Published January 2016 VENTURA HIG H S C HOOL SAR… · report card 2014-15 school accountability v...

Report Card2014-15

School Accountability

VenturaHigH ScHool

Two NorTh CaTaliNa STreeT

VeNTura, Ca 93001(805) 641-5116

CarloS V. CoheN, PriNCiPalCharleS CorNwell, aSSiSTaNT PriNCiPal

SuSaN eberharT, aSSiSTaNT PriNCiPalGradeS 9-12

Ventura unified ScHool diStrict

255 West stanley avenue, suite 100ventura, California

93001(805) 641-5000

www.venturausd.org

Board of Educationbarbara J. FiTzGerald

debbie GoldeN

Mary haFFNer

VelMa loMax

JohN walker

District AdministrationMiChael babb, ed.d

SuPeriNTeNdeNT

JeNNiFer robleS, ed.diNTeriM aSSiSTaNT SuPeriNTeNdeNT

eduCaTioNal SerViCeS

kriSTiN MayVille

aSSiSTaNT SuPeriNTeNdeNT huMaN reSourCeS

JoSePh riChardS, Jr.dePuTy SuPeriNTeNdeNT

buSiNeSS SerViCeS

Published January 2016

Ventura High School 1 2014-15 School Accountability Report Card

Ventura HigH ScHool

training on online resources for students and staff. Whether students are using incredible resources like Khan Academy to solve difficult calculus problems or using their GDrives to create digital portfolios the greatest stride that we have in the area of digital training is focused on the use of Google Applications for Education by Ventura students and staff. Ultimately the combination of new technology and training is creating better methods for collaboration and communication school and district wide.In all as Ventura High School’s new president, I am very proud to say that we are going boldly into the 21st century and that our students are being prepared to enter a global market that desires and rewards knowledge, diversity, adaptability, creativity, compassion, leadership and commitment.

District Vision StatementIn the Ventura Unified School District all students will receive an exemplary and balanced education fostering a life-long passion for learning and engagement. We demand excellence of ourselves because our supportive community has entrusted us with their children.

District Mission StatementThe Ventura Unified School District will educate all students in safe, healthy and high performing schools.

We will:Inspire all students to excel academically,

Honor the unique qualities and diverse backgrounds of all students,

Build supportive relationships,Guide all students to reach

their full potential,Motivate all students to successfully pursue

their chosen life paths, andEngage all students to become responsible

and contributing members of society.

PriNCiPal’S MeSSaGeThank you for your interest in learning more about Ventura High School, the home of the Cougars! As you read through this School Accountably Report Card (SARC) you will find that Ventura High School is a diverse and inclusive comprehensive high school that is committed to serving the needs of all our students with excellence and respect. Whether it be through rigorous academic courses, competitive athletic programs, rich fine arts and music instruction, a model two way language immersion program or relevant community service projects, Ventura High School is striving to provide every student a cutting edge 21st century education that is preparing them for local and global college and career opportunities.To that end, we have increased professional development and collaboration for teachers, streamlined the academic counseling process, developed a new 9th grade curriculum to prepare students for high school success, installed new technology and provided training to be used by students and teachers on campus. Ventura’s professional development for teachers has focused on maximizing student learning through the proper implementation of the new Common Core State Standards in English and Mathematics as well as the Next Generation Science Standards (NGSS). In the area of digital citizenry, student and teacher access to technology and training has occurred through the purchasing of student Chromebooks, laptops, classroom teacher computers, and by spring 2016, short throw digital projectors to be installed in every classroom for teacher and student use. In addition to new hardware, we are also investing on new software and


diSTriCT & SChool ProFile

Ventura Unified School DistrictVentura Unified School District is the third largest district in the county and located on the California coastline, 63 miles northwest of Los Angeles. More than 17,000 students in grades kindergarten through twelve receive a rigorous, standards-based curriculum from dedicated and highly qualified professionals. The district is comprised of 17 elementary schools, 4 middle schools, and 5 high schools.

Ventura High SchoolVentura High School serves students in grades nine through twelve following a traditional calendar. At the beginning of the 2014-15 school year, 2,191 students were enrolled, including 9.7% in special education, 12.8% qualifying for English Language Learner support, and 52.4% qualifying for free or reduced price lunch.

Ventura High School, established in 1889 as the first high school in Ventura, currently serves a diverse student body in all grade levels. Students are offered an academically superior standards-based, comprehensive curriculum supplemented with a wide variety of extracurricular and enrichment activities. Ventura High School is proud of its standing as the leader in Channel League and CIF-Southern Section athletics and award winning performing arts program. Partnering with parents and the community, Ventura High provides an environment that promotes academic excellence, social development, career preparation, and a desire to learn.

loCal CoNTrol aCCouNTabiliTy PlaN (lCaP)As part of the new Local Control Funding Formula, school districts are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP). The following components of this SARC address some of the priorities identified in the District’s LCAP:Conditions of Learning – State Priority 1: Covered in Teacher Assignment, including the Teacher Credentials & Misassignments & NCLB Compliance charts; Instructional Materials, including the Textbooks chart; and School Facilities & Safety, including the Campus Description and School Facility Good Repair Status charts.Pupil Achievement – State Priority 4: Covered in Standardized State Assessments, including the CST Results and CAASPP charts; and Career Technical Education (CTE) Programs (Workforce Preparation), including the CTE Program Participation and UC/CSU charts.Other Pupil Outcomes – State Priority 8: Covered in California High School Exit Exam, including the CAHSEE charts; and Physical Fitness, including the Physical Fitness Test chart.Parental Involvement – State Priority 3: Covered in Parent Involvement.Pupil Engagement – State Priority 5: Covered in Dropout & Graduation Rate, including Dropout & Graduation Rate and Completion of High School Graduation Requirements charts.School Climate – State Priority 6: Covered in Discipline & Climate for Learning, including Suspension & Expulsion chart; and School Site Safety Plan.

PareNT iNVolVeMeNTParents are encouraged to get involved in their child’s learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. School-to-Home communication is provided in English and Spanish. Parents stay informed on upcoming events and school activities through the school newsletters, the school website, the school marquee, the Summer Packet, PTSA website, and Parent Connect. Contact the school office at (805) 641-

5116 for more information on how to become involved in your child’s learning environment.Opportunities to Volunteer• Assistance in the Cougar Cafe• Chaperone for School Events• Assistance with PTSA-sponsored events (Senior BBQ, football snack bar, teacher recognition activities, and senior scholarships)

Committees• School Site Council• English Learner Advisory Council• Parent Teacher Student Association• District English Learner Advisory Council• Superintendent’s Parent Advisory Council• Technology Committee• Booster Clubs (football, aquatics, basketball, baseball)

School Activities• Back to School Night• PIQE (Parent Institute for Quality Education)• Student Performances• Sports Events• Art Shows• Dances

STudeNT aChieVeMeNT

California Assessment of Student Performance and Progress (CAASPP)California Assessment of Student Performance and Progress (CAASPP) Tests assess student performance in English language arts/literacy and mathematics in grades 3 through 8 and 11 utilizing computer-adaptive tests and performance tasks. This system is based on the Common Core State Standards (CCSS) and is part of the Smarter Balanced Assessment System. The CAASPP results shown in this report include overall results comparing the school, district and state scores as well as the school’s overall score in each applicable grade level and subgroup. Results are shown only for subgroups with ten students or more taking the exam. More information on CAASPP can be found on the California Department of Education’s website www.cde.ca.gov/ta/tg/ca/.


Total

Enrollment

Number

Tested

Percent

Tested1 2 3 4

Total

Enrollment

Number

Tested

Percent

Tested1 2 3 4

All Students Tested 490 429 87.6% 27.0% 22.0% 30.0% 21.0% 490 428 87.3% 52.0% 22.0% 16.0% 10.0%

Male 490 212 43.3% 34.0% 23.0% 24.0% 19.0% 490 212 43.3% 54.0% 20.0% 14.0% 11.0%

Female 490 217 44.3% 20.0% 21.0% 36.0% 23.0% 490 216 44.1% 49.0% 25.0% 19.0% 8.0%

African American 490 7 1.4% * * * * 490 7 1.4% * * * *

American Indian or Alaskin Native 490 4 0.8% * * * * 490 4 0.8% * * * *

Asian 490 7 1.4% * * * * 490 7 1.4% * * * *

Filipino 490 1 0.2% * * * * 490 1 0.2% * * * *

Hispanic or Latino 490 223 45.5% 36.0% 22.0% 30.0% 11.0% 490 222 45.3% 62.0% 23.0% 10.0% 5.0%

Hawaiian or Pacific Islander 490 1 0.2% * * * * 490 1 0.2% * * * *

White (not Hispanic) 490 171 34.9% 15.0% 22.0% 31.0% 32.0% 490 171 34.9% 40.0% 21.0% 23.0% 16.0%

Two or More Races 490 15 3.1% 27.0% 13.0% 33.0% 27.0% 490 15 3.1% 40.0% 20.0% 33.0% 7.0%

Socioeconomically Disadvantaged 490 225 45.9% 38.0% 25.0% 29.0% 8.0% 490 225 45.9% 62.0% 25.0% 9.0% 3.0%

English Learners 490 22 4.5% 100.0% 0.0% 0.0% 0.0% 490 22 4.5% 100.0% 0.0% 0.0% 0.0%

Students with Disabilities 490 49 10.0% 80.0% 14.0% 6.0% 0.0% 490 49 10.0% 94.0% 4.0% 0.0% 0.0%

Migrant Education 490 3 0.6% * * * * 490 3 0.6% * * * *

CAASPP Assessment Results Disaggregated by Student Groups

2014-15

Achievement Level Achievement Level

English Language Arts/Literacy Mathematics

Grade 11 Grade 11

2014-15

English-Language Arts/Literacy 51 49 44

Mathematics 26 39 33

Note: Students in grades 3-8 and 11 are given this test. Percentages are not calculated when the number

of students tested is ten or less, either because the number of students in this category is too small for

statistical accuracy or to protect student privacy.

Percentage of Students Meeting or Exceeding the State Standards

Ventura High VUSD CA

California Assessment of Student Performance and Progress

All Students

California Standards Test (CST)The California Standards Test (CST) assesses student performance in science in grades 5, 8 and 10. Performance standards identify the level of student mastery of the content standards tested. The state target for every student is to score at the Advanced or Proficient level.The CST tables in this report illustrate the percentage of students achieving Proficient and Advanced levels. Results are shown only for subgroups with ten students or more taking the exam. For those categories that are blank in the CST tables, no students met subgroup criteria. More information on CSTs can be found on the California Department of Education’s website www.cde.ca.gov/ta/tg/sr/cstsciref.asp.

California High School Exit ExamThe California High School Exit Exam (CAHSEE) is a state-mandated test given to 10-12 grade students to measure student proficiency in math and language arts. The CAHSEE helps identify students who are not developing skills that are essential for life after high school and encourages schools to give these students the attention and resources needed to help them achieve these skills during their high school years. Students must pass the language arts and math components of the examination to be eligible for a high school diploma. The test is initially given to students in the tenth grade. Students are given numerous chances to pass the test

Percentage of Students Scoring at

Proficient and Advanced Levels

VUSD 66

Ventura High 62

Male 65

Female 60

Hispanic or Latino 45

White (not Hispanic) 83

Economically Disadvantaged 16

English Learners 10

Students with Disabilities 45

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA),

and California Alternate Performance Assessment (CAPA) for students in grades 5, 8 and 10. Scores are not

shown when the number of students tested is ten or less, either because the number of students in this category is

too small for statistical accuracy or to protect student privacy.

California Standards Test (CST)

Results by Student Subgroup

2014-15


information on AYP can be found on the California Department of Education’s (CDE) website www.cde.ca.gov/nclb/ and the U.S. Department of Education’s website www.ed.gov/nclb/accountability/.

No Child Left Behind (NCLB)The No Child Left Behind (NCLB) Act is part of the Federal Title I funding program designed to support additional staffing and programs to meet the needs of low-income, low achieving students, and other designated students with special needs. Schools may apply, based upon their student demographics, for one of two types of Title I funding: Title I Schoolwide or Title I Targeted Assistance. Title I Schoolwide schools use federal funds for schoolwide improvement of student achievement. Title I Targeted Assistance schools use federal funds to help those students who meet specific program criteria. In 2014-15, Ventura High School did not receive Title I funding and therefore is not subject to comply with Title I program requirements.

during their sophomore, junior, and senior years; 87% of Ventura High School’s tenth grade students who took the test passed the math portion of the exam and 86% passed the language arts portion. Proficiency scores from the test are used as a determination of Adequate Yearly Progress (AYP) as noted in the AYP section of this report. Note: The CAHSEE, formerly a graduation requirement for students in California public schools, was suspended effective January 1, 2016.

Physical FitnessIn the spring of each year, Ventura High School is required by the state to administer a physical fitness test to all students in ninth grade. The physical fitness test measures each student’s ability to complete six fitness tasks in six major areas. Students that either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy fitness zone.” Comparative results can be found at www.cde.ca.gov/ta/tg/pf/.

Adequate Yearly ProgressThe Federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state’s standards based assessments by 2014. Meeting AYP milestones helps determine whether students are reaching proficiency level targets set by NCLB. AYP requires annual evaluation and reporting of the academic progress of all students and defined student subgroups. The 2015 AYP report indicators include a target of 95% participation rate, 90% attendance rate, and 90% graduation rate. The percent proficient category is not applicable (N/A) for 2015 because the Department of Education (ED) granted California a one-year waiver that allows AYP determinations to exclude the percent proficient. The AYP table in this report illustrates the school’s progress in meeting 2014-15 AYP target rates for applicable schools. More


conditions and facility improvement needs. The most recent school inspection took place on October 29, 2015. During fiscal year 2014-15, all restrooms were fully functional and available for student use.

School Site Safety PlanThe Comprehensive School Site Safety Plan was developed for Ventura High School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, dress code policy, and bully prevention policy. The school’s most recent school safety plan was reviewed, updated, and shared with school staff in November 2014.Campus culture promotes a secure learning environment. All persons are to be treated with dignity and respect. The district, schools, students, parents/

Any school receiving Title I funds is required to comply with respective program testing and reporting activities, achieve specific levels of student proficiency, and monitor school progress towards meeting established goals. California Adequate Yearly Progress calculations determine whether a Title I school has met performance goals. Schools not meeting specific AYP criteria enter Program Improvement, a monitoring system and curriculum enhancement program designed to help schools to increase student proficiency levels. More information about Title I and Program Improvement can be located on the CDE’s website www.cde.ca.gov/ta/ac/ti/.

SChool FaCiliTieS & MaiNTeNaNCeThe district takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Ventura High School’s original facilities were built in 1938; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff.

Campus SupervisionSchool administration and teaching staff place a high priority on providing adequate adult supervision on campus before, during, and after school. As students arrive on campus each morning, administrators and campus supervisors patrol the campus, entrance areas, and designated common areas. Administrators, campus supervisors, the school resource officer, and some

teachers monitor lunch time activity in the cafeteria and common student activity areas. At the end of the day when students are dismissed, the resource officer, campus supervisors, and administrators monitor student behavior and ensure students either leave campus or travel to after-school activities in a safe and orderly manner. To enhance two-way routine communication and facilitate an immediate response to urgent situations, campus supervisors, administrators, nurse’s office, school office, guidance office, attendance office, and school resource officer possess hand-held radios while on campus. During school hours, all visitors must sign in at the school’s office and wear identification badges while on school grounds.

Facilities InspectionsThe district’s maintenance department inspects Ventura High School on an annual basis in accordance with Education Code §17592.72(c)(1). Ventura High School uses a school site inspection survey to identify unsafe or hazardous


The principal, assistant principal in charge of facilities, and the day custodian communicate daily concerning maintenance and school safety issues.

Deferred MaintenanceVentura Unified School District allocates deferred maintenance money to fund the repairs or replacement of existing school building components which typically include projects such as roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting and flooring systems. During the 2014-15 school year, Ventura High School did not have any funds allocated to the site for repairs or replacement projects.

ClaSSrooM eNViroNMeNT

Teaching LoadThe Teaching Load Distribution table in this report illustrates the distribution of class sizes by subject area, the average class size, and the number of classes that contain 1-20 students, 21-32 students, and 33 or more students. Calculations exclude classrooms of 50 or more students.

Discipline & Climate for LearningVentura High School’s discipline policies are based upon a schoolwide discipline plan and the Response to Intervention behavior model, which are used as guides to develop school rules, develop behavior management programs, promote responsibility, promote respect, and minimize classroom disruptions. Teachers clearly identify and explain behavior expectations to their students and discuss consequences for poor or disruptive behavior in the classroom. At the beginning of the school year, administrators lead an orientation assembly which includes discussions on school rules and behavior expectations. Discipline policies are outlined in the school agenda; a copy of the agenda is provided to every student and is available on the school website. Ventura High School employs Restorative Justice which are posted in each classroom and are based on the CHAMPS program. CHAMPS is a positive behavior support program focused on improving classroom behavior, establishing clear behavior expectations, reducing misbehavior, motivating students to put forth their best effort, increasing academic engagement, and teaching students to behave respectfully and to value diversity.

DropoutsVentura High School’s teachers and administrative staff practice the early identification of and intervention on behalf of students who exhibit warning signs and/or behavioral traits that may lead to dropping out of school. Intervention strategies used to promote attendance and reduce dropout rates include parent conferences, counseling, independent study, evaluation of credit completion rates, transcript reviews, BYU (Brigham Young University) online credit recovery thru adult education, “Get Focused/Stay Focused” thru Naviance, 9th grade Den project to connect 9th graders with juniors and seniors to mentor with teacher advisors for peer mentoring and grade checks among other things, online independent study, adult school enrollment, concurrent enrollment in community college, and referral

guardians and community have an obligation to promote mutual respect and safe, harmonious relations that support dignity and equality. Bullying and harassment are not tolerated. The school district has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to address incidents of bullying and harassment when they occur. Students and their parents receive information annually regarding district policies concerning anti-bullying and harassment.

Facilities MaintenanceDistrict maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests. Emergency repairs are given the highest priority. 2014-15 Campus Improvements:• Upgrades to cafeteria to create a Cougar Student union• Returf the football field• Upgrades to tennis courts• Installation of benches in alumni courtyard

Every morning before school begins, the day custodian and assistant principal in charge of facilities inspect the entire campus for safety hazards or other conditions that need attention prior to students and staff entering school grounds. One day custodian/athletic attendant and seven evening custodians are assigned to Ventura High School. The day custodian is responsible for:• Restrooms• Cafeteria• Event Setup/Cleanup• Trash Removal• General Cleaning and Custodial FunctionsRestrooms are checked throughout the day for cleanliness and subsequently cleaned as needed. The evening custodians are responsible for:• Auditorium• Common Use Areas• Restrooms• Classrooms• Gyms• Routine Maintenance• Office Areas


include data analysis and creating common assessments using Illuminate. During the 2014-15 school year, Ventura High School participated in staff development trainings focused on:• Google Apps/Docs Trainings• Chromebook Academy• AP Conferences• AVID Conferences• VCOE Literacy Trainings• Foreign Language Training• WASC Goals Evaluation Tool• Professional Learning Communities• Cultural Proficiencies & Interdisciplinary Lessons• Math I & II Integration Training• English Language Arts• Common Core State Standards

The district supplements site-level professional development to follow up and support year-round and ongoing programs centered around reading, writing, and math and tied to either specific strategies to improve student learning or district-adopted curriculum materials. Supplemental professional development is offered throughout the school year on early student release days, after school, on designated staff development days, and during substitute release time. During the 2014-15 school year, professional development was offered related to Project Based Units, Problem Solving, Google Apps for Education, Q Training, CHAMPS, and English Language Arts/Math Rounds. Teacher Content Specialist Teams work with school site administrators and teaching staff to provide support and training to ensure the successful implementation of the Common Core Standards.Ventura Unified School District and the Ventura County Superintendent of Schools jointly support new and veteran teachers in developing their teaching skills through the Beginning Teacher Support and Assessment (BTSA) program and the Peer Assistance and Review (PAR) program. BTSA is a state-approved program that offers first and second year teachers comprehensive support and training for new teachers with a preliminary credential; after successful completion of the two-year BTSA training, teachers may apply for their clear teaching credential. PAR is available for veteran teachers who need to improve their instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance.

to a continuation high school. Understanding that the needs of each student are different, administrators, counselors, and teaching staff continue their efforts to discover successful solutions to help students complete their high school program.In the following Dropout & Graduation Rates table, 2013-14 data are most current information available since state certification/release dates for dropout data occur too late for inclusion in this report. Beginning with the graduation class of 2010, the California Department of Education developed Cohort Dropout and Cohort Graduate rate formulas, based on CALPADS’ (California Longitudinal Pupil Achievement Data System) four-year accumulation of student data, to more accurately determine dropout and graduation rates in California’s schools. The new calculations take many factors into consideration when identifying actual dropouts/graduates. Graduation rates include only graduates that earned their diplomas within a specific four-year period of time; graduation rates do not include students who, for a variety of reasons, took longer than four years to graduate. Detailed information about dropout rates and graduation rates can be found on the DataQuest web page at http://dq.cde.ca.gov/dataquest/.

Graduation RequirementsStudents must accumulate 230 course credits and earn a passing grade in Algebra 1 to receive a high school diploma from Ventura High School. Alternative methods of acquiring a diploma are available through the continuation school, community college, and adult school for those students who have been unsuccessful in a high school environment or have exhausted their opportunities to remain at Ventura High School. The following table illustrates the percentage of students graduating from Ventura High School who have met the district graduation requirements.

CurriCuluM & iNSTruCTioN

Staff DevelopmentAll curriculum and instructional improvement activities at Ventura Unified School District are aligned to the Common Core State Standards. Staff development concentrations are selected and identified based on NCLB requirements and Common Core Standards implementation. Findings from formative assessment results, DIBELS, SRT, and IDEL indicate that reading, writing, and math are the primary focus areas.

During the 2014-15 school year, Ventura High School participated in districtwide staff development training focused on:• Mathematics• English Language Arts• Social Studies• World Language• Special Education• Physical Education• Next Generation Science Standards (NGSS)• Math Vision Project• Arts & MusicSupplementary site-based professional development takes place through grade level collaboration, department level collaboration, and subject area collaboration on early release and late start days. Professional development activities are closely aligned to district goals, school goals, and WASC goals and


Staff members are encouraged to attend professional workshops and conferences. New teachers, experienced teachers, mentor/teacher leaders, administrators, and support staff are encouraged to participate in workshops sponsored by the Ventura County Superintendent of Schools as well as the Ventura Unified School District. Profession and subject specific offerings are consistent with the California Content Standards. Classified support staff may receive job-related training from district representatives; training activities and workshops are designed to enhance and extend job performance.

Instructional MaterialsAll textbooks used in the core curriculum at are aligned to the Common Core State Standards. Instructional materials are selected from the state’s most recent list of standards-based materials and adopted by the State Board of Education. The district follows the State Board of Education’s adoption cycle for core content materials (English/Language Arts, math, science, and social science). On September 22, 2015, the Ventura Unified School District Board of Education held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Education adopted Resolution #15-24 which certifies as required by Education Code §60119 (1) that textbooks and instructional materials were provided to all students, including English Learners, in the district to the extent that each pupil, including English Learners, has a standards-aligned textbook and/or instructional materials to use in class and to take home, which may include materials in a digital format but shall not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage, (2) that all students who are enrolled in the same course within the district have standards-aligned textbooks or instructional materials from the same adoption cycle, (3) sufficient textbooks and instructional materials were provided to each student, including English Learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in math, science, history-social science, and English/Language Arts, including the English Language Development


component of an adopted program, 4) sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language or health classes, and 5) sufficient laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive.In addition to core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used for their visual/performing arts curricula. During the 2015-16 school year, Ventura Unified School District provided each student, including English Learners, enrolled in a visual/performing arts class with a textbook or instructional materials to use in class and to take home. These materials complied with the state’s content standards and curriculum frameworks.

ColleGe PreParaTioN & work readiNeSS

College Preparation CoursesStudents are encouraged to take required courses if they plan on attending a four-year college or university. The following table illustrates the proportion of courses taken and successfully completed in relation to the number of course enrollments (sum of total enrollment in all classes).

Admission Requirements for California Public UniversitiesUniversity of CaliforniaAdmission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admission requirements please visit the University of California website at www.universityofcalifornia.edu/admissions/general.html.California State UniversityAdmission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses, and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements, please visit the California State University website at www.calstate.edu/admission/.

Advanced PlacementIn 2014-15, Ventura High School offered advanced placement courses for those students seeking to qualify for college credit. Sophomores, juniors, and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges.

Workforce PreparationStudents in grades nine through twelve receive counseling from school personnel regarding career paths and courses of study. During their freshman year, students meet with the counselor to discuss their four-year academic plan and are introduced to Ventura High School’s technical and career education programs; the counselor meets at least once a year with each student to follow up on their progress in meeting graduation requirements and career objectives. All career and technical education (CTE) courses comply with state-adopted content standards and are integrated into the student’s four-year academic plan as elective courses. Ventura High School offers the following programs that promote leadership, develop job-related skills, provide on-the-job experience, and increase interest in school:• Work Experience• Regional Occupational Programs• Workability• Career Pathways• Community Service Partnerships for Culinary Arts Classes and Landscaping Class• Southern California Edison Internship Program• Discovery Program• Segue Program

On Campus Pathway SequencesCabinet Making and WoodworkingFood Service and HospitalityNetwork CommunicationsOrnamental HorticulturePlant and Soil ScienceVehicle Maintenance and ServiceWelding Technology

CTE Student OrganizationFuture Farmers of America (FFA)Future Homemakers of America (FHA) - Hero

On-campus ROP CoursesAuto ServiceComputer Repair & MaintenanceComputer SecurityCulinary Arts I, IIFloral DesignLandscapingNetwork Technology (Cisco I & II)Practical Compute LiteracyRobotics


On-campus CTE CoursesAgricultural BiologyAutomotive Mechanics I, IIBusiness FundamentalsComputer Graphics Media TechnologyFamily and Human DevelopmentFood & Beverage Production/PreparationFoods and Nutrition ScienceInformation Systems ManagementInformation TechnologyKeyboarding & Computer ApplicationsMetal I, IINetworkingOrnamental HorticultureProfessional Theatre/Play ProductionSet Design and ConstructionVideo ProductionWoodworking I, IIWord ProcessingIndividual student assessment of work readiness skills takes place through:• End of course exams• Completion of course-required projects• On-the-job observation• Classroom observation• Post-graduate surveys

Work experience students are partnered with local community organizations and local employers that provide on-the-job training and mentoring for students 16 years of age or older. Work experience students receive guidance and supervision designed to ensure maximum educational benefit from part-time job placement. For more information, students should contact the counselor. Regional Occupational Programs (ROP) are offered in partnership with the Ventura County Office of Education. A variety of career technical education courses are available on and off-campus to help prepare high school students (16 years and older) for entry-level employment, upgrading current job skills, or obtaining more advanced levels of education. Off-campus ROP courses are offered at the county’s Camarillo Airport Campus; free bus transportation is available to participating students.Workability provides work experience opportunities outside the school day that meet the students’ interests and aptitudes while providing real-world job experience prior to graduation. The program is available to all students with disabilities who have an Individualized Education Plan.

Teacher AssignmentDuring the 2014-15 school year, Ventura High School had 92 teachers who met all credential requirements in accordance with state guidelines. The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “NCLB Compliant.” Minimum qualifications include: possession of a bachelor’s degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

In the following table, which identifies the number of classrooms taught and not taught by NCLB-compliant teachers, high poverty schools are those schools in the highest quartile for student participation defined by the free and reduced price meal program. Low poverty schools are those schools that are in the lowest quartile of program participation.

Ventura Unified School District receives funds from the Carl D. Perkins Vocational and Technical Education Act (Perkins). This grant enables Ventura High School to provide its students with the academic and technical skills needed to succeed in a knowledge and skills-based economy and helps provide programs that prepare students for both postsecondary education and the careers of their choice. For more information on career technical programs, ROP, workability, partnership academies, and work experience, contact the counselor or visit the state’s career technical website at www.cde.ca.gov/ci/ct/.

ProFeSSioNal STaFF

Counseling & Support StaffVentura High School provides professional, highly qualified staff that provide additional services and support centered on the whole student academically, physically, and mentally. The Counseling and Support Services table in this report illustrates the availability of non-instructional support staff to Ventura High School’s students. Full-time equivalent (FTE) is a standard measurement used to identify an employee’s regular work load on a weekly basis. For example, an FTE of 1.0 designates a full-time position and the employee is on campus and available all day every day of the week; an FTE of 0.5 indicates that the staff member is available and on campus a portion (50%) of the week.

*One Full Time Equivalent (FTE) equals one staff

member working full time; one FTE could also

represent two staff members who each work 50% of

full time.


SarC daTa & iNTerNeT aCCeSS

DataQuestDataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about Ventura High School and comparisons of the school to the district, the county, and the state. DataQuest provides reports for school accountability, including but not limited to AYP, CST, CAASPP, enrollment, and staffing.

Public Internet Access LocationParents may access Ventura High School’s SARC and access the internet at any of the county’s public libraries. The closest public library to Ventura High School is the E. P. Foster Library, a branch of Ventura County Library.Address: 651 E. Main St., VenturaPhone Number: (805) 648-2715WebSite: http://www.vencolibrary.orgNumber of Computers Available: 26

diSTriCT exPeNdiTureS

Salary & Budget ComparisonState law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the State Department of Education has provided average salary data from school districts having similar average daily attendance throughout the state. (Note: 2013-14 salary comparison data was the most recent data available at the time this report was published.)

Expenditures Per StudentFor the 2013-14 school year, Ventura Unified School District spent an average of $8,181 of total general funds to educate each student (based on 2013-14 audited financial statements and in accordance with calculations defined in Education Code §41372). The table in this report 1) compares the school’s per pupil expenditures from unrestricted (basic) and restricted (supplemental) sources with other schools in the district and throughout the state, and 2) compares the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding expenditures and salaries can be found at the CDE website at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the following table reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.)

In addition to general fund state funding, Ventura Unified School District receives state and federal categorical funding for special programs. For the 2013-14 school year, the district received categorical, special education, and support programs funds for: • After School Learning & Safety Neighborhood Partnerships• Agricultural Vocational Incentive Grants• California Clean Energy Jobs Act• Common Core State Standards Implementation• Department of Rehabilitation• Education Protection Account• Indian Education• Lottery: Instructional Materials

• Medi-Cal Billing Option• Other Federal Funds• Other Local: Locally Defined• Other State: Locally Defined• Special Education• State Lottery• Title I, II, III• Tobacco-Use Prevention Education• Vocational Programs


DisclosureThe statistical information disclosed in this report is obtained from the California Department of Education and the Ventura Unified School District. At the time of publication, this report met all SARC-related state and federal requirements, using the most current data available. Data to prepare the instructional materials and school facilities sections were acquired in December 2015.

Published January 2016 VENTURA HIG H S C HOOL SAR… · report card 2014-15 school accountability v...

Documents

Transcript of Published January 2016 VENTURA HIG H S C HOOL SAR… · report card 2014-15 school accountability v...