Valencia High School CDS Code€¦ · The 2014-15 school year provides us an opportunity to write...

2013-14 School Accountability Report Card — Published during the 2014-15 school yearIn accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school’s progress, test scores and achievements.

Valencia High School CDS Code: 30-66647-3038023

500 North Bradford Avenue Placentia, CA 92870 • Phone: (714) 996-4970 • Grades: 9-12 www.vhstigers.org • Rick Lopez, Principal • Email: [email protected]

Superintendent’s MessageDear PYLUSD community,

Orange County historians tell us that the Placentia School District dates back to 1878; Yorba Linda School District formed about 40 years later in 1911. Pioneers in those early years established one-room schoolhouses and, with courage, hard work, and clear vision, laid the foundation for the present-day award-winning education system that we enjoy. I am incredibly proud to serve the Placentia-Yorba Linda Unified School District community as superintendent. Our educational heritage gives me much to be thankful for, as well as a keen desire to be a good steward of all that our schools and students represent and have achieved. Inspired by the past, I welcome all of you to join with me in continuing to build our school communities and equip our students for the future.

In the spirit of building toward the future, our district has undertaken some very important work. Last year marked the launch of The PYLUSD Advantage, a pivotal and significant five-year commitment and plan of action for our school district. Providing a framework for aligning our organization around core values, The PYLUSD Advantage guides our decision-making, aligns the priorities in our programs, and ultimately ensures that all of our students will receive an outstanding and comprehensive education.

People—our students first and foremost, our district employees, families and others in our supportive community—are the heart and soul of the Placentia-Yorba Linda Unified School District. That is clear. To safeguard this vital commitment and to provide a foundation of educational excellence, we have identified five key Focus Areas.

• Academic Achievement: We will expect all students to demonstrate academic achievement in order to emerge college and career ready.

• Effective Instruction and Leadership: We will continue to support a dynamic and high-quality instructional program to build lifelong habits of learning.

• Engaged Community: We will establish a culture that encourages positive relationships among our students, staff, and parents as well as educational and business partners.

• Safe and Respectful Environment: We will foster a safe and respectful atmosphere to promote the emotional health, safety and well-being of students, staff and parents.

• Optimized Resources: We will ensure that all fiscal and capital resources maximize educational opportunities.

The 2014-15 school year provides us an opportunity to write another chapter of new successes and legacy in the history of our school district. We are grateful for the support of each of you—students, staff members, parents, and the community—as we embark on this important work and look forward with much anticipation to a wonderful year.

Sincerely,

Doug Domene, Ed.D. Superintendent

Placentia-Yorba Linda Unified School DistrictDoug Domene, Superintendent Email: [email protected]

1301 E. Orangethorpe Avenue

Placentia, CA 92870 Phone: (714) 986-7000

www.pylusd.org

Para español visita: www.pylusd.org

PYLUSD: Where...

CollaborationCommunicationCritical Thinking

CreativityDigital Citizenship

DiscoveryExcellenceInnovationTeamworkThe Future

Happens!

Core Values - What We Stand For and RepresentExcellence We relentlessly pursue excellence in all academic and organizational endeavors.

Collaboration We work together with all members of our school community to ensure student success.

Integrity We foster relationships that promote respect, service and honesty to ensure the well-being of all students.

Innovation We embrace a culture that celebrates ingenuity and inspires intellectual exploration.

Governing Board

Eric Padget President

Judi Carmona Vice President

Karin Freeman Clerk

Carrie Buck Trustee

Carol Downey Trustee

District Vision StatementWe are committed to being a dynamic learning community that prepares each and every student for success now and in the future.

District Mission StatementWe hold high expectations for all students through rigorous and relevant educational experiences that challenge them to become responsible, ethical, and engaged citizens.

2013-14 School Accountability Report Card2

Parental InvolvementAt Valencia, a concerted effort is made to promote parent involvement. Strategies include:

• Electronic marquees in three highly visible locations

• An automated telephone system which facilitates mass communication

• Regular press releases in the local newspapers

• An outstanding and up-to-date website

• Quarterly Parent Teacher Student Association (PTSA) newsletter

• Quarterly alumni and friends newsletter

• Aeries/Aeries Browser Interface

• A Facebook page

There are numerous organizations with parental involvement that provides them the opportunity for input into the educational process at Valencia.

• PTSA

• School Site Council

• Booster Clubs

• Alumni and Friends Association

• Superintendent’s Community Advisory Council

• WASC Parent/Community and Focus Groups

• ELAC (English Learner Advisory Committee)

• Grad Night Committee

Beyond the many athletic, academic, and performing arts competitions and performances, parents are not only invited but are encouraged to attend special-informational and recognition nights. They include:

• VAL Tech

• International Baccalaureate

• Back-to-School

• College Pathways

• Academic Showcase

• Distinguished Scholar

• Senior awards

• Migrant Education Parent Meetings

• Parent University

Valencia parents are encouraged to directly participate in numerous student events and activities on campus.

• Disseminating registration materials

• Assisting with registration in August

• Red and Yellow Ribbon Week

• Teacher Appreciation Week

• Every 15 Minutes

• Memorial Day Service

• SERVE

• Senior Awards Night

• Homecoming performance

For more information on how to become involved at the school, please contact the PTA President at (714) 996-4970.

Principal’s MessageWelcome to the 2014-2015 school year. I am Rick Lopez and I am proud to serve as Principal at Valencia High School. Valencia has a rich history, with our doors first opening to students in 1933. We are guided by our motto of Pride, Tradition, Excellence and apply it to all we do. With a talented and dedicated staff who is sec-ond to none, we provide our students with a wide range of opportunities to excel in academics, athletics, arts, activities, and academic competition. Each of these pro-grams perform at the highest levels and have made Valencia a destination school to students from more than 20 public and private middle schools in Orange County and beyond. Students come here for the unique opportunities provided including 28 AP courses and 21 IB courses for a total of 49 college level courses available. With pass rates consistently near 90 percent, students recognize the value of what VHS has to offer in their pursuit of acceptance to the elite universities in the nation. Stu-dents also come to access our technology and the wide range of STEM courses in our Val Tech program to prepare them for success in the 21st century. Our AVID program promotes a college going culture on campus and is a tremendous resource to our students. Athletics, performing arts, clubs, and academic competition teams including Academic Decathlon, Science Olympiad, Chemistry Olympiad, FIRST Robotics and Mock Trial, are a source of pride and provide students with further opportunities for involvement. With high expectations and support, we are com-mitted to our students’ success. So, come to VHS and get involved. Valencia High School is a second home to our staff and students and we look forward to you being a part of our Tiger family.

School Mission StatementThe shared vision of the staff, students, and community of Valencia High School is that all students will be effective communicators, healthy individuals, complex thinkers, self-directed learners, community participants, effective technologists, and collaborative workers who strive to meet or exceed academic content standards. We believe in providing all individuals with equal opportunities to pursue excellence and to reach their maximum potential, while continuing on their path to lifelong learning. We are commit-ted to providing all individuals with the tools to become competitive in a global economy, and to become concerned involved citizens in our democratic society.

We strive to give all students and staff members training and assistance to become effective users of ideas, information, and technology. Further, we provide instruction in the acquisition, evaluation and ethical use of information while encouraging a lifelong appreciation of reading and learning.

33Valencia High School

2013-14 School Accountability Report Card

School DescriptionValencia High School was opened in 1933 and is located on 44 acres. There are 110 classrooms, a 900 seat auditorium, a mul-tipurpose stadium, fifteen computer labs, and multiple school offices. Our school custodians and groundskeeper maintain a clean and nice-looking campus.

Our school is grateful that we have such a gracious community. In March 2002 a facilities bond passed that was used to renovate existing schools and build new ones. Our school was recently renovated and a new two-story structure will house girls’ physical education and art facility. A new bond measure was passed in 2008 that allowed us to finish modernizing the campus and replace portables with permanent structures.

Students are provided a comprehen-sive curriculum that includes reading, language arts, math, social science, science, and visual and performing arts. Approximately 12 percent of our students receive special-education services, 25 percent of our students are classified as Limited English Proficient, 36 percent of our seniors participated in the AP Program during their four years, and 50% of our students participate in the Federal Free/ Reduced lunch program. A total of 114 teachers are employed at our school. Other staff members include a principal, two assistant principals, five counselors, a psychologist, a speech therapist, a librarian, an activities director, a school resource officer, seven custodians, four campus supervisors, and twelve school secretaries/clerks. Valencia High School, a district Magnet Academy, is an approved member of the International Baccalaure-ate (IB) Diploma Program and is home to the Val Tech Program, for students with a special aptitude for technology.

School SafetyStudent safety is a primary concern of all those involved in the education of students in the Placentia-Yorba Linda Unified School District. It is the desire of the school board and superintendent that all efforts are made to provide a safe learning environment for students and staff.

To this end, each school is charged with the responsibility for the overall development of a comprehen-sive School Safety Plan. This comprehensive School Safety Plan may be evaluated and amended, as needed, by the School Site Council or School Safety Planning Committee, but shall be evaluated at least once a year to ensure that the comprehensive School Safety Plan is properly implemented.

Valencia High School2014-15 School Action Plan

Component 1: School’s Physical Environment

The physical conditions in which education takes place.

To ensure that all students and staff members are provided with a safe, clean, and secure school en-vironment.

The Safe School Planning Committee recognizes and commends the students, staff, and parents for the following conditions and programs at Valencia High School that positively affects the physical conditions of the

• Front of school: “curb appeal”

• New quad: repainted throughout the year

• New concrete in majority of campus

• New and improved gates and fencing

• Increase in tables on campus for students to eat at

• Removal of “bottle necks” throughout campus for easy flow of foot traffic

• Removal of old restrooms and adding new restrooms

• Improved parking for staff and students

• Removal of old temporary portables and adding new permanent portables

• New ticket booth and concession stand at Bradford Stadium

• Air-conditioning installed in the auditorium

Objective 1: Ensure that students and staff are prepared in the event of an emergency situation on campus.

Objective 2: Improve the physical safety conditions on campus.

Component 2: School’s Social Environment

The organizational and interpersonal processes that occur in and around the school.

The Goal

To further develop an organizational structure that creates a consistent, safe, proactive, and positive climate on our school campus.

Our Areas of PRIDE

The Safe School Planning Committee recognizes and commends the students, staff, and parents for the following conditions and program at Valencia High School that positively affect the physical and psychological well-being of all persons on campus.

• School spirit is at an all-time high

• Student involvement

• Organizations are being sensitive to the economic situation many of our families are in

• We celebrate and embrace our diversity

• Strength of our staff

• New quad increases ability for student interaction

• Increase in the number of clubs on campus

• Increase in the number of extracurricular activities on campus

• Developed multiple methods in which students can report bullying or other unsafe conditions

• Strength and variety of school programs for students to take part in

Our Areas of Change

Objective 1: Continue to inform staff and students about bullying and continue to improve the procedure for safe reporting.

Objective 2: Increase student connectivity to school in order to improve mental health.

The School Safety Plan was last reviewed, updated, and discussed with the school faculty in November 2014.


2013-14 Enrollment by Grade

Enrollment by Grade LevelThe bar graph displays the total number of students enrolled in each grade for the 2013-14 school year.

Suspension and Expulsion Rates

Valencia HS

11-12 12-13 13-14

Suspension rates 6.8% 5.3% 2.2%

Expulsion rates 0.2% 0.2% 0.1%

Placentia-Yorba Linda USD

11-12 12-13 13-14



California

11-12 12-13 13-14



Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, re-gardless of the number of suspensions.

Three-Year Data ComparisonNumber of Classrooms by Size

2011-12 2012-13 2013-14

Subject Number of Students

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English language arts 25 10 48 21 17 52 21 26 50

Mathematics 12 11 36 16 19 33 13 11 44

Science 7 9 36 5 24 32 5 23 38

History/social science 7 7 33 19 23 37 21 15 44

2013-14 School YearDemographics

Enrollment by Student GroupThe total enrollment at the school was 2,690 students for the 2013-14 school year. The pie chart dis-plays the percentage of students enrolled in each group.

Socioeconomically disadvantaged 56.70%English learners 12.20%

Students with disabilities 8.60%

Hispanic or Latino58.8%

American Indian or Alaska Native

0.2%

Asian15.9%

Native Hawaiian or Pacific Islander

0.4%

Filipino2.1%

Black orAfrican-American

2.2%

White19.3%

Two or More Races0.7%

No Response 0.4%

Three-Year Data ComparisonAverage Class Size

11-12 12-13 13-14

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size.

9

10

11

12

762

695

650

583

English-LanguageArts

Mathematics Science History-SocialScience

2931 32 32

30 2931

2830 31 32

29



v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

Spring 2014 ResultsStudents Scoring at Proficient or Advanced Levels

Group Science

All students in the district 78%

All students at the school 65%

Male 68%

Female 61%

Black or African-American 72%

American Indian or Alaska Native v

Asian 98%

Filipino v

Hispanic or Latino 48%

Native Hawaiian or Pacific Islander v

White 86%

Two or more races v

Socioeconomically disadvantaged 49%

English learners 14%

Students with disabilities 35%

Students receiving Migrant Education services v

California Assessment of Student Performance and Progress Results by Student Group: Science (grades 5, 8 and 10)

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Report-ing (STAR) Program was eliminated and replaced by a new set of assess-ments called the California Assessment of Student Performance and Progress (CAASPP).

Because of the state’s adoption of the Common Core State Standards and implementation of a new student-testing system, limited data is available to report in the SARC.

For the 2013-14 school year, the CAASPP included the Smarter Balanced Assess-ments, alternate, science, and other optional assessments.

In the spring of 2014, California began field-testing the Smarter Balanced Assessments in English language arts and mathematics. These tests were not officially scored, so there is no data to report.

The science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Perfor-mance Assessment (CAPA), similar to the STAR Program. Therefore it is acceptable to make comparisons to previous year results.

The CST is a multiple-choice test in sci-ence for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individual-ized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommoda-tions or modifications, or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

Three-Year Data ComparisonStudents Scoring at Proficient or Advanced Levels

Valencia HS Placentia-Yorba Linda USD California

Subject 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14

Science 62% 67% 65% 74% 76% 78% 60% 59% 60%

California Assessment of Student Performance and Progress Results: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.


Valencia HS Placentia-Yorba Linda USD California

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13

English language arts 55% 60% 64% 69% 71% 71% 54% 56% 55%

Mathematics 55% 59% 58% 69% 70% 71% 49% 50% 50%

History/social science 57% 57% 64% 68% 68% 69% 48% 49% 49%

Standardized Testing and Reporting Results for All Students The table below shows the percentage of students who scored at Proficient or Advanced levels (meet-ing or exceeding state standards) in English language arts, mathematics and history/social science. Because of the new CAASPP field-testing in the spring of 2014, there are no scores to be reported. The last available scores under the STAR Program are shown.

Academic Performance IndexThe Academic Performance Index (API) is a numeric rating system that reflects a school and district’s performance level based on the results of annual statewide student assess-ments. It is used to measure the academic performance and progress of the schools within California. Individual outcomes are converted to points on the API scale and then averaged across all students and all tests, resulting in a single number, or API score, measured on a scale from 200 to 1,000. This score reflects the school, district or a student group’s per-formance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target.

With a complete change of the K-12 education system, the State Board of Education tem-porarily suspended API. No API scores or ranks will be calculated for the next two years, as California continues the transition to the new Common Core State Standards and California Assessment of Student Performance and Progress.

To learn more about API, please visit www.cde.ca.gov/ta/ac/ap for the API information guide and www.cde.ca.gov/ta/ac/ar/aprfaq.asp for information on the changes to API.

6

API Ranks

Three-Year Data Comparison

2011 2012 2013

Statewide API Rank 8 8 9

Similar Schools API Rank 8 8 9

nData are reported only for numerically significant groups.


2013 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group2013 Growth API Valencia HS –

Actual API Change

Valencia HS Placentia-Yorba Linda USD California 10-11 11-12 12-13

All students 846 873 790 14 13 22

Black or African-American 840 828 707 n n n

American Indian or Alaska Native v 897 742 n n n

Asian 959 959 906 18 3 2

Filipino 882 911 867 n n n

Hispanic or Latino 788 808 743 17 10 29

Native Hawaiian or Pacific Islander v 915 773 n n n

White 908 901 852 11 5 20

Two or more races 856 914 845 n n n

Socioeconomically disadvantaged 788 794 742 17 8 29

English learners 710 760 717 14 0 23

Students with disabilities 615 708 616 30 -18 46

API Growth by Student GroupAssessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district and state level followed by the actual API change in points added or lost for the past three years at the school.

API RanksSchools are ranked in 10 categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” com-pares its API to the APIs of all other schools statewide of the same type (elementary, middle or high school). A “similar schools API rank” reflects how a school com-pares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank.



2013-14 School Year

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and the accountability system it uses to evaluate school performance, the U.S. Department of Education has approved a waiver to allow California not to make Adequate Yearly Progress determinations for elemen-tary and middle schools. They will receive the same AYP determinations as in 2013.

High schools will not be affected by this waiver and will continue to receive AYP determinations because they are based on California High School Exit Exam (CAHSEE) results and graduation rates.

For more information on Adequate Yearly Progress, please visit www.cde.ca.gov/ta/ac/ay.

2014-15 School YearFederal Intervention Program

Valencia HS Placentia-Yorba Linda USD

Program Improvement status Not Title I In PI

First year of Program Improvement ² 2013-2014

Year in Program Improvement* ² Year 1

Number of schools identified for Program Improvement 7

Percent of schools identified for Program Improvement 87.50%

Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator (API or gradua-tion rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

Due to the waiver that allows California to use the same AYP determinations as 2013, no new schools will enter or exit Program Improvement, and current PI schools will not advance a year in their PI status. This table displays the 2014-15 PI status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Percentage of Students Meeting Fitness Standards

2013-14 School Year

Grade 9

Four of six standards 17.90%

Five of six standards 24.10%

Six of six standards 22.30%

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed informa-tion on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

² Not applicable.

For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades nine, ten, eleven, and/or twelve on Fall Census Day in October 2013 will receive an AYP Report. Because students in grades three through eight participated in the Smarter Balanced Field Test during the 2013–14 academic year, the U.S. Department of Education approved a determination waiver for California which exempts elementary schools, middle schools, elementary school districts, and unified school districts from receiving a 2014 AYP Report.

DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.*

Adequate Yearly Progress Criteria

Valencia HS Placentia-Yorba Linda USD

Met overall AYP No

Met participation rate

English language arts Yes

Mathematics Yes

Met percent proficient

English language arts No

Mathematics No

Met graduation rate No

California High School Exit Exam ResultsThe California High School Exit Exam (CAHSEE) is primarily used as a gradu-ation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English language arts and mathematics. For the purposes of calculating AYP, three perfor-mance levels are set: Advanced, Proficient and Not Proficient.

8


English Language Arts Mathematics

11-12 12-13 13-14 11-12 12-13 13-14

Valencia HS 59% 61% 62% 65% 71% 68%

Placentia-Yorba Linda USD 71% 71% 55% 73% 76% 57%

California 56% 57% 56% 58% 60% 62%

California High School Exit Exam Grade 10 ResultsThe table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note that the score a student must achieve to be considered Proficient is dif-ferent than the passing score for graduation requirement.


2013-14 School YearStudents Achieving at Each Performance Level

English Language Arts Mathematics

Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All students in the district 29% 25% 46% 26% 40% 34%

All students at the school 38% 22% 40% 32% 34% 34%

Male 42% 24% 35% 32% 34% 34%

Female 34% 20% 46% 32% 33% 35%

Black or African-American 26% 16% 58% 26% 32% 42%

American Indian or Alaska Native v v v v v v

Asian 5% 12% 83% 3% 25% 72%

Filipino v v v v v v

Hispanic or Latino 54% 27% 19% 45% 39% 16%

Native Hawaiian or Pacific Islander v v v v v v

White 16% 18% 66% 15% 33% 52%

Two or more races 50% 20% 30% 58% 26% 16%

Socioeconomically disadvantaged 56% 25% 19% 43% 40% 17%

English learners 95% 3% 2% 84% 13% 3%

Students with disabilities 83% 12% 5% 76% 19% 5%

Students receiving Migrant Education services v v v v v v

CAHSEE Grade 10 Results by Student Group: English Language Arts and MathematicsThis table displays the percentage of students, by group, achieving at each performance level in English language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit www.cahsee.cde.ca.gov.




Graduating Class of 2013Completion of High School Graduation Requirements

Group Valencia HS Placentia-Yorba Linda USD California

All students 95.78% 91.86% 84.56%

Black or African-American 83.33% 84.21% 75.90%

American Indian or Alaska Native v 75.00% 77.82%

Asian 100.00% 96.05% 92.94%

Filipino v 93.10% 92.20%

Hispanic or Latino 95.28% 88.42% 80.83%

Native Hawaiian or Pacific Islander v 87.50% 84.06%

White 95.12% 93.49% 90.15%

Two or more races v 90.00% 89.03%

Socioeconomically disadvantaged 115.79% 103.56% 82.58%

English learners 58.70% 48.39% 53.68%

Students with disabilities 84.44% 61.45% 60.31%

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentage of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion, including having passed both the English language arts and mathematics portions of the CAHSEE or received a local waiver or state exemption. For more information, please visit www.cde.ca.gov/ta/tg/hs.

Three-Year Data ComparisonGraduation and Dropout Rates

Graduation Rate Dropout Rate

10-11 11-12 12-13 10-11 11-12 12-13

Valencia HS 91.40% 92.88% 91.84% 6.60% 5.10% 3.00%

Placentia-Yorba Linda USD 91.92% 91.80% 93.18% 5.10% 5.50% 2.90%

California 77.14% 78.87% 80.44% 14.70% 13.10% 11.40%

Graduates and DropoutsThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. See www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.

Admission Requirements for California’s Public UniversitiesUniversity of California: Admission require-ments 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 stu-dents who have successfully completed specified college course work, be eligible for admission to the UC. These require-ments are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information Web page at http://admission.universityofcalifornia.edu.

California State University: Eligibility for admission to the California State Universi-ty (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some cam-puses have higher standards for particular majors or students who live outside the lo-cal 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 have 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 admis-sion, application and fee information, see the CSU Web page at www.calstate.edu/admission/admission.shtml.

2012-13 and 2013-14 School YearsUC/CSU Admission

Valencia HS

Percentage of students enrolled in courses required for UC or CSU admission in 2013-14 69.15%

Percentage of graduates who completed all courses required for UC or CSU admission in 2012-13 44.64%

Course Enrollment for UC and CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of Cali-fornia and California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest.


AVID ProgramAVID seeks to close the achievement gap by improving the performance of all students, especially those who have not traditionally succeeded in completing college entrance requirements: students who are underrepresented in four-year colleges and universities, students in the academic middle, students who are the first in their families to go to col-lege. AVID places these students on the college track, requiring them to enroll in their school’s toughest courses, such as Advanced Placement and International Baccalaureate. To support them in the rigorous coursework, AVID students learn organizational and study skills, develop critical thinking, learn to ask probing questions, receive academic help from peers and college tutors, and participate in enrichment and motivational activities to make their college dreams reality.

International Baccalaureate The International Baccalaureate (IB) program has consistently grown in enrollment and diploma win-ners. Offering the most rigorous curriculum at VHS, this prestigious program draws scholars from all over the district. The number of IB courses as well as the number of diploma winners demonstrates our success. Valencia HS currently offers 21 IB courses boasting a 90% pass rate on IB exams. Students who graduate from Valencia High School with an IB Diploma are attending some of the most prestigious universities in the world.

The following is a list of IB courses offered at Valencia High School:

Group 1 (Studies in Language and Literature)

• English A: Literature (HL Y1)

• English A: Literature (HL Y 2)

Group 2 (Language Acquisition)

• French B (SL)

• French B (HL)

• Japanese B (SL)

• Japanese B (HL)

• Mandarin B (SL)

• Spanish B (SL)

• SpanishB (HL)

Group 3 (Individuals and Societies)

• Economics (SL)

• History of the Americas (HL)

Group 4 (Sciences)

• Biology (HL)

• Chemistry (HL)

• Computer Science (SL)

• Computer Science (HL)

• Physics (SL)

• Physics (HL)

Group 5 (Mathematics)

• Math (SL)

• Math (HL)

Group 6 (The Arts)

• Music (SL)

• Art History (SL)

• Theory of Knowledge (TOK)

Val Tech Classes• AP Computer Science

• IB Computer Science SL

• IB Computer Science HL

• Pre-Engineering Technology

• Robotics

• Advanced Robotics

• Digital Photography

• Media Production

• Video Productions (2 yrs)

• Graphic Design

• Computer Maintenance

• Computer Accounting

• Web Page Design (2 yrs)

• Computer Networking (2 yrs)

AP/HonorsValencia High School has an inclusivity policy for AP and Honors courses, allowing all interested stu-dents access to a higher level of rigor. With Honors and AP options open to all students there has been an increase in enrollment in these courses. There has also been an increase in the number of exams administered. From 2010-2014, the number of AP students increased from 589-720 and the number of exams increased from 1068-1391. The percentage of students with passing scores is over 88%, well above both the state and global rates. Valencia High School currently offers 28 Advanced Placement courses in over 50 sections. The success is impressive given the significant growth of the program and the schoolwide policy of inclusiveness.

AP courses offered at Valencia High School include:

• Art History

• Biology

• Calculus AB

• Calculus BC

• Chemistry

• Chinese Language and Culture

• Comparative Government and Politics

• Computer Science

• English Language and Composition

• English Literature and Composition

• Environmental Science

• European History

• French Language and Culture

• Human Geography

• Japanese Language and Culture

• Macroeconomics

• Microeconomics

• Music Theory

• Photography

• Physics 1

• Psychology

• Photography

• Physics 1

• Psychology

• Spanish Language and Culture

• Spanish Literature and Culture

• Statistics

• Studio Art: 2-D Design (Drawing and Painting)

• Studio Art: 3-D Design

• U.S. Government and Politics

• United States History

For the 2013-14 school year, 785 students (29%) were enrolled in Advanced Placement courses at Valencia High School.



Career Technical Education ProgramsVal Tech is for students with a special interest in and aptitude for technology. The Val Tech Program offers different technology pathways: Arts and Communication, Business, Computer Science, and Robotics.

Why should a student enter the Val Tech program?

• To earn a Tech diploma

• To acquire advanced technology skills

• To prepare for continued education in technology

• To prepare for a specialized technology high-level college and university course certificate programs

What are the Val Tech program requirements?

The Val Tech Program requires 240 credits for graduation, including a minimum of 50 credits in technol-ogy from the prescribed pathways, each of which incorporates a 150-hour and 10-credit internship. The internship can be done during the summer between the junior and senior year or during the senior year. It will culminate in a research project and oral presentation. To be eligible for a tech diploma, a student will have to complete these requirements as well as develop an electronic portfolio.

Val Tech students must also meet district graduation requirements. These students are also able to fulfill both University of California and California State University entrance requirements.

Val Tech classes

• AP Computer Science

• IB Computer Science

• Pre-Engineering Technology

• Robotics

• Digital Photography

• Media Production

• Video Production (two years)

• Graphic Design

• Computer Maintenance

• Computer Accounting

• Web Page Design (two years)

• Computer Networking (two years)

2013-14 ParticipationCareer Technical Education Data

Valencia HS

Number of Pupils Participating in CTE 1,344

Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma 165

Percentage of CTE Courses that are Sequenced or Articulated Between a School and Institutions of Postsecondary Education 38%

Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.

Val Tech Internship Program

The Val Tech Internship Program (V-TIP) is the capstone of Valencia High School’s four-year Val Tech program. The purpose of V-TIP is to allow students to gain valuable experience and advanced techno-logical skills as they explore potential career opportunities of interest to them. Each student—working with parents, the Val Tech coordinator, and the V-TIP committee—will design, schedule, and complete a 150-hour internship program compatible with their career interests. This program is intended for highly self-disciplined students who can and will take responsibility for developing, planning, and successfully completing the Val Tech Internship Program.

ROP Career Technical Education (NOCROP)

• Building Industry Technology Academy (BITA)

• Careers with Children (Preschool Lab)

• Introduction to Forensic Science/Crime Scene Investigation

• Health Fitness/Sports Medicine

• Legal and Law Enforcement

• Medical Careers I

• Medical Assistant - Clinical

Primary Representative CTE Advisory: Mike Guest, Val Tech coordinator

“We strive to give all students and staff

members training and assistance to become

effective users of ideas, information, and

technology.”

Valencia High School ROP Classes

• BITA 1

• BITA 2

• BITA 3

• BITA 4

• ROP Culinary Arts

• ROP Culinary Arts 2

• ROP Forensic Science

• ROP Law Enforcement

• ROP Medical Career 1

• ROP Medical Career 2

• ROP Child Development

• ROP Pre School

• ROP Wood Mfg

• ROP Sports Medicine


Textbooks and Instructional MaterialsThe assistant superintendent of edu-cational services shall appoint a prin-cipal or other administrator to chair the districtwide textbook-selection process. A Steering Committee shall be selected and consist of one certificated staff member from each elementary school (elemen-tary) or of at least one teacher from each school from the subject-area department for which adoption is pending (second-ary). Appointments to the committee will be based on professional expertise, desire to serve insofar as possible, and the demographic diversity of the district. The Steering Committee shall review materials submitted on state-authorized lists and any other materials which may be considered for adoption. If pilot usage is to be pursued, the Steering Committee shall select the material to be piloted. With or without piloting, the steering committee will recommend adoption to the district Curriculum Council, which shall make an adoption recommendation to the assistant superintendent of educational services. The assistant superintendent is respon-sible for preparing recommendations for the Board of Education.

The most recent public hearing to adopt a resolution on the sufficiency of instruc-tional materials was held in September 2014. Most recently adopted textbooks were chosen from the state-approved list. Textbook content fits within the curriculum frameworks adopted by the State Board of Education. New state frameworks have been adopted in English Language Arts/English Language Development and Mathematics to correspond to the Com-mon Core State Standards. New textbooks to align with the Common Core State Standards will be adopted according to the state of California adoption. Mathemat-ics textbooks are currently being piloted in grades K-12 and will be recommended for adoption spring of 2015 for 2015-16 implementation. English Language Arts/English Language Development textbooks will be available for pilot during the 2016-17 school year and recommended for adoption in spring 2017 and implementa-tion in 2017-18.

2014-15 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts The Language of Literature, McDougal Littell (9) 1997



English language arts The Language of Literature: British Literature, McDougal Littell (12)

2000

English language arts Elements of Writing, Third Course; Holt, Rinehart and Winston

1998

English language arts Six-Ways Paragraphs: Introductory Level, Jamestown Education

2001

English language arts Six-Ways Paragraphs: Middle Level, Jamestown Education

2001

English language arts Six-Ways Paragraphs: Advanced Level, Jamestown Education

2001

English language arts Journalism Today, 5th Edition; National Textbook Company 1998

English language arts Visions, Basic A, B, C; Heinle 2004

Mathematics Algebra 1: Concepts and Skills, McDougal Littell 2001

Mathematics Geometry, McDougal Littell 2000

Mathematics Geometry: Integration, Applications & Connections; Glencoe/McGraw-Hill

1998

Mathematics Algebra 2, McDougal Littell 2004

Mathematics Algebra 2, McDougal Littell 2001

Mathematics Advanced Math: Precalculus with Discrete Math and Data Analysis, McDougal Littell

2003

Mathematics Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis, McDougal Littell

2000

Mathematics Advanced Mathematics: Precalculus, McDougal Littell 1997

Mathematics Mathematical Methods, Standard Level, 2nd edition; IBID Press

1998

Mathematics Advanced Math: Precalculus with Discrete Math and Data Analysis, McDougal Littell

2003

Mathematics Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis, McDougal Littell

2000

Mathematics Advanced Mathematics: Precalculus, McDougal Littell 1997

Mathematics Mathematical Methods, Standard Level, 2nd edition; IBID Press

1998

Mathematics Mathematics Higher Level (Core), IBID Press 1999

Mathematics Calculus, Brooks/Cole 2008

Mathematics Calculus: Late Transcendentals, John Wiley & Sons 2001

Mathematics The Practice of Statistics, W.H. Freeman and Company 1999

Science Human Anatomy & Physiology, Sixth Edition; Benjamin Cummings

2004

Science Principles of Anatomy & Physiology, Scott Foresman 1996

Science Biology, Prentice Hall 2002

Science Modern Biology; Holt, Rinehart and Winston 1999

Science Biology, W.C. Brown 1990

High School Textbooks and Instructional Materials List

Currency of Textbooks

2014-15 School Year

Data collection date 9/2014

Currency of Textbook DataThis table displays the date when the text-book and instructional materials informa-tion was collected and verified.

Continued on page 13





Science Biology by Mader, Glencoe/McGraw-Hill 2004



Science Biology: California Edition, Prentice Hall 2007

Science Chemistry, 4th Edition; Addison-Wesley 1997

Science Chemistry: Matter and Change, Glencoe 2005

Science Merrill Chemistry, Glencoe/McGraw-Hill 1998

Science Chemistry and Chemical Reactivity, Harcourt Brace 1998

Science Chemistry, 7th Edition; Houghton Mifflin College 2007

Science Chemistry, Second Edition; IBID Press 2001

Science World of Chemistry, McDougal Littell 2007

Science Physics: Principles and Problems, Glencoe 2009

Science Physics, Pearson/Prentice Hall 2005

Science Physics, Fourth Edition; Prentice Hall 2000

Science Physics, Fourth Edition; Wilson, Buffa 2000

Science College Physics, Pearson 2007

Science College Physics; Holt, Rinehart and Winston 2001

Science Conceptual Physics, Prentice Hall 2006

Science College Physics; Holt, Rinehart and Winston 2001

Science Conceptual Physics, Prentice Hall 2006

Science Environmental Science; Holt, Rinehart and Winston 2008

Science Living in the Environment, Wadsworth 1998

Science Earth Science, Glencoe/McGraw-Hill 2005

Science Earth Science, Prentice Hall 2008

Science Physical Science, Glencoe 2008

Science Physical Science, Glencoe/McGraw-Hill 2002

Science Life Science, Glencoe/McGraw-Hill 1999

Science Biology, California Edition; McDougal Littell 2008

History/social science World History: The Human Experience, The Modern Era; Glencoe/McGraw-Hill

2001

History/social science Modern World History: Patterns of Interaction, McDougal Littell

2007

History/social science World History, American Guidance Services Inc. 2001

History/social science Modern World History: Patterns of Interaction, McDougal Littell

1999

History/social science World History, Globe Fearon 1994

History/social science About Philosophy, 8th Edition; Prentice Hall 2000

History/social science A History of the Canadian Peoples, 3rd Edition; Oxford University Press

2003

History/social science Modern Latin America, 5th Edition; Oxford University Press 2000

High School Textbooks and Instructional Materials List, Continued

Quality of Textbooks

2014-15 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Percentage of Students Lacking Materials by Subject

2014-15 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Continued on page 14




History/social science A History of World Societies, McDougal Littell 2000

History/social science Current Affairs, Close Up Foundation 2007

History/social science The Western Heritage: Since 1300, 8th Edition; Pearson/Prentice Hall

2004

History/social science Modern European History, Glencoe/McGraw-Hill 1990

History/social science The Western Heritage, Prentice Hall 1998

History/social science The Americans: Reconstruction to the 21st Century; McDougal Littell

2003

History/social science American Voices, Scott Foresman 1995

History/social science The American Pageant, D.C. Heath and Company 1998

History/social science The American Pageant, 12th Edition; Houghton Mifflin/McDougal Littell

2002

History/social science Call to Freedom: 1865 to the Present; Holt, Rinehart and Winston

2003

History/social science United States History, Globe Fearon 1994

History/social science Human Geography: People, Place and Culture; John Wiley & Sons

2007

History/social science Magruder's American Government, Prentice Hall 1999

History/social science Magruder's American Government; Prentice Hall 2006

History/social science Government in America, 10th Edition; Longman/Prentice Hall 2002

History/social science Government in America, 12th Edition; Prentice Hall 2006

History/social science Countries and Concepts, Prentice Hall 2006

History/social science Comparative Politics, a Theoretical Framework; Prentice Hall 2004

History/social science American Government: Readings and Cases, Pearson 2006

History/social science American Government, Globe Fearon 1995

History/social science Exploring American Citizenship, Globe Fearon 1995

History/social science Civics Today, Glencoe 2005

History/social science Comparative Politics Today, Scott Foresman 2000

History/social science Economics, South Western 1997

History/social science Economics: Principles & Practices, Glencoe 2005

History/social science The Economy Today, Glencoe/McGraw-Hill 2000

History/social science The Economy Today, Glencoe/McGraw-Hill 2006

History/social science Economics: Today & Tomorrow, Glencoe/McGraw-Hill 1991

History/social science Economics, Globe Fearon 1995

History/social science Economics: Today & Tomorrow, Glencoe 2005

History/social science Sociology, Prentice Hall 2001

History/social science Psychology: Concepts and Connections, Wadsworth Publishing

2007

History/social science Psychology, 8th Edition; Worth 2007

History/social science Psychology in the New Millennium, South Western 2002

History/social science Living Religions, 6th Edition; Prentice Hall 2005

High School Textbooks and Instructional Materials List, Continued

Professional DevelopmentTo support teachers during the one day of Preservice in August, 2014, the top-ics were chosen based on the need to prepare teachers to continue the transition to and implement the Common Core State Standards. Specific focus areas for Preservice 2014 included unwrapping the ELA Speaking and Listening standards, the ELD Speaking and Listening stan-dards connections in order so that teach-ers in all disciplines are able to support students in content area discussions and collaborative conversations. In addition, training was provided on Close Reading and Visual Thinking Strategies in each individual discipline and grade level.

For Preservice training, teachers attend workshop presentations at various sites in grade level and content area group-ings. Trainers are mostly comprised of trained district staff with outside present-ers as needed and appropriate. For 2014, the Preservice training was one all-day training.

Follow up training and support is provided all year long through the district’s Profes-sional Development Academy (PDA) in the form of all day trainings, site support, and coaching. At the site level, princi-pals lead their teams in data analysis and offer teachers opportunities for staff development in-house (trainings taught by teachers on site or by the principal), or by inviting district PDA trainers to provide staff development. The PDA offers site leaders training as well through Leader-ship Learning Series. Discipline and/or grade level task forces of teachers and leaders have also been established to lead implementation and provide direction and support with curriculum, instruction, and assessment.

Professional Development Days

2012-13 0 days

2013-14 1 day

2014-15 1 day



2014-15 School Year

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 10/7/2014

Date of the most recent completion of the inspection form 10/7/2014

School FacilitiesEducation is a top priority in the commu-nity of Placentia-Yorba Linda, and main-taining a safe and orderly environment maximizes student learning. Facilities are maintained through the diligent efforts of the site custodial crews and the district maintenance staff. PYLUSD principals work with the custodial staff to develop cleaning schedules to maintain clean and safe schools. District maintenance staff performs the repairs necessary to keep the schools in good working order in a timely manner. A work-order process is used to ensure efficient service and that emergency repairs are given the highest priority.

The school was originally built in 1933 but has undergone extensive modernization and growth. Our school custodians and groundskeeper maintain a clean and nice-looking campus.

As of November 2014, the facilities include:

• 110 classrooms

• A library

• 14 computer labs, four laptop carts

• Two gyms

• A 900-seat auditorium

• Athletic fields and space to accommodate 26 varsity sports

• An orchestra room

• A state-of-the-art science lab

Projects to be completed:

• Auditorium modernization

• Returfing Bradford Stadium

• Repair uneven concrete throughout campus

• Gymnasium air-conditioning system

Classroom space meets our current needs.

Three campus supervisors are assigned to monitor students before, during, and after school.

2014-15 School YearDeficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Systems

Fixed air conditioning in Room 1110 - 10/15/2014. Repaired A/C in Room 211 - 10/17/2014. Fixed blank screen on A/C thermostat in room 1002 - 10/27/2014. Fixed A/C in cafeteria - 10/29/2014. Plumbing issue resolved behind auditorium - 11/1/2014. Changed air filters in Room 501 - 11/6/2014.

InteriorFixed classroom door that was coming off its hinges in Room 1117 - 10/9/2014. Removed peeling paint around oven areas and painted in snack bar - 12/23/2014. Fixed holes in ceiling and walls in both storage rooms in old gym - 11/3/2014.

CleanlinessPest control for cockroaches in Room 1006 - 10/30/2014. Pest control for rodents in pool office and storage area - work in progress.

Electrical Fixing ceiling lights in 806B work area - work in progress.

Restrooms/fountains

Repaired flush valve on urinal in boys restroom - 11/23/2014. Unclogged handicap toilet in girls lock room restroom - 10/14/2014. Fixed garbage disposal in sink of room 113 - 11/3/2014. Fixed toilets in girls PE room - 11/1/2014. Repaired leaking handicap toilet in Room 607 - 11/8/2014.

External

Fence repair on visitor’s side fencing closest to concession stand- 10/13/2014. Repaired broken lateral in front of school - 10/16/2014. Fixing tile in pool that is loose - work in progress. Removed graffiti campus-wide - 10/22/2014. Panic door hardware fixed in gym foyer - 11/5/2014.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed. Deficiencies noted are not significant and/or impact a very small area of the school. Maintenance items are prioritized so that student safety is not compromised.

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-serve basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.


Three-Year Data Comparison

Three-Year Data ComparisonTeacher Misassignments and Vacant Teacher Positions

Valencia HS

Teachers 12-13 13-14 14-15

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

2013-14 School YearNo Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Valencia HS 100.00% 0.00%

All schools in district 99.16% 0.84%

High-poverty schools in district 99.29% 0.71%

Low-poverty schools in district 99.09% 0.91%

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the num-ber of teacher misassignments of English learners.

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2013-14 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 per-cent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Academic Counselors and School Support Staff Data

2013-14 School Year

Academic Counselors

FTE of academic counselors 4.0

Ratio of students per academic counselor 672.5:1

Support Staff FTE

Social/behavioral or career development counselors 0.0

Library media teacher (librarian) 1.0

Library media services staff (paraprofessional) 0.5

Psychologist 1.0

Social worker 0.0

Nurse 0.0

Speech/language/hearing specialist 1.0

Resource specialist (non-teaching) 0.5

Other FTE

SERVE leadership/interventionist counselor 1.0

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Teacher Credential Information

Placentia-Yorba Linda USD Valencia HS

Teachers 14-15 12-13 13-14 14-15

With full credential 1,058 93 104 105

Without full credential 2 0 0 0

Teaching outside subject area of competence 4 2 2 2

Types of Services FundedIn addition to school site budgets, Valencia High School receives the following supplemental funding:

• School and Library Improvement Budget

• PTA Gift funds: used for a variety of programs beneficial to students such as field trips, assemblies, after-school programs, technology resources, and other instructional supplies.

• Title III federal funding for English learners (EL)

Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2014.

School Accountability Report Card

PubliShed by:

www.sia-us.com | 800.487.9234



School Financial Data

2012-13 Fiscal Year

Total expenditures per pupil $5,674

Expenditures per pupil from restricted sources $676

Expenditures per pupil from unrestricted sources $4,999

Annual average teacher salary $73,289

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not consid-ered restricted. Basic/unrestricted expen-ditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

2012-13 Fiscal YearDistrict Salary Data

Placentia-Yorba Linda USD Similar Sized District

Beginning teacher salary $39,558 $41,761

Midrange teacher salary $73,339 $66,895

Highest teacher salary $92,007 $86,565

Average elementary school principal salary $107,257 $108,011

Average middle school principal salary $111,121 $113,058

Average high school principal salary $122,424 $123,217

Superintendent salary $233,520 $227,183

Teacher salaries — percent of budget 43% 38%

Administrative salaries — percent of budget 5% 5%

2012-13 Fiscal YearFinancial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

Annual Average Teacher

Salary

Valencia HS $4,999 $73,289

Placentia-Yorba Linda USD $5,576 $75,576

California $4,690 $70,720

School and district — percent difference -10.4% -3.0%

School and California — percent difference +6.6% +3.6%

Financial Data The financial data displayed in this SARC is from the 2012-13 fiscal year. The most current fiscal infor-mation available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s aver-age teacher salary and compares it to the district and state data.

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

School safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).


Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).


Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents, and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

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