School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
San Lorenzo Valley High
District Name
San Lorenzo Valley Unified
Principal
Valerie Pitts
Superintendent
Julie Haff
Street
7105 Hwy. 9
325 Marion Avenue
City, State, Zip
Felton, CA 95018-9718
Ben Lomond, CA 95005
Phone Number
831-335-4425
831-336-5194
FAX Number
831-3351531
831-336-9657
Web Site
www.slvhs.slv.k12.ca.us
www.slv.k12.ca.us
E-mail Address
vpitts@slvhs.slv.k12.ca.us
jhaff@slv.k12.ca.us
CDS Code
44-69807-4436754
SARC Contact
mfrench@slv.k12.ca.us
School Description and Mission Statement
San Lorenzo Valley High School (SLVHS) is a Distinguished California High School nestled in the beautiful redwoods of the Santa Cruz Mountains. SLVHS is a comprehensive 9-12 high school with an enrollment of approximately 1,100. Classes meet for 101 minutes every other day in a block schedule for 180 instructional days. A daily tutorial period of 37 minutes is utilized for academic support. We provide a range of extracurricular activities open to all students. Two semesters comprise the academic year. The staff includes 55 teachers, three administrators, two counselors and 21 support personnel.
The mission of SLVHS, in cooperation with our community, is to prepare students to be self-directed, active participants in society who recognized diversity as a strength and who meet the challenges and opportunities of a changing world.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
SLVHS offers many opportunities for parents to be involved, including the School Site Council, the Cougar Club, the Drama Boosters, the Sports Boosters, the Key Club, and an array of athletic programs. Parents have daily access to student���s grades, attendance and teachers through our online Powerschool program. Our website is updated on a regular basis and a weekly email is sent to parents, as well as the quarterly newsletter. Parents with concerns about their child���s academic/social progress can request a meeting with our counselors or Student Success Team.
I. Demographic Information Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Student Enrollment, by Grade Level
Grade Level
Enrollment
Grade 9
289
Grade 10
300
Grade 11
298
Grade 12
248
Ungraded Secondary
0
Total Enrollment
1154
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
9
0.8
Hispanic or Latino
67
5.8
American Indian or Alaska Native
Pacific Islander
5
0.4
Asian
14
1.2
White (Not Hispanic)
1,031
89.3
Filipino
7
0.6
Multiple or No Response
12
1.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
06/03
Date Last Discussed with Staff
03/04
San Lorenzo Valley High School has developed a comprehensive School Safety Plan compliant with CA/CDE Safe Schools requirements. The school has an outstanding record of safety and is well-prepared to respond appropriately during a crisis. SLVHS employs two campus supervisors and the Santa Cruz Sheriff Department provides a full-time school resource officer to assist in the overall safety and well-being of our own students.
School Programs and Practices that Promote a Positive Learning Environment
As the foundation of SLVHS, there is an environment of respect between students and staff that permeates all areas of academics and extra-curricular activities. SLVHS���s curriculum emphasizes a strong connection to the real world and the community. Our parents are extremely active as volunteers, and visible in every area of the school, as is the student ASB organization which provides daily noon-time activities, dances and other student events. The NCBI program offers diversity training to help students develop an understanding to, and respect of, cultural differences, as well as builds a foundation of tolerance. The SLVHS sports program, one of the strongest in the county, involves 500-600 students participating in more than 40 programs each year. Access to PowerSchool, a computer program provides students and parents direct access to academic information, including grades and daily schedules.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
97
Rate of Suspensions
.08%
Number of Expulsions
2
Rate of Expulsions
School Facilities
Our facilities are currently undergoing modernization. Additionally there are 13 new classrooms and a fitness center under construction which will replace the portable units. Our facilities include a state of the art swimming center, athletic fields, gymnasium, two computer labs, a performing arts center, and library and media center.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
Performance Level
State
English Language Arts
Proficient or Advanced
47
46
56
49
48
55
30
32
35
Not Tested
8
3
16
6
1
Mathematics
20
21
39
44
31
---
Science
63
60
52
27
History/Social Science
37
53
34
45
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
African- American
White (not Hispanic)
25
58
22
62
29
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested. For mathematics, science, and history/social science, data regarding the percent not tested, by grade level and subgroup, are available at http://star.cde.ca.gov/.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
64
4
23
18
15
61
50
17
57
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
54
75
66
43
73
68
70
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
40
77
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
80
76
24
79
71
74
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards, grades 5, 7 and 9). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
33.6
30.8
36.2
32.3
29.5
35.0
24.8
23.3
26.2
Academic Performance Index (API)
The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.
Subgroup APIs and Targets: In addition to a school-wide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socio-economically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
95
API Base Score
743
717
697
API Growth Score
720
698
757
Growth Target
Actual Growth
-23
-19
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
API Base Data
752
727
704
729
706
766
-21
API Subgroups - Socioeconomically Disadvantaged
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
0.0
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The 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. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
N/A
Socio-economically Disadvantaged
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.
Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Enrollment (9-12)
1287
1269
1228
1393
1380
1345
1703492
1735576
1772417
Number of Dropouts
47282
47899
48454
Dropout Rate (1-year)
0.5
0.2
0.9
1.1
2.8
2.7
Graduation Rate
91.3
94.4
99.7
89.2
93.8
96.2
85.9
86.7
86.9
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
2000 = 26.2
2001 = 27.3
2002 = 28.8
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
24.33
25.10
19
26.87
22.86
25.06
13
26.11
11
29.00
29.04
30.20
Social Science
28.44
28.48
26
29.47
10
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
Teachers with Full Credential (full credential and teaching in subject area)
51
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.
Professional Qualifications of Teachers
All teachers on staff hold credentials required for instruction in the subject area in which they teach. SLVHS has a veteran and highly qualified staff, including three teachers who have earned the prestigious National Board Certificate.
Teacher Evaluations
All teachers undergo rigorous evaluation according to contract each year for five years and bi-annually thereafter.
Substitute Teachers
Substitute teachers are secured through a county-approved program. All substitutes hold a Bachelors degree and have passed the California Basic Educational Skills Test (CBEST).
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
Title
FTE
Counselor
Librarian
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
614.00
VII. Curriculum and Instruction School Instruction and Leadership
SLVHS is a dynamic school community that embraces lifelong learning and continuous improvement. The learning, instruction, and assessment climate is focused, productive, and meaningful. Staff, students, and parents participate in the educational process and contribute to the best practices as defined in the school plan. Additionally, there is an active leadership team and school site council which contributes to the development and review of practices leading to improved student achievement.
Professional Development
SLVHS is a professional and collaborative community of learners. Professional development occurs daily through collegial interactions and coaching. Throughout the year, we hold weekly/monthly department meetings and staff development-focused faculty meetings. All teachers develop and submit a yearly plan for professional development.
Quality and Currency of Textbooks and Other Instructional Materials
All classroom instruction is standards-based. The curriculum in each subject area has been aligned with state standards. Using this mapped curriculum, Math and English teachers determine when and how standards are integrated into core curriculum. All departments have developed student performance goals based on these standards.
All textbooks have been approved by the Governing Board and adopted within the last five years from the state-approved list. Most classrooms have class sets, as well as individual student texts. Some classes and materials are also available online. Additional supplemental materials are selected for use by teachers to enhance differentiated instructional practices in heterogeneous classrooms.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
K
36,000
50,400
54,000
64,800
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180 days
Total Number of Minimum Days
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities.
Number of Courses
Number of Classes
Fine and Performing Arts
Computer Science
Foreign Language
Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses.
Number of Students Enrolled in All Courses
Number of Students Enrolled In Courses Required For UC and/or CSU Admission
Percent of Students Enrolled In Courses Required For UC and/or CSU Admission
5656
4237
74.9
Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
Number of Graduates
Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
287
177
61.7
SAT I Reasoning Test
Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/.
Grade 12 Enrollment
286
319
267
311
351
304
357789
365907
385181
Percent of Grade 12 Enrollment Taking Test
44.06
53.29
46.40
40.51
48.43
41.12
36.66
37.26
36.63
Average Verbal Score
524
514
513
492
490
494
Average Math Score
520
523
516
518
College Admission Test Preparation Course Program
SLVHS has an extensive preparation program for college admission tests. In 2002-03, the school offered a California Partnership Grant that allowed 60 students to take the SAT prep classes. Class scores improved as much as 30 percent. All classes were held on campus.
Degree to Which Students are Prepared to Enter Workforce
SLVHS provides a high degree of workforce preparation. Funding opportunities are available through the Carl Perkins Vocational program. Additionally, the Monterey Bay Regional Partnership provides a variety of support and training offerings. ���Your School is Our Business��� enables students to visit local businesses, as well as offers internship opportunities. SLVHS also has three ROP classes.
Enrollment and Program Completion in Career/Technical Education (CTE) Programs Data reported in the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
754
313
263
84%
112
102
91%
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
29386
33904
Mid-Range Teacher Salary
49087
51643
Highest Teacher Salary
67953
66015
Average Principal Salary (Elementary)
77912
81560
Average Principal Salary (Middle)
78032
Average Principal Salary (High)
83198
Superintendent Salary
113176
110173
Percent of Budget for Teacher Salaries
40.52
41.08
Percent of Budget for Administrative Salaries
5.44
5.88
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$24700990
$6404
$6770
$6719