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

 Street

 325 Marion Avenue

 City, State, Zip

 Felton, CA    95018-9718

 City, State, Zip

 Ben Lomond, CA 95005

 Phone Number

  831-335-4425

 Phone Number

 831-336-5194

 FAX Number

  831-3351531

 FAX Number

 831-336-9657

 Web Site

  www.slvhs.slv.k12.ca.us

 Web Site

 www.slv.k12.ca.us

 E-mail Address

  vpitts@slvhs.slv.k12.ca.us

 E-mail Address

  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

 Valerie Pitts

 Contact Person Phone Number

  831-335-4425

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

 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

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 African-American

0.8

 Hispanic or Latino

67 

5.8 

 American Indian or Alaska Native

0.8 

 Pacific Islander

0.4 

 Asian

14 

1.2 

 White (Not Hispanic)

1,031

89.3 

 Filipino

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

 2001

 2002

 2003

 Number of Suspensions

 

 

97

 

 

 

 Rate of Suspensions

 

 

.08% 

 

 

 

 Number of Expulsions

0

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

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

English Language Arts

 Proficient or Advanced

 47

 46

 56

 49

 48

 55

 30

 32

 35

 Not Tested

 8

 12

 3

 9

 16

 2

 6

 8

 1

Mathematics

 Proficient or Advanced

 

 20

 21

 

 39

 44

 

 31

 35

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

Science

 Proficient or Advanced

 

 63

 60

 

 63

 52

 

 30

 27

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

History/Social Science

 Proficient or Advanced

 

 37

 53

 

 34

 45

 

 28

 28

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---


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/.

 Performance Level

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

English Language Arts

 Proficient or Advanced

 

 

 

 

 25

 

 58

 

 

 Not Tested

 

 

 

 

 3

 

 3

 

 

Mathematics

 Proficient or Advanced

 

 

 

 

 8

 

 22

 

 

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 

 

Science

 Proficient or Advanced

 

 

 

 

 27

 

 62

 

 

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 

 

History/Social Science

 Proficient or Advanced

 

 

 

 

 29

 

 55

 

 

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 

 


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/.

Performance Level

 Male 

Female

English
Learners

Socioeconomically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

English Language Arts

 Proficient or Advanced

 49

 64

 3

 35

 58

 12

 60

 

 

 Not Tested

 2

 3

 

 4

 3

 2

 3

 

 

Mathematics

 Proficient or Advanced

 23

 18

 2

 15

 21

 3

 22

 

 

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 

Science

 Proficient or Advanced

 61

 60

 

 50

 61

 17

 62

 

 

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 

History/Social Science

 Proficient or Advanced

 57

 49

 1

 46

 53

 16

 56

 

 

 Not Tested

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 ---

 


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

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 Reading

 53

 54

 75

 67

 67

 66

 44

 45

 43

 Mathematics

 56

 57

 73

 68

 70

 67

 53

 55

 50

 


NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Reading

 

 

 

 

 40

 

 77

 Mathematics

 

 

 

 

 43

 

 75


NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.

 

Subject

   Male  

 Female

 English
Learners

Socioeconomically
Disadvantaged

 Students With
Disabilities

 Migrant
Education
Services

 Yes

 No

 Yes

 No

 Reading

 70

 80

 

 64

 76

 24

 79

 

 Mathematics

 75

 71

 

 54

 74

 31

 77

 


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.

 

 Grade
Level

 School

 District

 State

  Total 

 Female

  Male 

  Total 

 Female

  Male 

  Total 

 Female

  Male 

 9

 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

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 Percent Tested

 97

 97

 97

 Percent Tested

 97

 97

 95

 API Base Score

 743

 717

 697

 API Growth Score

 720

 698

 757

 Growth Target

 3

 4

 5

 Actual Growth

 -23

 -19

 60

 Statewide Rank

 9

 8

 8

 

 Similar Schools Rank

 4

 2

 1

 



API Subgroups - Racial/Ethnic Groups

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 African-American

 African-American

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 American Indian or Alaska Native

 American Indian or Alaska Native

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Asian

 Asian

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Filipino

 Filipino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Hispanic or Latino

 Hispanic or Latino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Pacific Islander

 Pacific Islander

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 White (Not Hispanic)

 White (Not Hispanic)

 API Base Score

 752

 727

 704

 API Growth Score

 729

 706

 766

 Growth Target

 2

 3

 4

 Actual Growth

 -23

 -21

 62


API Subgroups - Socioeconomically Disadvantaged

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 API Base Score

 

 

 45

 API Growth Score

 

 

 

 Growth Target

 

 

 52

 Actual Growth

 

 

 

 


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.

 School

 District

 Federal Programs

 2001

 2002

 2003

 Federal Programs

 2001

 2002

 2003

 Recognition for
 Achievement (Title 1)

 No

 No

 No

 Number of Schools Identified
 for Program Improvement

 0

 0

 0

 Identified for Program
 Improvement (Title 1)

 No

 No

 No

 Percent of Schools Identified
 for Program Improvement

 0.0

 0.0

 0.0

 Exited Title 1 Program
 Improvement

 No

 No

 No

 

 Years Identified for
 Program Improvement

 

 

 

 California Programs

 2001

 2002

 2003

 Eligible for Governor's
 Performance Award

 No

 No

 Yes

 
 Eligible for II/USP

 No

 ---

 ---

 
 Applied for II/USP Funding

 No

 ---

 ---

 
 Received II/USP Funding

 No

 ---

 ---

 

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

 School

 District

 2001

 2002

 2003

 2001

 2002

 2003

 All Students

 ---

 ---

 No

 ---

 ---

 No

 African American

 ---

 ---

 N/A

 ---

 ---

 N/A

 American Indian or Alaska Native

 ---

 ---

 N/A

 ---

 ---

 N/A

 Asian

 ---

 ---

 N/A

 ---

 ---

 N/A

 Filipino

 ---

 ---

 N/A

 ---

 ---

 N/A

 Hispanic or Latino

 ---

 ---

 N/A

 ---

 ---

 No

 Pacific Islander

 ---

 ---

 N/A

 ---

 ---

 N/A

 White (not Hispanic)

 ---

 ---

 No

 ---

 ---

 No

 Socio-economically Disadvantaged

 ---

 ---

 N/A

 ---

 ---

 Yes

 English Learners

 ---

 ---

 N/A

 ---

 ---

 N/A

 Students with Disabilities

 ---

 ---

 N/A

 ---

 ---

 No


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.

 

 School

 District

 State

   2000  

   2001  

   2002  

   2000  

   2001  

   2002  

   2000  

   2001  

   2002  

 Enrollment (9-12)

 1287

 1269

 1228

 1393

 1380

 1345

 1703492

 1735576

 1772417

 Number of Dropouts

 6

 3

 5

 12

 6

 15

 47282

 47899

 48454

 Dropout Rate (1-year)

 0.5

 0.2

 0.4

 0.9

 0.4

 1.1

 2.8

 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.

 Subject

 2001

 2002

 2003

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 1-22

 23-32

 33+

 1-22

 23-32

 33+

 1-22

 23-32

 33+

 English

 24.33

 24

 16

 8

 25.10

 19

 23

 6

 26.87

 16

 8

 14

 Mathematics

 22.86

 20

 15

 2

 25.06

 15

 13

 5

 26.11

 13

 13

 11

 Science

 29.00

 3

 20

 5

 29.04

 1

 17

 7

 30.20

 2

 12

 11

 Social Science

 28.44

 5

 25

 4

 28.48

 2

 26

 3

 29.47

 4

 18

 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.

 

   2001  

   2002  

   2003  

 Total Teachers
 

 62

 56

 55

 Teachers with Full Credential
 (full credential and teaching in subject area)

 57

 52

 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)

 6

 6

 5

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 1

 1

 1


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

 2

 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

 2

 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.

 

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

 

 36,000

 1

 

 50,400

 2

 

 50,400

 3

 

 50,400

 4

 

 54,000

 5

 

 54,000

 6

 

 54,000

 7

 

 54,000

 8

 

 54,000

 9

 

 64,800

 10

 

 64,800

 11

 

 64,800

 12

 

 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.

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

 

 180 days

 10

 

 180 days

 11

 

 180 days

 12

 

 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.

 Subject

 Number of Courses

 Number of Classes

 Enrollment

 Fine and Performing Arts

 

 

 

 Computer Science

 

 

 

 English

 1

 1

 23

 Foreign Language

 1

 1

 12

 Mathematics

 1

 1

 21

 Science

 1

 1

 32

 Social Science

 2

 2

 49


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/.

 

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 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

 524

 514

 513

 492

 490

 494

 Average Math Score

 520

 524

 523

 520

 524

 523

 516

 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
of
Completers

 Number
Earning
Diploma

 Graduation
Rate

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/.

 District

 District

 State Average
For Districts
In Same Category

 State Average
All Districts

 Total Dollars

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 $24700990

 $6404

 $6770

 $6719