers in English Language Arts classes.<br />
• Continue to provide skills classes for students who are struggling in ELA based on State testing, teacher<br />
recommendations, SRI test scores, and CST scores.<br />
• Read 180 block period to provide extra-assistance in basic reading strategies for students who score basic to far<br />
below basic on the CSTs in ELA.<br />
• Continue to provide accommodations and modifications for students with disabilities documented in their IEP.<br />
• The subgroups with the lowest proficiency rates are the English Learners and SWD. These subgroups a will be a<br />
priority for interventions<br />
II. Mathematics<br />
ALGEBRA 1<br />
In 2010, about 75% of students tested Below Basic or Far Below Basic on the CST Algebra 1 assessment. In 2011, only<br />
51% fell into the bottom two categories.<br />
CAHSEE Math<br />
Students passing the Math CAHSEE dropped slightly from 71% to 69% of 10th graders passing the test. In the previous<br />
four years passing rates were 64%, 66%, 60% and 64%.<br />
The Title I school-wide program was implemented at <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> for the 2012-13 school year.<br />
We focused on areas of student need, specifically English and Math with additional support to include tutors, professional<br />
development for teachers, and technology to support supplemental needs.<br />
Recommendations:<br />
• Hire AVID tutors to provide additional assistance.<br />
• Provide tutoring in all subjects before and after school.<br />
• Parent Math Nights will be provided for students in Algebra I to help support Math instruction at home.<br />
• A .6 FTE Math Coach will be maintained to monitor the progress of the students in the program and to assist with<br />
program implementation, as well as provide additional instructional support for teachers in identifying best<br />
practices and ways of implementing effective instructional strategies.<br />
• CAHSEE/STAR test prep<br />
• Continue to provide accommodations and modifications for students with disabilities documented in their IEP.<br />
III. English Learners<br />
• AMAO 1 percent met was 40.6% and did not meet the NCLB target.<br />
• AMAO 2 percent met for students with less than 5 years of EL instruction is 0% and did not meet the NCLB target<br />
of 20.1%.<br />
• AMAO 2 percent met for students with more than 5 years of EL instruction is 28.4% and did not meet the NCLB<br />
target of 45.1%.<br />
• AMAO 3 score for ELA did not meet the target.<br />
• AMAO 3 score for Math students met the target.<br />
• The reclassification rate stayed consistent at 20% and met the goal of 10%
Recommendation:<br />
• Provide Parenting classes to parents of ELL students.<br />
• Increase parental support for ELL students by use of phone dialer, website, marquee, parent meetings/trainings,<br />
and morning announcements.<br />
• Encourage, Inform and Educate parents regarding graduation requirements, importance of school attendance and<br />
post graduate opportunities for students.<br />
• Develop a SDAIE team of teachers that share a common prep to collaborate, identify effective instructional<br />
strategies for ELL students, utilize SIOP strategies, collect and analyze data, develop common assessments.<br />
• The testing environment will be modified to help ensure student scores accurately reflect their abilities. The<br />
testing period will be during the school year and conducted over a several day period allowing for testing in<br />
smaller groups.<br />
• The test will be promoted school wide during announcements to emphasize the significance of the test.<br />
IV. Students with Disabilities<br />
• Results of the 2011-2012 API showed an increase of 58 points, significantly more than the 21 base point increase<br />
goal, and met the API.<br />
• Use of a test for special accomodations, which adjusts scores downward contributed to the one-time significant<br />
decline in test scores the previous year.<br />
• There is a significant achievement gap in the CAHSEE passing rate for SWD and other students.<br />
• Mainstreaming programs continue to improve student's growth; therefore, these programs will continue for <strong>2013</strong>-<br />
<strong>14</strong>.<br />
• SDC CAHSEE Preparation and Skills classes for Mild to Moderate students will continue for the <strong>2013</strong>-<strong>14</strong> school<br />
year.<br />
• Ninth grade SDC NSH students are enrolled in Algebra Readiness classes.<br />
• Special Day Classes will continue to use the same core material as general education classes.<br />
• READ 180 for students in the Far Below Basic, Below Basic and Basic bands will continue.<br />
• Special Education continues to offer a spectrum of services to ensure Free and Appropriate Public Education in<br />
the least restrictive environment, from Mild to Moderate disabilities, as well as, Moderate to Severe students.<br />
• The RSP mo<strong>del</strong> <strong>del</strong>ivers a range of services from minimum weekly pullout to daily RSP Skills support classes.<br />
• Paraprofessional staff will continue to play an important role in <strong>del</strong>ivering services.<br />
• The Instructional Assistants’ assignment may vary from helping general education teachers in the regular<br />
classroom environment to fulltime one-on-one assistance for students with more severe disabilities.<br />
B. Surveys<br />
I. Staff Surveys<br />
Results<br />
1. The surveys were overwhelmingly positive with indicated strengths being school climate, school culture, rigorous<br />
standards-based curriculum and instruction.<br />
2. Teachers and staff indicate areas of focus are communication, collaboration, and leadership.<br />
II. Parent Surveys<br />
Conducted March 2012.<br />
General results indicated that<br />
1. Parents feel area of strenghts are feeling positive about the majority of issues relating to curriculum and instruction,<br />
and comminication with the school.<br />
2. Parents are satisfied that students are learning what they need to learn in order to graduate on time.<br />
Area of need:<br />
Positive parent-teacher communications geared toward improving parent's ability to assist their children at home with<br />
homework.
III. Healthy Kids Survey or other student survey<br />
N/A<br />
IV. Other Surveys<br />
C. Classroom Walk-through Observations<br />
Regular informal and formal Classroom Walk-Throughs are conducted on a frequent basis to ensure fi<strong>del</strong>ity to standards<br />
based instruction and that student academic needs are being met. Administrators noting use of the white boards to post<br />
standards and objectives, scope and seqence alligned with textbooks, front-loading of academic vocabulary, and real-life<br />
situations intersperced with instruction. Information collected by classroom observations becomes another critical<br />
component of school wide assessments to improve teaching strategies and drive instructional decision-making within the<br />
broader context of the school's Professional Learning Community Goals and Mission.<br />
D. Student Work<br />
Professional Learning Communities work together to design common assessments for students in individual subjects<br />
within departments. Common grading practices and rubrics are used to analyze the results of the common assessments.<br />
Student work (student performance) is used to inform instruction and to determine next steps, re-teaching, re-testing, and<br />
intervention strategies. Student performance in Math and English has been showing an upward trend over the past five<br />
years as demonstrated by the increasing CAHSEE pass rate.
V. Description of Barriers Related to <strong>School</strong> Goals and Proposed Resolutions<br />
The state fiscal budget crisis is a major barrier that will have to be addressed and planned for. It has resulted in increased<br />
class sizes, increased size of intervention classes, a reduction in the ability to hire instructional aides to work in<br />
intervention classes, a lack of funds to pay teachers to tutor, to purchase instructional materials, supplies, technology, and<br />
supplemental materials. Finally, decreased funding to public schools has resulted in a decrease in the number of classes<br />
offered through Credit Recovery and Summer <strong>School</strong>, which has a direct effect on the graduation rate and the number of<br />
students meeting graduation requirements. All areas of intervention, staff development, educational technology<br />
purchases, and supplemental materials will be impacted by the lack of funding to some degree. To minimize the impact of<br />
this financial crisis we must plan for prudent use of our site funds and moniter them closely. This will be the only means of<br />
resolution.<br />
12
VI. Planned Improvements in Student Performance<br />
The school site council has analyzed the academic performance of all student groups and has considered the<br />
effectiveness of key elements of the instructional program for students failing to meet Academic Growth targets. As a<br />
result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of<br />
student groups not meeting state standards:<br />
All <strong>School</strong>s<br />
SCHOOL GOAL 1:<br />
Academic Performance Indicator (API) growth targets will be met for Overall and all significant subgroups.<br />
Student groups and grade levels to participate in this goal:<br />
All students<br />
Anticipated annual performance growth for each group:<br />
Overall: 7<br />
Black/African-American: 9<br />
Hispanic: 8<br />
Socially Economic Disadvantaged: 9<br />
English Learners: 11<br />
Students with Disabilities: 21<br />
Means of evaluating progress toward this goal:<br />
Analysis of data from API results.<br />
EADMS data<br />
Grades<br />
Tests<br />
Semester Grade Reports<br />
Standardized Testing<br />
Group data to be collected to measure academic gains:<br />
California State Department of Education API Growth Report and<br />
Data Profile Report from Key Data Systems<br />
13
All <strong>School</strong>s<br />
SCHOOL GOAL 2:<br />
Adequate Yearly Progress (AYP) targets will be met for Overall and all significant subgroups.<br />
Student groups and grade levels to participate in this goal:<br />
All students<br />
Anticipated annual performance growth for each group:<br />
<strong>2013</strong>-<strong>14</strong> Targets<br />
Part API ELA Math<br />
Overall: 95 800 88.9 88.7<br />
Black/African-American: 95 800 88.9 88.7<br />
Hispanic: 95 800 88.9 88.7<br />
White: 95 800 88.9 88.7<br />
Socially Economic Disadvantaged: 95 800 88.9 88.7<br />
English Learners: 95 800 88.9 88.7<br />
Students with Disabilities: 95 800 88.9 88.7<br />
Means of evaluating progress toward this goal:<br />
API data<br />
EADMS data<br />
Grades<br />
Tests<br />
Semester Grade Reports<br />
Standardized Testing<br />
Benchmark Assessments<br />
Group data to be collected to measure academic gains:<br />
California State Department of Education AYP Reports and Data<br />
Profile Report from Key Data Systems
Student groups and grade levels to participate in this goal:<br />
All students<br />
High <strong>School</strong>s Only<br />
The graduation rate will:<br />
Meet or exceed the minimum graduation rate requirement of<br />
72.12 .<br />
The overall API score will:<br />
meet the minimum criteria of 800 or higher<br />
OR<br />
Means of evaluating progress toward this goal:<br />
Analysis of data from AYP results and graduation rate.<br />
Counselor Reports<br />
EADMS Data<br />
Enrollment Reports<br />
Key Data Reports<br />
Collaboration with Accountability and Assessment<br />
grow at least one point.<br />
Group data to be collected to measure academic gains:<br />
California State Department of Education AYP Reports and Data<br />
Profile Report from Key Data Systems
All <strong>School</strong>s<br />
SCHOOL GOAL 3:<br />
AMAO 1 – The target percent of EL students will gain 1 or more CELDT levels in language proficiency.<br />
Student groups and grade levels to participate in this goal:<br />
English Learners<br />
Means of evaluating progress toward this goal:<br />
CELDT test data<br />
Monitoring progress of English Learners<br />
ELD grades<br />
Report Cards<br />
Anticipated annual performance growth for each group:<br />
59% of all English Learners will gain 1 or more CELDT levels in<br />
language proficiency<br />
Group data to be collected to measure academic gains:<br />
Title III Accountability Report (CDE)
All <strong>School</strong>s<br />
SCHOOL GOAL 4a:<br />
AMAO 2 – A target percentage of English Learner (EL) students students with LESS THAN 5 years of EL instruction will reach English<br />
language proficiency (CELDT Levels 4 or 5).<br />
Student groups and grade levels to participate in this goal:<br />
English Learners<br />
Means of evaluating progress toward this goal:<br />
CELDT test data<br />
ELD grades<br />
Report cards<br />
Standardized Tests scores<br />
Reclassification process<br />
Anticipated annual performance growth for each group:<br />
22.8% of all English Learners with less than 5 years of EL<br />
instruction will be classified as English Language proficient<br />
Group data to be collected to measure academic gains:<br />
Title III Accountability Report (CDE)<br />
All <strong>School</strong>s<br />
SCHOOL GOAL 4b:<br />
AMAO 2 – A target percentage of English Learner (EL) students with MORE THAN 5 years of EL instruction will reach English<br />
language proficiency (CELDT Levels 4 or 5).<br />
Student groups and grade levels to participate in this goal:<br />
English Learners<br />
Means of evaluating progress toward this goal:<br />
CELDT test data<br />
Anticipated annual performance growth for each group:<br />
49.0% of all English Learners with more than 5 years of EL<br />
instruction will be classified as English Language proficient<br />
Group data to be collected to measure academic gains:<br />
Title III Accountability Report (CDE)
All <strong>School</strong>s<br />
SCHOOL GOAL 5:<br />
A target percent of English learners will be reclassified as English proficient (RFEP).<br />
Student groups and grade levels to participate in this goal:<br />
English Learners with an overall CELDT score of 3 or higher<br />
Means of evaluating progress toward this goal:<br />
CELDT test data<br />
Anticipated annual performance growth for each group:<br />
10% of English Learners with an overall CELDT score of 3 or<br />
higher will be reclassified as English Proficient<br />
Group data to be collected to measure academic gains:<br />
R-30 Report
VII. <strong>School</strong> Improvement Strategies<br />
SCHOOL STRATEGY 1:<br />
Ensure full implementation of the adopted core academic programs by all teachers. Core adopted programs include intervention programs for target populations.<br />
Actions<br />
Ensure that core and intervention materials are in full use; teachers have all<br />
the support materials, and all students have textbooks to use in class and at<br />
home for homework.<br />
Teachers use pacing guides following the specified timelines.<br />
Teachers administer the embedded assessments as specified by the<br />
assessment calendar and/or pacing guide.<br />
Special education teachers follow the pacing guides for the “essential<br />
standards”.<br />
Monitor full use of instructional materials and the teaching of standards.<br />
Monitor implementation of appropriate instructional minutes for English,<br />
language arts and mathematics.<br />
Ensure that all course materials are in full use: teachers and staff have all the<br />
support materials and equipment, and all students have course specific<br />
textbooks/resource materials to use in class and at home.<br />
Ensure that target population of EL students is receiving full instructional<br />
support and assistance<br />
Person(s) Involved<br />
Timeline<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
EL Specialist<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Paper for EADMS scan<br />
sheets<br />
Ink<br />
.6 EL Specialist/ Including<br />
benefits<br />
4 EL Instructional<br />
Assistants including benefits<br />
Estimated<br />
Cost<br />
$473 Title I<br />
$63,676 EIA-LEP<br />
$69,099<br />
EIA-LEP<br />
Funding<br />
Source(s)<br />
Supplemental materials<br />
Parent Involvement -<br />
instructional seminars<br />
Extra duty for instructional<br />
assistants<br />
Printing and supplies<br />
Certificated extra duty<br />
Staff development<br />
Consultants<br />
20 Rosetta Stone licenses<br />
for students<br />
$8,835<br />
$1,000<br />
$37,785<br />
$500<br />
$6,000<br />
EIA<br />
EIA<br />
EIA<br />
EIA<br />
EIA<br />
19
Actions<br />
Person(s) Involved<br />
Timeline<br />
Related<br />
Expenditures*<br />
$8,000<br />
Estimated<br />
Cost<br />
EIA<br />
Funding<br />
Source(s)<br />
$7,000<br />
EIA<br />
$2,000<br />
EIA<br />
Algebra 1 and CAHSEE math skills PLCs work collaboratively to bring<br />
across-the-board, research-based instruction to students via use of common<br />
assessments, analysis of the data, and consistent professional development.<br />
All English teachers not previously trained will received Step Up to Writing<br />
training.<br />
Departments define key areas of critical thinking for their subject area (not the<br />
standard, but the skill necessary to meet the standard)<br />
Continue to develop and expand Pathway opportunities.<br />
AVID tutors to be put in place to improve student achievement.<br />
Educational consultants<br />
Administration and Math<br />
Department<br />
8/<strong>2013</strong> - 6/20<strong>14</strong><br />
Administration and English<br />
Department<br />
8/<strong>2013</strong> - 6/20<strong>14</strong><br />
Administration and all<br />
departments<br />
8/<strong>2013</strong> - 6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration and AVID<br />
Coordinator<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Supplemental materials $5,000 Title I<br />
AVID tutors $10,000 Title I<br />
$10,000 Title I<br />
* If funds appropriate to this goal are allocated to the school, list each proposed expenditure. <strong>School</strong>s participating in programs for which the school receives no allocation may omit proposed<br />
expenditures.
VII. <strong>School</strong> Improvement Strategies (continued)<br />
SCHOOL STRATEGY 2:<br />
Professional development for instructional staff.<br />
Actions<br />
Ensure that teachers will collaborate by grade level or department a minimum<br />
of 2 hours monthly to review the results of curriculum embedded student<br />
assessments and make instructional decisions.<br />
Ensure that site level professional development focuses on supporting<br />
teachers to fully implement the core and intervention programs in<br />
English/language arts and mathematics.<br />
Ensure that teachers are provided training in the use of effective instructional<br />
strategies.<br />
Ensure that teachers are provided training in use of technology.<br />
Provide release-time for conferences, training, and collaboration.<br />
Person(s) Involved<br />
Timeline<br />
Administration and department<br />
chairs<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Administration and math coach<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Professional Development:<br />
AVID training<br />
CABE conference<br />
CATE conference<br />
Training for teaching at-risk<br />
students<br />
Math training<br />
Technology training<br />
Software application training<br />
PLC training<br />
AP training<br />
Common Core training<br />
Innovate Ed<br />
$25,000<br />
Estimated<br />
Cost<br />
Title I<br />
Funding<br />
Source(s)<br />
Substitutes for conferences<br />
Substitutes for teacher<br />
release time including<br />
benefit<br />
Title I<br />
$30,000<br />
Ensure that principals and teachers have training in ELD, SDAIE, SIOP<br />
(Sheltered Instruction Observation Protocol), SALT (Secondary Academic<br />
Language Techniques) and/or CIELO (Content Instruction for EL<br />
Opportunities Institute for Principals) strategies and in how to build academic<br />
language for all English Learners.<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
21
Actions<br />
Ensure that all classes have appropriate technological equipment and<br />
materials to facilitate student participation and achievement.<br />
Person(s) Involved<br />
Timeline<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Technology under $500<br />
needed for digital<br />
classrooms, including<br />
computers to support Read<br />
180 supplemental<br />
instruction, eReaders/Nooks<br />
for Read 180, computers to<br />
support supplemental<br />
instruction in classes where<br />
needed.<br />
Estimated<br />
Cost<br />
$60,000 Title I<br />
Funding<br />
Source(s)<br />
Offer staff development and planning time for implementing daily warm-ups<br />
which should include test preparation (testing strategies, release test<br />
questions, testing vocabulary, and content specific vocabulary).<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Further integrate technology into both teacher lesson plans and student work;<br />
continue staff development training for use of technology in instruction<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
* If funds appropriate to this goal are allocated to the school, list each proposed expenditure. <strong>School</strong>s participating in programs for which the school receives no allocation may omit proposed<br />
expenditures.
VII. <strong>School</strong> Improvement Strategies (continued)<br />
SCHOOL STRATEGY 3:<br />
Interventions for target student populations.<br />
Actions<br />
Eligible students, including EL, SWD, and targeted students are enrolled in<br />
appropriate classes and receive strategic interventions as needed (Math180,<br />
Read 180, CAHSEE Curriculum, Milestones, etc.)<br />
Person(s) Involved<br />
Timeline<br />
Counselors and administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Supplemental Materials and<br />
software licenses for<br />
Interventions: Math 180,<br />
Read 180 intervention<br />
upgrades<br />
(site licenses, etc.),<br />
CAHSEE prep, CST Prep<br />
Estimated<br />
Cost<br />
$65,000 Title I<br />
Funding<br />
Source(s)<br />
Support supplemental programs for English Learners and Students with<br />
Disabilities.<br />
Administration and EL Specialist<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Offer (in conjunction with the <strong>District</strong>) intercession/interventions and/or<br />
summer school programs for target populations.a. English Learners b. SWD<br />
c. African American students d. Hispanic students e. SED<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Offer (in conjunction with the <strong>District</strong>) credit recovery options<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Offer (in conjunction with the <strong>District</strong>) CAHSEE preparation classes for<br />
eligible high school students<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Increase AVID participation<br />
Administration and AVID<br />
Coordinator<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Technology equipment over $500 $6,000 Title I<br />
Test preparation interventions.<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Extra duty pay for tutoring and collaboration.<br />
Administration and Categorical<br />
Facilitator<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Extra duty pay $30,383 Title I<br />
23
Actions<br />
One .6 FTE Math Coach - Intervention Teacher.<br />
Person(s) Involved<br />
Timeline<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Estimated<br />
Cost<br />
60% Math Coach<br />
$52,213<br />
Title I<br />
Funding<br />
Source(s)<br />
One .2 FTE Title I coordinator<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
20% Title I coordinator<br />
$17,404<br />
Title I<br />
Benefits for .8 FTE, substitutes, and extra duty<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
$23,618 Title I<br />
* If funds appropriate to this goal are allocated to the school, list each proposed expenditure. <strong>School</strong>s participating in programs for which the school receives no allocation may omit proposed<br />
expenditures.
VII. <strong>School</strong> Improvement Strategies (continued)<br />
SCHOOL STRATEGY 4:<br />
Effective parent involvement.<br />
Actions<br />
Facilitate two-way communication by aligning the site parent communication<br />
plan with the district’s communication plan.<br />
Person(s) Involved<br />
Timeline<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Estimated<br />
Cost<br />
Funding<br />
Source(s)<br />
Identify and provide resources, information, and training for parents based on<br />
site needs assessment.<br />
Administration and department<br />
chairs<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Extra duty for after school<br />
training<br />
Conferences<br />
Printing costs<br />
Website<br />
Training classes<br />
Speakers<br />
Maintain school website<br />
$3,400<br />
Title I<br />
Involve parents in the planning, implementation and evaluation of AP classes. Administration and AP<br />
Coordinator<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Ensure that parents of English Learners participate in a functioning English<br />
Learner’s Advisory Committee (ELAC).<br />
Administration and EL Specialist<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Child care<br />
Interpreter<br />
Certificated extra duty<br />
Printing<br />
Instructional Materials<br />
Encourage parents to become volunteers on campus (encourage bilingual<br />
parents to assist EL 1 & 2 students)<br />
Administration and EL Specialist<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Increase parent awareness and participation in the teaching/learning process;<br />
increase parent use of Infinite Campus Parent Portal and/or website use;<br />
increase teacher use of school website, Parent Link phone dialer<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Continue to provide parents information in the parent’s language on grade<br />
level standards and expectations for learning, requirements for graduation,<br />
CAHSEE, English Proficiency and available interventions.<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Rosetta Stone - 10 licenses<br />
and headphones<br />
$1,000 EIA<br />
Send home, in the parent’s language, student assessment results in a timely<br />
manner including annual CELDT and CST results, report cards and on-going<br />
assessment results in a format that is easily understood by parents.<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
25
Actions<br />
Continue to use CELDT assessment results to make instructional decisions<br />
for each English Learner student in reading language arts and to monitor<br />
each student’s progress in acquiring English proficiency<br />
Person(s) Involved<br />
Timeline<br />
Administration and EL Specialist<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Estimated<br />
Cost<br />
Funding<br />
Source(s)<br />
Evaluate the effectiveness of the English Learner program annually and<br />
make adjustments according to annual AMAO assessment results<br />
Administration and EL Specialist<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Use the ELSSA tool to yearly evaluate EL program, revise site EL plan based<br />
on results, and implement additional strategies<br />
Administration, EL Specialist and<br />
Key Data<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
* If funds appropriate to this goal are allocated to the school, list each proposed expenditure. <strong>School</strong>s participating in programs for which the school receives no allocation may omit proposed<br />
expenditures.
VII. <strong>School</strong> Improvement Strategies (continued)<br />
SCHOOL STRATEGY 5:<br />
<strong>School</strong> environment conducive to learning.<br />
Actions<br />
Promote a school climate that supports student academic and personal<br />
growth.<br />
Person(s) Involved<br />
Timeline<br />
Administration and staff<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Estimated<br />
Cost<br />
Funding<br />
Source(s)<br />
Increase attendance to improve student achievement.<br />
Administration and staff<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Promote a culture of high expectations for positive student behavior.<br />
Administration and staff<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Continue use of Intervention screen reports for all attempted contact and<br />
meetings<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Increase student reminders about the availability and use of the school’s<br />
Career Center with posters/announcements and classroom visitations.<br />
Administration and Guidance<br />
Assistant<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Continue full documentation of all parent and student contact; including<br />
scheduled and non-scheduled appointments.<br />
Administration and staff<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Students meet the criteria to be enrolled in a class, (ensure proper placement<br />
for all students, including EL and Special Education); review every student’s<br />
placement before the beginning of the school year.<br />
Administration, counselors, EL<br />
Specialist and teachers<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Students receive a course schedule that fits their individual academic needs.<br />
Administration and counselors<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Continue to provide a transition program for 8th grade students entering high<br />
school and their parents.<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Develop and implement written criteria for appropriate placement of students<br />
in core or intervention classes<br />
Administration and counselors<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
27
Actions<br />
Continue to assess reading level of all incoming students to ensure proper<br />
placement.<br />
Person(s) Involved<br />
Timeline<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Related<br />
Expenditures*<br />
Estimated<br />
Cost<br />
Funding<br />
Source(s)<br />
Assess math ability levels of all incoming students to ensure proper<br />
placement.<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
Field trips<br />
Administration<br />
8/<strong>2013</strong>-6/20<strong>14</strong><br />
$6.000 Title I<br />
* If funds appropriate to this goal are allocated to the school, list each proposed expenditure. <strong>School</strong>s participating in programs for which the school receives no allocation may omit proposed<br />
expenditures.
VIII. Coordination and Integration of Services and Programs<br />
<strong>District</strong> Summary<br />
Categorical Programs collaborates with the Child Welfare and Attendance and Special Education Departments to<br />
coordinate services to students. The McKinney-Vento Homeless Education district liaison collaborates with Central<br />
Registration to facilitate enrollment and accepts referrals for identification by school personnel, teachers, counselors, and<br />
psychologists. The liaison also works with shelters to ensure that all services for which students are eligible are provided.<br />
Special Education students are accessed to all Categorical Program services at all sites that receive state and federal<br />
funds. At the district level, eligible students are included in the provision of choice, transportation, and supplemental<br />
educational services.<br />
A number of schools use categorical funds to provide counseling services for at-risk students, to conduct SSTs, and to<br />
monitor attendance. Elementary schools provide opportunities for articulation between kindergarten parents and first<br />
grade teachers and activities to transition preschool children into kindergarten. They establish channels of<br />
communication, conduct meetings, and provide training in the transition into kindergarten.<br />
<strong>School</strong> Site Summary (Write a summary of how your school coordinates services for all subpopulations.)<br />
Services for subpopulations utilize outside agencies such as the Mental Health Department, Cal Safe, Department of<br />
Social Services, The Youth Academy Team, and the Probation Department.<br />
29
Appendix A: <strong>School</strong> and Student Performance Data<br />
Student Enrollment by Group<br />
Student Group<br />
Percent of Enrollment<br />
Number of Student<br />
2011-12 2012-13 2011-12 2012-13<br />
American Indian 0.3% 10% 7 0.42<br />
African American 19.6% 20.63% 501 497<br />
Asian 2.1% 1.91% 54 46<br />
Filipino 1.8% 1.70% 46 41<br />
Hispanic/Latino 65.7% 66.42% 1,676 1600<br />
Pacific Islander 0.6% 0.33% 16 8<br />
White 8.7% 7.72% 222 186<br />
Multiple/No Response 0.4% 0.04% 9 1<br />
Total Enrollment: 2,551 2409<br />
Student Enrollment by Grade<br />
Grade<br />
Number of Students<br />
2011-12 2012-13<br />
Grade 9 663 637<br />
Grade 10 703 626<br />
Grade 11 622 630<br />
Grade 12 563 513<br />
Total Enrollment: 2,551 2,409<br />
30
Appendix A: <strong>School</strong> and Student Performance Data<br />
California Standardized Testing (CST) Results<br />
All Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient % Basic % Below Basic % Far Below Basic<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 32.0 42 35 34 24 17 9 7<br />
Grade 10 21.0 33 29 35 26 19 24 <strong>14</strong><br />
Grade 11 19.0 34 29 33 23 17 29 16<br />
31
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
All Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient % Basic % Below Basic % Far Below Basic<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9* 0.0 0 0 12 29 28 71 60<br />
Grade 10** * * * * * * *<br />
Grade 11** 19.0 15 33 34 38 45 10 6<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
African American Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 25 43 317.8 334.4<br />
Grade 10 20 28 304.5 313.5<br />
Grade 11 21 28 301.8 315.9<br />
33
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
African American Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9* * * * *<br />
Grade 10** * *<br />
Grade 11** * 9 * 290.3<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
Asian Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 65 * 362.1 *<br />
Grade 10 38 59 342.0 374.7<br />
Grade 11 31 62 325.6 369.9<br />
35
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
Asian Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9*<br />
Grade 10**<br />
Grade 11** * * * *<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
Hispanic/Latino Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 30 38 322.7 334.9<br />
Grade 10 17 30 298.8 323.0<br />
Grade 11 15 32 294.2 319.3<br />
37
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
Hispanic/Latino Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9* * 0 * 260.1<br />
Grade 10** * * * *<br />
Grade 11** 17 15 298.6 300.4<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
White Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 37 60 337.0 365.2<br />
Grade 10 37 46 332.1 338.7<br />
Grade 11 28 46 307.4 347.6<br />
39
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
White Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9* * *<br />
Grade 10**<br />
Grade 11** 17 18 291.0 318.7<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
English Learner Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 2 6 289.4 297.1<br />
Grade 10 0 2 266.7 278.6<br />
Grade 11 2 1 259.2 264.4<br />
41
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
English Learner Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9* * * * *<br />
Grade 10**<br />
Grade 11**<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
Socio-Economically Disadvantaged Students<br />
English-Language Arts<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
English-Language Arts<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9 27 40 320.1 336.6<br />
Grade 10 16 29 297.9 320.7<br />
Grade 11 16 31 295.0 320.0<br />
43
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California Standardized Testing (CST) Results<br />
Socio-Economically Disadvantaged Students<br />
Mathematics<br />
Grade<br />
Level<br />
Performance Data by Grade Level<br />
Mathematics<br />
% At or Above Proficient Mean Scale Score<br />
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13<br />
Grade 9* 0 0 246.3 255.0<br />
Grade 10** * *<br />
Grade 11** 24 12 299.5 297.3<br />
* CST General Mathematics (Grades 6 & 7 Standards)<br />
** CST Summative High <strong>School</strong> Mathematics (Grades 9-11)
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
Academic Performance Index by Student Group<br />
PROFICIENCY<br />
LEVEL<br />
API GROWTH BY STUDENT GROUP<br />
All Students White African-American Asian<br />
2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong><br />
Number Included 1,766 1,706 170 129 327 330 42 36<br />
Growth API 646 665 687 748 623 617 766 785<br />
Base API 640 645 694 688 602 621 731 766<br />
Target-- 8 8 5 6 10 9<br />
Growth-- 6 20 -7 60 21 -4<br />
Met Target No Yes No Yes Yes No<br />
API GROWTH BY STUDENT GROUP<br />
PROFICIENCY<br />
LEVEL<br />
Hispanic<br />
English<br />
Learners<br />
Socioeconomically<br />
Disadvantaged<br />
Students with<br />
Disabilities<br />
2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong><br />
Number Included 1,170 1,<strong>14</strong>6 689 650 1,432 1,350 170 168<br />
Growth API 640 658 589 621 632 642 389 447<br />
Base API 635 638 587 587 628 631 434 390<br />
Target-- 8 8 11 11 9 8 18 21<br />
Growth-- 5 20 2 34 4 11 -45 57<br />
Met Target No Yes No Yes No Yes No Yes<br />
45
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
English-Language Arts Adequate Yearly Progress (AYP)<br />
AYP<br />
PROFICIENCY LEVEL<br />
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP<br />
All Students White African-American Asian<br />
2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong><br />
Participation Rate 95 98 92 99 93 97 100 100<br />
Number At or Above Proficient 253 222 30 24 45 42 8 11<br />
Percent At or Above Proficient 41.8 35.3 62.5 47.1 38.8 35.9 61.5 64.7<br />
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<br />
Met AYP Criteria No No -- -- Yes No -- --<br />
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP<br />
AYP<br />
PROFICIENCY LEVEL<br />
Hispanic<br />
English<br />
Learners<br />
Socioeconomically<br />
Disadvantaged<br />
Students with<br />
Disabilities<br />
2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong><br />
Participation Rate 96 99 96 99 96 99 82 91<br />
Number At or Above Proficient 158 133 58 80 195 104 4 6<br />
Percent At or Above Proficient 38.8 31.4 24.8 26.9 39.1 28.7 8.2 11.8<br />
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<br />
Met AYP Criteria No No No No Yes No -- --<br />
46
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
Mathematics Adequate Yearly Progress (AYP)<br />
AYP<br />
PROFICIENCY LEVEL<br />
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP<br />
All Students White African-American Asian<br />
2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong><br />
Participation Rate 96 99 92 100 94 99 100 100<br />
Number At or Above Proficient 223 229 21 30 34 35 7 10<br />
Percent At or Above Proficient 36.6 36.1 43.8 57.7 29.1 29.2 53.8 58.8<br />
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<br />
Met AYP Criteria No No -- -- No No -- --<br />
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP<br />
AYP<br />
PROFICIENCY LEVEL<br />
Hispanic<br />
English<br />
Learners<br />
Socioeconomically<br />
Disadvantaged<br />
Students with<br />
Disabilities<br />
2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong> 2011 2012 <strong>2013</strong><br />
Participation Rate 96 99 97 99 96 99 80 99<br />
Number At or Above Proficient <strong>14</strong>8 <strong>14</strong>2 57 97 172 111 2 7<br />
Percent At or Above Proficient 36.0 33.4 24.2 32.7 34.3 30.5 4.2 12.5<br />
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<br />
Met AYP Criteria No No No Yes No No -- --<br />
47
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
AMAO Data for <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
Measure<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> <strong>District</strong> State<br />
10-11 11-12 % Difference 10-11 11-12 % Difference 10-11 11-12 % Difference<br />
AMAO 1: Percent Met 43.5% 40.6% -2.90 53 60.6 7.60 54.6%<br />
AMAO 2: Percent Met (Less than 5 Years of<br />
EL)<br />
25.0% -- -25 25.1 26.9 1.80 18.7%<br />
AMAO 2: Percent Met (5 or More Years of EL) 34.1% 28.4% -5.70 41.9 44.5 2.60 43.2%<br />
AMAO 3: Percent Met (CST ELA) 24.8 26.9 2.10 0 67.6%<br />
AMAO 3: Percent Met (CST Math) 24.2 32.7 8.50 0 68.5%<br />
EL Reclassification: 13% 53.1%<br />
* not a significant subgroup<br />
48
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
Title III Accountability Data for <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
AMAO 1<br />
Annual Growth<br />
2010-11 2011-12 2012-13<br />
Number of Annual Testers 453 404<br />
Percent with Prior Year Data 100.0% 100.0%<br />
Number in Cohort 453 404<br />
Number Met 197 164<br />
Percent Met 43.5% 40.6%<br />
NCLB Target 54.6 56.0 57.5<br />
Met Target No No<br />
Attaining English Proficiency<br />
AMAO 2<br />
2010-11 2011-12 2012-13<br />
Years of EL instruction Years of EL instruction Years of EL instruction<br />
Less than 5 5 or More Less Than 5 5 or More Less Than 5 5 or More<br />
Number in Cohort 52 443 28 401<br />
Number Met 13 151 -- 1<strong>14</strong><br />
Percent Met 25.0% 34.1% -- 28.4%<br />
NCLB Target 18.7 43.2 20.1 45.1 21.4 47.0<br />
Met Target Yes No * No<br />
Adequate Yearly Progress for English Learner Subgroup<br />
AMAO 3<br />
2009-10 2010-11 2011-12 2012-13<br />
English-Language Arts Percent Met Target Percent Met Target Percent Met Target Percent Met Target<br />
Participation Rate 97 Yes 96 Yes 99 Yes<br />
Percent Proficient or Above 19.9 No 24.8 No 26.9 No<br />
Mathematics Percent Met Target Percent Met Target Percent Met Target Percent Met Target<br />
Participation Rate 97 Yes 97 Yes 99 Yes<br />
Percent Proficient or Above 22.3 No 24.2 No 32.7 Yes<br />
49
Title III Accountability Data for <strong>Moreno</strong> <strong>Valley</strong> <strong>Unified</strong> <strong>School</strong> <strong>District</strong><br />
AMAO 1<br />
Annual Growth<br />
2010-11 2011-12 2012-13<br />
Number of Annual Testers 8,333 7,701<br />
Percent with Prior Year Data 100 99.9<br />
Number in Cohort 8,332 7,695<br />
Number Met 4,418 4,662<br />
Percent Met 53 60.6<br />
NCLB Target 54.6 56.0 57.5<br />
Met Target No Yes<br />
Attaining English Proficiency<br />
AMAO 2<br />
2010-11 2011-12 2012-13<br />
Years of EL instruction Years of EL instruction Years of EL instruction<br />
Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More<br />
Number in Cohort 6,010 4,021 5,317 3,679<br />
Number Met 1,509 1,686 1,432 1,636<br />
Percent Met 25.1 41.9 26.9 44.5<br />
NCLB Target 18.7 43.2 20.1 45.1 21.4 47.0<br />
Met Target Yes No Yes No<br />
AMAO 3<br />
Adequate Yearly Progress for English Learner Subgroup at the LEA Level<br />
2010-11 2011-12 2012-13<br />
English-Language Arts<br />
Met Participation Rate Yes Yes<br />
Met Percent Proficient or Above No No<br />
Mathematics<br />
Met Participation Rate Yes Yes<br />
Met Percent Proficient or Above No No<br />
Met Target for AMAO 3 No No
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
California English Language Development (CELDT) Data<br />
California English Language Development Test (CELDT) Results for 2011-12<br />
Grade<br />
Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested<br />
# % # % # % # % # % #<br />
9 3 3 38 34 54 48 16 <strong>14</strong> 2 2 113<br />
10 3 3 24 23 57 54 13 12 9 8 106<br />
11 3 3 40 37 52 48 9 8 4 4 108<br />
12 7 9 29 38 27 35 5 6 9 12 77<br />
Total 16 4 131 32 190 47 43 11 24 6 404<br />
51
Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
2011-12 California High <strong>School</strong> Exit Exam (CAHSEE) Results<br />
Grade 10 Combined Test<br />
English-Language Arts<br />
# Tested # Passed % Passed<br />
# Not<br />
Passed<br />
% Not<br />
Passed<br />
Avg.<br />
Score<br />
% Prof. and<br />
Above<br />
All Students Tested 685 485 71.0 200 29.0 366.0 34.0<br />
Male 313 198 63.0 115 37.0 360.0 29.0<br />
Female 372 287 77.0 85 23.0 371.0 37.0<br />
Race/Ethnicity<br />
American Indian or Alaska Native 4 0 0 0 0 0 0<br />
Asian 18 15 83.0 3 17.0 387.0 67.0<br />
Pacific Islander 3 0 0 0 0 0 0<br />
Filipino 8 0 0 0 0 0 0<br />
Hispanic / Latino 451 320 71.0 131 29.0 365.0 31.0<br />
African American <strong>14</strong>0 84 60.0 56 40.0 360.0 32.0<br />
White 54 46 85.0 8 15.0 376.0 44.0<br />
Declined to State 7 0 0 0 0 0 0<br />
Language Fluency<br />
English Only Students 337 237 70.0 100 30.0 367.0 37.0<br />
Initially Fluent English Proficient (IFEP) 17 16 94.0 1 6.0 390.0 59.0<br />
Redesignated Fluent English Proficient (RFEP) 232 205 88.0 27 12.0 376.0 41.0<br />
English Learner Students 99 27 27.0 72 73.0 334.0 3.0<br />
Economic Status<br />
Non-Economically Disadvantaged Students 231 179 77.0 52 23.0 374.0 43.0<br />
Economically Disadvantaged Students 400 267 67.0 133 33.0 361.0 27.0<br />
Unknown 54 39 72.0 15 28.0 369.0 46.0<br />
Special Education Program Participation<br />
Students Receiving Services 52 11 21.0 41 79.0 327.0 2.0<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong><br />
High <strong>School</strong> 2012-13The Single Plan for Student Achievement<br />
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2011-12 California High <strong>School</strong> Exit Exam (CAHSEE) Results<br />
Grade 10 Combined Test<br />
Mathematics<br />
# Tested # Passed % Passed<br />
# Not<br />
Passed<br />
% Not<br />
Passed<br />
Avg.<br />
Score<br />
% Prof. and<br />
Above<br />
All Students Tested 682 473 69.0 209 31.0 369.0 36.0<br />
Male 315 207 66.0 108 34.0 366.0 36.0<br />
Female 367 266 72.0 101 28.0 370.0 36.0<br />
Race/Ethnicity<br />
American Indian or Alaska Native 5 0 0 0 0 0 0<br />
Asian 18 13 72.0 5 28.0 393.0 61.0<br />
Pacific Islander 3 0 0 0 0 0 0<br />
Filipino 8 0 0 0 0 0 0<br />
Hispanic / Latino 448 320 71.0 128 29.0 368.0 33.0<br />
African American 139 79 57.0 60 43.0 359.0 28.0<br />
White 54 40 74.0 <strong>14</strong> 26.0 382.0 57.0<br />
Declined to State 7 0 0 0 0 0 0<br />
Language Fluency<br />
English Only Students 337 225 67.0 112 33.0 368.0 35.0<br />
Initially Fluent English Proficient (IFEP) 17 13 76.0 4 24.0 374.0 53.0<br />
Redesignated Fluent English Proficient (RFEP) 230 194 84.0 36 16.0 380.0 47.0<br />
English Learner Students 98 41 42.0 57 58.0 343.0 7.0<br />
Economic Status<br />
Non-Economically Disadvantaged Students 232 173 75.0 59 25.0 376.0 44.0<br />
Economically Disadvantaged Students 395 264 67.0 131 33.0 364.0 30.0<br />
Unknown 55 36 65.0 19 35.0 369.0 40.0<br />
Special Education Program Participation<br />
Students Receiving Services 53 10 19.0 43 81.0 331.0 6.0<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong><br />
High <strong>School</strong> 2012-13The Single Plan for Student Achievement<br />
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Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
2012-13 California High <strong>School</strong> Exit Exam (CAHSEE) Results<br />
Grade 10 Combined Test<br />
English-Language Arts<br />
# Tested # Passed % Passed<br />
# Not<br />
Passed<br />
% Not<br />
Passed<br />
Avg.<br />
Score<br />
% Prof. and<br />
Above<br />
All Students Tested<br />
Race/Ethnicity<br />
American Indian or Alaska Native<br />
Pacific Islander<br />
Filipino<br />
Hispanic / Latino<br />
African American<br />
Declined to State<br />
Language Fluency<br />
English Only Students<br />
Initially Fluent English Proficient (IFEP)<br />
Redesignated Fluent English Proficient (RFEP)<br />
English Learner Students<br />
Economic Status<br />
Non-Economically Disadvantaged Students<br />
Economically Disadvantaged Students<br />
Special Education Program Participation<br />
Students Receiving Services<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong><br />
High <strong>School</strong> 2012-13The Single Plan for Student Achievement<br />
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2012-13 California High <strong>School</strong> Exit Exam (CAHSEE) Results<br />
Grade 10 Combined Test<br />
Mathematics<br />
# Tested # Passed % Passed<br />
# Not<br />
Passed<br />
% Not<br />
Passed<br />
Avg.<br />
Score<br />
% Prof. and<br />
Above<br />
All Students Tested<br />
Race/Ethnicity<br />
American Indian or Alaska Native<br />
Pacific Islander<br />
Filipino<br />
Hispanic / Latino<br />
African American<br />
Declined to State<br />
Language Fluency<br />
English Only Students<br />
Initially Fluent English Proficient (IFEP)<br />
Redesignated Fluent English Proficient (RFEP)<br />
English Learner Students<br />
Economic Status<br />
Non-Economically Disadvantaged Students<br />
Economically Disadvantaged Students<br />
Special Education Program Participation<br />
Students Receiving Services<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><strong>Vista</strong> <strong>del</strong> <strong>Lago</strong><br />
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Appendix A: <strong>School</strong> and Student Performance Data (continued)<br />
Dropout and Graduation Rates<br />
This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for<br />
which data are available. For comparison purposes, data are also provided at the district and state levels.<br />
Indicator<br />
<strong>School</strong> <strong>District</strong> State<br />
2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12<br />
Dropout Rate (1-year) 26.3 18.8 21.9 19.9 16.6 <strong>14</strong>.4<br />
Graduation Rate 76.65 75.63<br />
The Single Plan for Student Achievement 56 of 73 6/17/13
Appendix B: Programs Included in this Plan<br />
Check the box for each state and federally funded categorical program. Enter the allocation amounts.<br />
[X]<br />
State Programs<br />
Economic Impact Aid/ Limited English Proficiency (EIA-LEP)<br />
Purpose: Develop fluency in English and academic proficiency of English learners.<br />
Allocation<br />
$204,896<br />
Total amount of state categorical funds allocated to this school $204,896<br />
[X]<br />
Federal Programs under No Child Left Behind (NCLB)<br />
Title I, Part A: Improving the Academic Achievement of the Disadvantaged<br />
Purpose: Upgrade the entire educational program of eligible schools in high poverty areas.<br />
Allocation<br />
$338,813<br />
Total amount of federal categorical funds allocated to this school $338,813<br />
Total amount of state and federal categorical funds allocated to this school $543,709
Appendix C: 2012-13 Budget Pages<br />
Economic Impact Aid/Limited English Proficient (EIA-LEP)<br />
<strong>School</strong>: <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
Principal: Patricia Bazanos<br />
Budget Code: 06-304--7090-0-4760<br />
Projected Allocation: $204,896 Final Allocation: $0<br />
Object<br />
Description<br />
Projected<br />
Amount<br />
Final<br />
Amount<br />
1000 .6 EL Specialist<br />
EL specialist will facilitate ELAC<br />
EL specialist will coordinate CELDT testing<br />
$52,211<br />
1120 Certificated extra duty $6,000<br />
2100 4 EL Instructional Assistants @3.75 hours $54,480<br />
2110 Instructional assistants extra duty<br />
assist with the co-ordination of CELDT, ELAC.<br />
$28,675<br />
3101 STRS $4,732<br />
3202 PERS $9,494<br />
3212 PERS paid $5,821<br />
3312 Social Security $5,156<br />
3321 Medicare $834<br />
3322 Medicare $1,206<br />
3401 Health and Welfare $4,259<br />
3501 Unemployment $633<br />
3502 Unemployment $915<br />
3601 Worker's Compensation $1,724<br />
3602 Worker's Compensation $2,495<br />
3802 PERS Reduction $1,333<br />
4300 Parent Involvement including workshops, meeting and seminars. $1,000<br />
4300 Materials and Supplies $5,428<br />
4301 Paper $500<br />
5200 Conferences and staff development $8,000<br />
5816 Consultants $7,000<br />
5850 30 Rosetta Stone software licenses for students and parents. $3,000<br />
Total: $204,896 $0
Appendix C: 2012-13 Budget Pages<br />
Title I, Part A, Improving the Academic Achievement of the Disadvantaged<br />
<strong>School</strong>: <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
Principal: Patricia Bazanos<br />
Budget Code: 06-304-3010-0-1110<br />
Projected Allocation: $338,813 Final Allocation: $0<br />
Object<br />
Description<br />
Projected<br />
Amount<br />
Final<br />
Amount<br />
1000 .2 FTE for Title I facilitator $17,404<br />
1000 .6 FTE for Math coach $52,213<br />
1120 Extra duty pay for tutoring and collaboration. $30,383<br />
1130 Substitutes for professional training and collaboration $30,000<br />
3101 STRS $10,725<br />
3321 Medicare $1,885<br />
3401 Health and Welfare $5,678<br />
3501 Unemployment $1,430<br />
3601 Workman's Compensation $3,900<br />
4300 Supplemental materials for Intervention students for<br />
intervention, remediation, to provide supplementary instruction<br />
for students who have identfied gaps in learning. These<br />
materials will assist students in passing Algebra one, the<br />
CAHSEE and acquiring the needed credits to meet graduation<br />
requirements.<br />
4300 Parent involvement including meetings, seminars and training.<br />
Trainings and seminars includes but are not limited to parenting<br />
classes and will include professional conferences and seminars to<br />
teach skills to help improve student performance.<br />
$5,000<br />
$3,400<br />
4301 Paper $473<br />
4310 Technology supplies $60,000<br />
4410 Technology equipment over $500 $6,000<br />
5200 Professional development shall include teacher training in Professional<br />
Learning Communities, Advanced Placement classes, AVID<br />
strategies, Common Assessments,Data Analysis, Best Instructional<br />
Strategies, Subject or Departmental Conferences, Strategies for<br />
English Language Learners identified for Targeted Assistance and<br />
working with At-Risk Students, and the Inclusion of Technology in<br />
Instruction.<br />
$25,000<br />
5711 Field trips $6,000<br />
5815 Consultants $20,000<br />
5850 Software licenses $59,322<br />
Total: $338,813 $0<br />
Justification of equipment purchases (Object 4400):<br />
Purchasing equipment to keep technology updated and integrated in the curriculum to improve student performance.<br />
Smart boards in Read 180 for interactive learning, and computers and lcds in classrooms to support supplemental<br />
instruction.
Appendix D: <strong>2013</strong>-<strong>14</strong> Centralized Services<br />
<strong>District</strong> staff supports this plan by providing centralized services from categorical funds allocated to the school through the<br />
Consolidated Application. At least 85 percent of Consolidated Application program expenditures support direct services to<br />
students at school sites.<br />
No funds are being reserved at the <strong>District</strong> Level for Centralized Services from this school’s categorical program<br />
allocation.<br />
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Appendix E: <strong>School</strong> Site Council Membership<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Patricia Bazanos <strong>2013</strong>-<strong>14</strong><br />
<strong>School</strong> Principal Year<br />
Education Code Section 64001 requires that the <strong>SPSA</strong> be reviewed and updated at least annually, including proposed<br />
expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current makeup<br />
of the council is as follows.*<br />
Name of Members<br />
Principal<br />
Classroom<br />
Teacher<br />
Other<br />
<strong>School</strong><br />
Staff<br />
Parent or<br />
Community<br />
Member<br />
Secondary<br />
Students<br />
Bazanos, Patricia [X] [ ] [ ] [ ] [ ]<br />
Hellerstedt, Ron [ ] [ ] [ ] [ ] [ ]<br />
Francis, John [ ] [X] [ ] [ ] [ ]<br />
Richie, Bill [ ] [X] [ ] [ ] [ ]<br />
Depasse, Tami [ ] [X] [ ] [ ] [ ]<br />
Carrio, Janie [ ] [X] [ ] [ ] [ ]<br />
Dobson, Clarissa [ ] [X] [ ] [ ] [ ]<br />
Garcia, Violeta [ ] [ ] [X] [ ] [ ]<br />
Santos, Moises [ ] [ ] [ ] [X] [ ]<br />
Dillon, Bobbiette [ ] [ ] [ ] [X] [ ]<br />
Salcedo, Alisha [ ] [ ] [ ] [ ] [X]<br />
Daranouvongs, Derek [ ] [ ] [ ] [ ] [X]<br />
Patterson, Jewells [ ] [ ] [ ] [ ] [X]<br />
Pizzano, Johana [ ] [ ] [ ] [ ] [X]<br />
Numbers of members of each category 1 5 1 2 4<br />
* At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school<br />
personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons<br />
represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by<br />
parents, and students. Members must be selected by their peer group.<br />
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Appendix F: Recommendations and Assurances<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Patricia Bazanos <strong>2013</strong>-<strong>14</strong><br />
<strong>School</strong> Principal Year<br />
The school site council recommends this school plan and proposed expenditures to the district governing board for<br />
approval, and assures the board of the following:<br />
1. The school site council is correctly constituted, and was formed in accordance with district governing board policy<br />
and state law.<br />
2. The school site council reviewed its responsibilities under state law and district governing board policies, including<br />
those board policies relating to material changes in the school plan requiring board approval.<br />
3. The school site council sought and considered all recommendations from the following groups or committees<br />
before adopting this plan (Check those that apply):<br />
[ ] <strong>School</strong> Advisory Committee for State Compensatory Education Programs<br />
[X] English Learner Advisory Committee<br />
[ ] Community Advisory Committee for Special Education Programs<br />
[ ] Gifted and Talented Education Program Advisory Committee<br />
Other (list):<br />
4. The school site council reviewed the content requirements for school plans of programs included in this Single<br />
Plan for Student Achievement and believes all such content requirements have been met, including those found<br />
in district governing board policies and in the Local Improvement Plan.<br />
5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein<br />
form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic<br />
performance.<br />
6. This school plan was adopted by the school site council on: 04/25/<strong>2013</strong><br />
Attested:<br />
Patricia Bazanos<br />
Typed Name of <strong>School</strong> Principal Signature of <strong>School</strong> Principal Date<br />
Tami Depasse<br />
Typed Name of SSC Chairperson Signature of SSC Chairperson Date<br />
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Appendix G: Parent Involvement Policy (Non-Title I <strong>School</strong>s)<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Patricia Bazanos <strong>2013</strong>-<strong>14</strong><br />
<strong>School</strong> Principal Year<br />
Parent Involvement Policy<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> has a written policy jointly developed with parents on parent rights and responsibilities.<br />
[Education Code 1101(b)]. Information is included in the student parent handbook. It has distributed the policy to parents<br />
of students. The student parent hand book is signed by both parents and students. <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> policy<br />
describes the means for carrying out the following parental involvement requirements. [Education Code 11501].<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> promotes a shared responsibility among parents, school staff and students for the intellectual,<br />
physical, emotional and social development and well being of student<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> promotes student academic achievement on state standards and will assist parents<br />
with the manner in which they may support achievement and the learning environment of their children<br />
including:<br />
a. monitoring attendance of their children<br />
Infinite Campus has a parent portal tool which allows for live attendance monitoring. The automated phone dialer<br />
calls home daily with absence or tardy information. If a child has serious attendance issues, the SARB process is<br />
initiated. <strong>Moreno</strong> <strong>Valley</strong> Police department will continue the daytime curfew program.<br />
b. ensuring that homework is completed and turned in on a timely basis<br />
Students are assigned homework in various classes and are expected to do and turn in the work. Parents can<br />
view the completion or non-completion of homework via Infinite Campus. Students also have the option to have<br />
staff sign and verify daily homework assignment sheets. Most students in extra curricular sports/activities are<br />
involved in a bi-weekly student monitored grade check by their coach/advisor.<br />
c. encouraging and facilitating the participation of children in extracurricular activities<br />
Extracurricular activities and opportunities have continued to grow each year as the school develops. On the<br />
main LCD screen/kiosks announcements for athletic and extra curricular activities are advertised. The school<br />
website also contains a monthly calendar listing events and opportunities for students. There is a club rush held<br />
during registration. All seniors are involved in an extracurricular community service project involving volunteer<br />
hours and a service learning project.<br />
d. monitoring and regulating the television viewed by their children<br />
We encourage wholesome television watching. Television Production and Government classes students are<br />
taught media literacy skills.<br />
e. working with their children at home in learning activities that extend classroom learning<br />
Students are occasionally assigned projects that require them to communicate and seek out parental advice and<br />
involvement. Some examples include senior service projects, portfolios and health academy activities.<br />
f. volunteering in their children’s classrooms or for other activities at home and<br />
Parents are encouraged to participate in student classrooms. Parents are also encouraged to be involved during<br />
back to school night and senior parent nights.<br />
g. participating, as appropriate, in decisions relating to the education of their own children in the total school<br />
program*<br />
Parents are encouraged to continually monitor student attendance and assignments grades through Infinite<br />
Campus parent portal. Also, many of the staff have assignments posted through the school website. Parents on<br />
the SSC and ELAC are involved in the process of reviewing and approving the <strong>School</strong> Plan on a yearly basis.<br />
The school encourages parent attendance at Back to <strong>School</strong> night, SSC, ELAC, PTSA, Booster clubs, and extracurricular<br />
activities and informational meetings. The guidance department provides parent orientation<br />
opportunities throughout the year, including senior night, New Raven night, Middle College, and general<br />
academic/orientation meetings.<br />
Note:<br />
* It may be helpful to include the policy review in the annual review of the Single Plan for Student Achievement.<br />
** 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<br />
planning and designing the school’s programs, the school may use that process if it includes adequate representation of parents of children. [20<br />
USC 6318(c)(3)]<br />
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Appendix G: Parent Involvement Policy (Title I <strong>School</strong>s)<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Patricia Bazanos <strong>2013</strong>-<strong>14</strong><br />
<strong>School</strong> Principal Year<br />
Parent Involvement Policy<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> has developed a written Title I parental involvement policy with input from Title I parents. It<br />
has distributed the policy to parents of Title I students. Parents are invited to attend our yearly back to school night where<br />
we speak to those in attendance about the various ways they can keep track of the students progress. We demonstrate<br />
the Infinite Campus program, which is a service that allows parents or students access to grades on assignments and<br />
attendance. We also speak about the school's web site, that has a high degree of valuable information. We exchange<br />
Email addresses and ask parents if they would like a parent conference. Teachers have the availability to email<br />
assignment grades to parents and PARENT LINK is a service that will call parents with messages regarding important<br />
issues. These messages can be in either English or Spanish. <strong>School</strong>’s policy describes the means for carrying out the<br />
following Title I parental involvement requirements. [Title I Parental Involvement, 20 USC 6318(a)-(f)]<br />
Involvement of Parents in the Title I Program<br />
a. Convenes an annual meeting to inform parents of Title I students of Title I requirements and their rights to be<br />
involved in the Title I program<br />
An annual Title I Parent Meeting will be held in October to inform parents about the Title I program at <strong>Vista</strong> <strong>del</strong><br />
<strong>Lago</strong> and their rights under Title I.<br />
b. Offers a flexible number of meetings<br />
Title I meetings will be held as necessary to keep Title I parents informed about their student's academic progress<br />
ELAC Meetings are held monthly<br />
SSC Meetings are held monthly<br />
c. Involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review*, and<br />
improvement of its Title I programs and the Title I parental involvement policy**<br />
At Title I parent meetings, parent will be given the opportunity, to assist with the planning, review, and<br />
improvement of theTitle I programs and the Title I parental involvement policy.<br />
d. Provides parents of Title I students with timely information about Title I programs<br />
At Title I parent meetings, parents will be given the opportunity, to assist with the planning, review, and<br />
improvement of theTitle I program and the Title I parental involvement policy.<br />
e. Provides parents of Title I students with an explanation of the curriculum, assessments, and proficiency levels<br />
students are expected to meet<br />
At a Title I Parent, meeting parents of Title I students will be given an explanation of the curriculum,<br />
assessments, and proficiency levels identified Title I students are expected to meet.<br />
During back-to-school night parents are provided information regarding curriculum and required assesments.<br />
f. Provides parents of Title I students, if requested, with opportunities for regular meetings to participate in decisions<br />
relating to the education of their children<br />
Additional Title I meetings will be held at the request of parents.<br />
Parents will be polled to determine additional topics and/or meetings they would like.<br />
Note:<br />
* It may be helpful to include the policy review in the annual review of the Single Plan for Student Achievement.<br />
** 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<br />
planning and designing the school’s programs, the school may use that process if it includes adequate representation of parents of Title I children.<br />
[20 USC 6318(c)(3)]<br />
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Appendix H: Parent Compact Gui<strong>del</strong>ines (Title I <strong>School</strong>s)<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Patricia Bazanos <strong>2013</strong>-<strong>14</strong><br />
<strong>School</strong> Principal Year<br />
Parent Compact Gui<strong>del</strong>ines<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> has jointly developed with and distributed to parents of students a school-parent compact that<br />
outlines how parents, the entire school staff, and students will share the responsibility for improved student academic<br />
achievement. It also describes how the school and parents will develop a partnership to help children reach proficiency on<br />
the California content standards. The school-parent compact describes the following items in addition to items added by<br />
parents of students:<br />
a. The school’s responsibility to provide high-quality curriculum and instruction.<br />
b. The parents’ responsibility to support their children’s learning.<br />
c. The importance of ongoing communication between parents and teachers through, at least, annual conferences,<br />
reports on student progress, access to staff, and opportunities to volunteer and participate in and observe the<br />
educational program.<br />
Parents are invited to attend our yearly back to school night where we speak to those in attendance about the<br />
various ways they can keep track of the students progress. We demonstrate the Infinite Campus program, which<br />
is a service that allows parents or students access to grades on assignments and attendance. We also speak<br />
about the school's web site, that has a high degree of valuable information. We exchange Email addresses and<br />
ask parents if they would like a parent conference. Teachers have the availability to email assignment grades to<br />
parents and PARENT LINK is a service that will call parents with messages regarding important issues. These<br />
messages can be in either English or Spanish.<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> also supports parent involvement through the purposes and goals of Education Code 11502.<br />
To help reach these goals, the school will:<br />
a. help parents to develop skills to use at home that support their children’s academic efforts at school<br />
* Infinite Campus parent portal * PARENT LINK<br />
b. help parents to develop skills to use at home that support their children’s development as responsible future<br />
citizens of society<br />
* Infinite Campus parent portal* PARENT LINK<br />
c. provide parents with techniques and strategies that they may utilize to improve their children’s academic success<br />
and assist them in learning at home<br />
" BACK TO SCHOOL NIGHT* VISTA DEL LAGO WEB SITE<br />
d. build consistent and effective communication between the home and the school so that parents may know when<br />
and how to assist their children in support of classroom learning activities<br />
*Infinite Campus parent portal* SCHOOL WEB SITE* PARENT LINK<br />
e. train teachers and administrators to communicate effectively with parents; and<br />
* DISTRICT TRAININGS<br />
f. integrate parent involvement programs into the school’s plan for academic accountability.<br />
* Attend trainings to help increase parent involvement and improve student performance<br />
Accessibility<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> provides opportunities for all parents to participate, including parents with limited English<br />
proficiency and parents with disabilities. This includes providing information and school reports in a form and language<br />
parents understand.<br />
* ELAC MEETINGS* DELAC MEETINGS<br />
Parent Information and Resource Centers<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> has provided parents with website information on parent resource centers in California.<br />
PIRCs are funded by the US Department of Education. They provide both local and statewide services. California has two<br />
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PIRCs: PIRC1, Project Inspire at the California Association of Bilingual Education, Covina, CA and PIRC2, Cal-PIRC at<br />
Cambridge Academies, Modesto, CA. http://www.nationalpirc.org/directory/CA-7.html (Outside Source).<br />
PIRC1, Project Inspire is the result of a partnership among the California Association for Bilingual Education, the San<br />
Bernardino County Superintendent of <strong>School</strong>s, and the Alameda County Office of Education. Project Inspire provides<br />
parent training workshops and will be funded through 2011. A list of workshop topics and a brochure in English and<br />
Spanish that describes services are available at http://www.bilingualeducation.org/programs_parent.php (Outside<br />
Source). Workshops are available in multiple languages.<br />
PIRC2, Cal-PIRC has established three Parent Information and Resource Center hubs in Northern and Central California.<br />
CalPIRC provides direct services to parents and schools in selected communities within Merced and Stanislaus Counties,<br />
and West Sacramento areas. It also provides support throughout the state through conferences, workshops, and a Web<br />
site. Cal-PIRC will be funded through 2011. Whenever available, resources are posted in English, Spanish, Russian,<br />
Chinese, Arabic, and Hmong. http://www.calpirc.org (Outside Source).<br />
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Appendix I: <strong>School</strong> Parent Compact (All <strong>School</strong>s)<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong><br />
<strong>School</strong>-Parent Compact<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> has jointly developed with and distributed to parents of students a school-parent compact that<br />
outlines how parents, the entire school staff, and students will share the responsibility for improved student academic<br />
achievement.<br />
<strong>School</strong> Pledge:<br />
<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> will share responsibility to provide high-quality curriculum and instruction in partnership with<br />
parents to help students reach proficiency on the California Content standards:<br />
• Teachers use the district adopted texts and curriculum<br />
• Parents have the opportunity to review textbooks with the school site<br />
• <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> supports professional development of all staff using current research practices within professional<br />
learning communities<br />
• Parents can help their student by reviewing on a regular basis the student's academic, behavior, and attendance<br />
through Infinite Campus Parent Portal<br />
Parent Pledge:<br />
The parents at <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> will share responsibility to support their children’s learning:<br />
• Ensuring students attend school on a regular basis and when absent verify absences<br />
• Provide a supportive environment for students to do homework<br />
• Collaborative communication with all school personnel<br />
• Monitor student progress through progress reports, grade checks and using the Infinite Campus Parent Portal<br />
Teacher Pledge:<br />
Teachers at <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> will recognize the importance of ongoing communication with parents: (e.g.<br />
annual conferences, reports on student progress, access to staff, and opportunities to volunteer and participate in and<br />
observe the educational program).<br />
• By maintaining open communication with parents using phone, email, parent portal, progress reports, and parent<br />
conferences<br />
• Providing parent workshops, math night, classroom observation opportunities, and newsletters.<br />
• EIA will provide a consultant to teach positive parenting classes.<br />
Student Pledge:<br />
Students will share responsibility for their learning to reach proficiency on the California Content standards:<br />
• Be at school and get to class on time<br />
• See themselves as part of the <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> community and do their best to represent it proudly<br />
• Believe that what they learn in school is important for their success and take their part in learning seriously<br />
The compact is distributed to students and parents via the student handbook and is signed by both parents and students.<br />
This compact was designed by both the district and various site representation.<br />
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Appendix J: SSC Bylaws (<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong>)<br />
BY-LAWS of <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> of<strong>Moreno</strong> <strong>Valley</strong>, California. Adopted in revised form this 21 st<br />
day of October.<br />
ARTICLE I. Name<br />
The name of this council shall be the <strong>Vista</strong><strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Site Council. The <strong>Vista</strong><strong>del</strong> <strong>Lago</strong> High <strong>School</strong> Site<br />
Council may be referred to as the <strong>School</strong> Site Councilor SSC.<br />
ARTICLE II. Purpose<br />
The Purpose of this council is to:<br />
1. Develop and recommend the <strong>School</strong> SitePlan.<br />
2. Have ongoing responsibility to reviewthe <strong>School</strong> Site Plan and to assess periodically the effectiveness of the program.<br />
3. Annually, review the <strong>School</strong> Site Plan,establish a new school improvement budget consistent with the Code of<br />
Education, and when necessary, make modifications in the plan to reflectchanging needs and priorities.<br />
ARTICLE III. Membership and Elections<br />
1. Members of the council shall be constituted to insure paritybetween the principal, classroom teachers, and support<br />
staff of <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> with its parent/community members and students. (One member, onevote). The<br />
membership of this council, including alternates, shall not exceed twenty-eight (28) members. The number of<br />
members eligible to vote at acouncil meeting shall not exceed twenty (20).<br />
2. The Council shall be composed of theprincipal and representatives of staff, community/parents, and students.<br />
3. Classroom teachers shall comprise themajority of persons representing the school staff.<br />
4. Council members representing parents orother community members shall not be employees of <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High<br />
<strong>School</strong>.<br />
A. <strong>School</strong> Site Council nomination information shall be included in registration/welcome packets at the beginningof each<br />
school year.<br />
B. As an in-service for newparent/community council members, it is suggested that they attend one or moreSSC<br />
meetings before running for office.<br />
C. The SSC will make a concerted effort torecruit parent/community members from all ethnic, social and economic<br />
groupsrepresented among the student body of MVHS. This recruitment effort will include letters of invitation to<br />
parents inthe major primary languages represented by the MVHS student body.<br />
5. The officers and members will be elected asfollows:<br />
A. The membership of the committee shall be the principal, teaching staff and up to two alternates;support staff and up<br />
to two alternates; parent/community members and up to twoalternates; and students.<br />
B. All representatives of the threeconstituent groups will be elected by their peer groups by secret ballot. Thetop vote<br />
getters for SSC vacancies will be elected as the regular votingmembers and the next two in order will be the<br />
alternates.<br />
C. All election results must be counted bythe secretary and vice-chairperson and submitted to the SSC chairperson<br />
withvotes tallied for each candidate<br />
D. All parent and community members shallbe elected at the Title I meeting at Back-to-<strong>School</strong> Night and assume<br />
theirduties immediately upon their election.<br />
E. No officer shall hold the same officemore than two years in succession.<br />
F. The principal is an ex-officio votingmember of the SSC. The Title I Facilitatoris a non-voting member of the SSC,<br />
unless the facilitator is also an electedmember.<br />
G. Resignations will be accepted only uponofficial notice to the chairperson in writing. Should an officer resign before<br />
new elections are held, the chairpersonor Title I Facilitator shall appoint a member in good standing to assume<br />
theoffice until the next regular meeting when the Site Council can fill thevacancy.<br />
H. Regular voting member vacancies will befilled from among the appropriate alternate pool by order of succession. If<br />
no alternates are available, a specialelection will be held to fill regular voting member vacancies and<br />
alternatepositions.<br />
I. Members, other than students andalternates, shall serve terms of two years. Students and alternates shall serve oneyear<br />
terms. An elected member shall belimited to three consecutive terms.<br />
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ARTICLE IV. Duties of Officers<br />
1. The Officers of this council shall be achairperson, a vice-chairperson, and a secretary.<br />
A. It shall be the duty of the chairperson to preside at all meetings.<br />
B. In the absence or disability of thechairperson, the vice-chairperson shall assume the duties of the chairperson.<br />
C. Should both officers be unavailable,the secretary shall preside.<br />
D. If no officer is available, the SSCshall elect a temporary chair for that council meeting.<br />
E. The secretary shall keep the minutes ofall meetings and send a copy to the TitleI Facilitator.<br />
ARTICLEV. Meetings and Quorum<br />
1. Meetings will be governed by these By-Laws and the latest edition of Robert’s Rules ofOrder. A person designated by<br />
the SSC shall serve as parliamentarian.<br />
2. An email vote may be instituted if SSC deemsit necessary for a particular purpose. The Title I Facilitator and the<br />
chairperson will coordinate this. No votes requiring distribution of funds willbe done outside an open meeting.<br />
3. Four out of five groups must be representedfor a quorum.<br />
4. An alternate, once seated for quorum purposes, maintains full voting privilegesfor the entirety of that meeting.<br />
5. Meetings shall be held monthly, within the school year, with the dates and timesdetermined by the council<br />
body. Additional meetings may be called as needed.<br />
ARTICLE VI. Amendments<br />
Proposed amendments to these By-Lawsmust be presented at a regularly scheduled SSC meeting to be voted on at<br />
thenext regularly scheduled SSC meeting. A quorumof eligible voting members must be present to amend the By-Laws.<br />
A quorum will consistent of at least four ofthe five member groups present to conduct the meeting. A simple majority<br />
voteof the SSC members present and voting is required to amend or change the SiteCouncil By-Laws.<br />
ARTICLEVII. Duties of Council Members<br />
1. It shall be the duty of all council members to:<br />
A. Attend all regularly scheduled meetings.<br />
Nonattendance, at two consecutive meetings or three nonconsecutive meetingswithin a school year, exceptfor<br />
emergencies, may result in a member’s replacement.<br />
It is recommended that all alternatesattend SSC meetings on a regular basis to be informed about the business of theSite<br />
Council and to be able to fill in for regular members when they areabsent.<br />
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<br />
may notifyan alternate.<br />
B. Accept positions as officers or subcommitteemembers when so appointed or elected unless unable to carry out the<br />
dutiesentailed.<br />
ARTICLE VIII. Notification of Meetings<br />
1. Teachers and support staff will benotified three (3) school days before the meeting via their mailboxes or byemail.<br />
Students will be notified in personwithin three (3) days of the meeting. Parents will be sent notices by mail three (3) days<br />
before ameeting and will be notified by phone and/or email within two (2) days of themeeting through Parent Link.<br />
2. Notice of meetings shall be posted at the school site accessible to the public at least 72 hoursbefore the meeting.<br />
ARTICLE IX. Committees<br />
1. The chairperson shall appoint suchcommittees as he/she considers necessary at anytime, or as directed by amajority<br />
of the members present.<br />
2. Standing committees may be appointed if necessary.<br />
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Appendix K: Positions Funded by <strong>School</strong>’s Categorical Programs<br />
Administrative Positions<br />
Position and Time Funded How Many Funding Sources Percentage<br />
Certificated Positions<br />
Position and Time Funded How Many Funding Sources Percentage<br />
Title I coordinator .2 FTE Title I 100%<br />
Math Coach 60% .6 FTE Title I 100%<br />
EL Coordinator 60% .6 FTE EIA 100%<br />
Classified Positions<br />
Position and Time Funded How Many Funding Sources Percentage<br />
EL Instructional Assistants 3.75 hours 4 EIA 100%<br />
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Appendix L: Required <strong>School</strong>wide Program Plan Components<br />
Required <strong>School</strong>wide Program Plan Components<br />
1. Comprehensive needs assessment of the entire school has been completed. (See Sections IV and V.) [X]<br />
Check<br />
2. <strong>School</strong>wide reform strategies that opportunities to all children to become proficient in the state content<br />
standards and use effective methods and instructional strategies that rely on scientifically based<br />
research that are used to: (See Section VII.)<br />
3. Instruction by highly qualified teachers is provided. (See SARC.) [X]<br />
[X]<br />
4. Strategies to attract high quality, highly qualified teachers are evident. (See SARC .) [X]<br />
5. High-Quality and ongoing professional development for the school community is provided. (See Section<br />
VII.)<br />
[X]<br />
6. Strategies to increase parental involvement such as family literacy services are evident. (See Section<br />
VII.)<br />
[X]<br />
7. Plans for assisting preschool children in the transition from early childhood programs in elementary<br />
schools are evident. (See Section VII.)<br />
[X]<br />
8. Measures to include teachers in the decisions regarding the use of academic assessments to improve<br />
the achievement of individual students and the overall instructional program evident. (See Section VI<br />
and VII.)<br />
9. Activities to ensure that underperforming students have difficulty mastering the state content standards<br />
receive effective additional assistance is provided. (See Section VI and VII.)<br />
10. Coordination and integration of federal, state and local services and programs are evident. (See<br />
Section VIII and Appendix B .)<br />
[X]<br />
[X]<br />
[X]<br />
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Appendix M: Title I Program Improvement Addendum (<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong>)<br />
Program Improvement Title I Addendum<br />
<strong>School</strong> Plan Requirements Reference Guide<br />
<strong>Moreno</strong> <strong>Valley</strong> <strong>Unified</strong> <strong>School</strong> <strong>District</strong> is in Program Improvement Year 3+. <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong> is in Program<br />
Improvement Year N/A.<br />
The following elements required in Title I, Part A, Section 1116, for PI are addressed in the <strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong>'s<br />
Single Plan for Student Achievement as indicated below.<br />
Required PI Plan Elements<br />
1. Scientifically-based research ~ Strategies based on scientifically-based<br />
research that will strengthen the core academic subjects in the school and<br />
address the specific academic issues that caused the school to be identified<br />
for PI.<br />
2. Successful Policies and Practices ~ Adoption of policies and practices<br />
concerning the school’s core academic subjects that have the greatest<br />
likelihood of ensuring that all students (and student subgroups) enrolled in<br />
the school become proficient.<br />
Location of Addressed Element<br />
Section VII<br />
Section VI, VII, and VIII<br />
3. Professional Development (PD) Section VII and Appendix B<br />
a. A minimum of 10% of Title I funds will be used each year that the<br />
school is in PI for the purpose of providing high quality professional<br />
development of teachers and principal.<br />
b. PD meets requirements of NCLB section 1119 (qualifications for<br />
teachers and paraprofessionals).<br />
c. PD affords increased opportunity for participation<br />
d. PD directly addresses the academic achievement problem that caused<br />
the school to be identified for PI.<br />
4. How Title I funds will be used to remove the school from PI status Section VII and Appendix B<br />
5. Description of Specific Annual, Measurable Objectives ~ Developed for<br />
each of the student subgroups and in accordance with state’s measure of<br />
AYP.<br />
6. Parent Notification ~ Description of how the school will provide written<br />
notice about the identification of the school for PI in understandable language<br />
and format.<br />
7. Shared Responsibility for Improvement ~ Specify the responsibilities of<br />
the school, the LEA, the SEA, and a description of the technical assistance<br />
and fiscal responsibilities to be provided by the LEA.<br />
Section VI<br />
Section III<br />
Section I<br />
8. Parent Involvement ~ Strategies to promote effective parental involvement Section VII<br />
9. Extended Learning ~ As appropriate, activities before school, after school,<br />
during the summer and during any extension of the school year.<br />
Section VII<br />
10. Incorporation of a Teacher Mentoring Program ~ See NCLB Title IX Part<br />
A, §9101(42) for definition of “Teacher Mentoring Program”<br />
Section VII<br />
To be included with <strong>SPSA</strong> for Title I PI <strong>School</strong>s.<br />
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Appendix N: <strong>SPSA</strong> Title I Targeted Assistance (TAS) Requirements (<strong>Vista</strong> <strong>del</strong> <strong>Lago</strong> High <strong>School</strong>)<br />
Title I Tareted Assistance Addendum<br />
Elements required in ESEA Title I, Part A, Section 1115 for Program Improvement<br />
Required PI Plan Elements<br />
1. Use of Title I funds to help eligible children meet such state’s challenging<br />
student academic achievement standards expected for all students<br />
Location of Addressed Element<br />
Section VII Appendix C<br />
2. Ensure that planning for students served under Title I is incorporated into<br />
existing <strong>SPSA</strong><br />
Section IV<br />
3. Use effective methods and instructional strategies that are based on<br />
scientifically-based research that strengthens the core academic program of<br />
the school and that:<br />
a. Increases the amount and quality of learning time such as through an<br />
extended school year, before- and- after school, and summer school<br />
b. Helps provide an accelerated, high quality curriculum including<br />
application of learning<br />
c. Minimize removing children from the regular classroom during regular<br />
school hours for instruction provided under Title I<br />
4. Plans for assisting preschool children in the transition from early childhood<br />
programs, such as Head Start, Even Start, Early Reading First, or a state-run<br />
preschool program to local elementary school programs<br />
Section VII<br />
N/A<br />
5. Instruction by highly-qualified teachers SARC<br />
Section VII<br />
6. Provisions for high quality and ongoing professional development for<br />
teachers, principals, and paraprofessionals and other staff to enable all<br />
children to meet the state’s academic achievement standards<br />
7. Strategies to increase parental involvement in activities such as family<br />
literacy services<br />
Section VII<br />
Section VII<br />
8. Coordination and integration of federal, state, and local services and<br />
programs<br />
Section VIII<br />
9. On-going evaluation of the targeted assistance program and revision of the<br />
program to better meet student needs<br />
Appendix N<br />
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