School Accountability Report Card

Reported for School Year 2004-05

Published During 2005-06

 

 

Notes regarding the source and currency of data:

Data included in this School Accountability Report Card (SARC) template 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/ta/ac/sa/definitions05.asp

Most data presented in this report was collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

 

 

I. General Information

 

Contact Information

Information about school and district contacts.

School Information

District Information

School Name

 San Lorenzo Valley High

District Name

 San Lorenzo Valley Unified

Principal

  Craig Lewis

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

  831-335-1531

Fax Number

 831-336-9531

Web Site

  www.slvhs.slv.k12.ca.us

Web Site

 www.slv.k12.ca.us

E-mail Address

  clewis@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

Information about the school, its programs, and its goals.

The mission of San Lorenzo Valley High School, in cooperation with our community, is to prepare students to be self-directed, active participants in society who recognize diversity as a strength and who meet the challenges and opportunities of a changing world.    

     San Lorenzo Valley High School (SLVHS), a Distinguished California High School, is nestled in the beautiful redwoods of the Santa Cruz Mountains above the blue expanse of the Monterey Bay Sanctuary.  SLVHS is accredited by the Western Association of Schools and Colleges and is a member of the College Board. 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.  SLVHS provides a range of extracurricular activities open to all students. Two semesters comprise the academic year. The staff includes 56 teachers, 2 administrators, 2 counselors and 20 support personnel.

 

 

 

 

 

 

Opportunities for Parental Involvement

Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school. 

Contact Person Name

Craig Lewis

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 Arts 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 a quarterly newsletter. Parents with concerns about their student’s academic/social progress can request a meeting with our counselors or Student Success Team. 

 

 

 

II. Demographic Information

 

Student Enrollment – Grade Level

Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level

Enrollment

Grade 9

272

Grade 10

303

Grade 11

249

Grade 12

264

Ungraded Secondary

 

Total Enrollment

1,088

 

Student Enrollment – Racial and Ethnic Subgroups

Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic

Subgroup

Number

of

Students

Percent

of

Students

Racial and Ethnic Subgroup

Number

of

Students

Percent

of

Students

African American

9

0.8

Hispanic or Latino

63

5.8

American Indian or Alaska Native

20

1.8

Pacific Islander

2

--

Asian

17

1.6

White (Not Hispanic)

965

88.7

Filipino

3

--

Multiple or No Response

9

0.8

 

 

III. School Safety and Climate for Learning

 

School Safety Plan

Information about the currency and contents of the school's comprehensive safety plan.

Date of Last Review/Update

Oct. 2005

Date Last Discussed with Staff

Oct. 2005

 SLVHS 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

Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

The foundation of SLVHS has an environment of respect between students, community 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 noontime activities, dances and other student events. The NCBI program offers diversity training to help students develop an understanding of, and respect for, cultural differences, as well as building 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 resulted 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.

 

 

School

District

2002 - 2003

2003 - 2004

2004 - 2005

2002 - 2003

2003 - 2004

2004 - 2005

Number of Suspensions

97

63

112

Unavailable

119

93

Rate of Suspensions

8%

5.6%

10.2%

Unavailable

3%

3%

Number of Expulsions

2

1

1

3

1

1

Rate of Expulsions

1%

.09%

.09%

.08%

.03%

.03%

 

IV. School Facilities

School Facility Conditions – General Information

Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

 Our facilities are currently undergoing modernization. Additionally there are 13 new classrooms and a fitness center which were recently completed and have replaced the portable units. Our facilities include a state of the art swimming center, athletic fields, gymnasium, two computer labs, a performing arts center, library, and media center.

 

School Facility Conditions – Results of Inspection and Evaluation

Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection data, the Interim Evaluation Instrument completion data, and the data of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Interim Evaluation Instrument Part

Facility in

Good Repair

Deficiency and Remedial Actions Taken or Planned

Yes

No

Gas Leaks

X

 

 

Mechanical Systems

X

 

 

Windows/Doors/Gates (interior and exterior)

X

 

 

Interior Surfaces (walls, floors, and ceilings)

X

 

 

Hazardous Materials (interior and exterior)

X

 

 

Structural Damage

X

 

 

Fire Safety

X

 

 

Electrical (interior and exterior)

X

 

 

Pest/Vermin Infestation

X

 

 

Drinking Fountains (inside and outside)

X

 

 

Restrooms

X

 

 

Sewer

X

 

 

Playground/School Grounds

X

 

 

Other

X

 

 

 

V. Academic Data

 

Standardized Testing and Reporting (STAR)

Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

 

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. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA 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 standards).

Subject

School

District

State

2003

2004

2005

2003

2004

2005

2003

2004

2005

English-Language Arts

56

62

59

55

30

55

32

35

40

Mathematics

21

17

25

44

20

24

35

17

20

Science

60

63

60

52

49

59

27

26

26

History-Social Science

53

43

51

45

44

45

28

29

34

 

CST – Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject

 African
American

 American
Indian or
Alaska
Native

 Asian

 

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

English-Language Arts

n/a

n/a

n/a

n/a

n/a

n/a

61

Mathematics

n/a

n/a

n/a

n/a

n/a

n/a

25

Science

n/a

n/a

n/a

n/a

n/a

n/a

62

History-Social Science

n/a

n/a

n/a

n/a

n/a

n/a

52

Note: n/a means that student group is not numerically significant (less that 10% of student population).

 

CST – Other Subgroups

Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject

Male

Female

English Learners

Economically Disadvantaged

Students With

Disabilities

Migrant Education

English-Language Arts

53

66

n/a

n/a

n/a

n/a

Mathematics

22

24

n/a

n/a

n/a

n/a

Science

65

60

n/a

n/a

n/a

n/a

History-Social Science

50

51

n/a

n/a

n/a

n/a

 

 

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) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.   2004-2005

Grade Level

School

District

State

Total

Female

Male

Total

Female

Male

Total

Female

Male

9

46.4

48.6

44.5

44.7

46.3

43.3

26.7

25.8

27.5

 

Academic Performance Index

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 API Base 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.

 

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically 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: To be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

 

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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 CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

 

 

 

API – Schoolwide

Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.

API Base Data

API Growth Data

 

2003

2004

2005

 

From

2002

to 2003

From

2003

to 2004

From

2004

to 2005

Percent Tested

99

 

99

Percent Tested

95

99

99

API Base Score

745

734

781

API Growth Score

757

748

757

Growth Target

3

3

3

Actual Growth

60

3

47

Statewide Rank

9

8

unavailable

 

 

Similar Schools Rank

3

4

unavailable

 

 

 

 

 

API – Racial and Ethnic Subgroups

Data reported are API Base and Growth scores and growth targets.

API Base Data

API Growth Data

 

2002

2003

2004

 

From

2002

to 2003

From

2003

to 2004

From

2004

to 2005

African American

African American

API Base Score

n/a

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

n/a

n/a

n/a

Actual Growth

n/a

n/a

n/a

American Indian or Alaska Native

American Indian or Alaska Native

API Base Score

n/a

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

n/a

n/a

n/a

Actual Growth

n/a

n/a

n/a

Asian

Asian

API Base Score

n/a

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

n/a

n/a

n/a

Actual Growth

n/a

n/a

n/a

Filipino

Filipino

API Base Score

n/a

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

n/a

n/a

n/a

Actual Growth

n/a

n/a

n/a

Hispanic or Latino

Hispanic or Latino

API Base Score

n/a

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

n/a

n/a

n/a

Actual Growth

n/a

n/a

n/a

Pacific Islander

Pacific Islander

API Base Score

n/a

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

n/a

n/a

n/a

Actual Growth

n/a

n/a

n/a

White (not Hispanic)

White (not Hispanic)

API Base Score

704

758

744

API Growth Score

766

759

786

Growth Target

4

2

2

Actual Growth

62

1

42

 

API – Socioeconomically Disadvantaged Subgroup

Data reported are API Base and Growth scores and growth targets.

API Base Data

API Growth Data

 

2002

2003

2004

 

From

2002

to 2003

From

2003

to 2004

From

2004

to 2005

API Base Score

45

n/a

n/a

API Growth Score

n/a

n/a

n/a

Growth Target

52

n/a

n/a

Actual Growth

n/a

n/a

n/a

 

State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

 

 

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

 

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

 

AYP All Criteria – Schoolwide

Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.

Schoolwide

School

District

2003

2004

2005

2003

2004

2005

 All Students

 No

Yes

Yes

No

No

No

 

AYP Participation Rates and Proficiency Levels – Schoolwide and Subgroups

Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "n/a" means that the student group is not numerically significant.

Schoolwide and Subgroups

School

District

2003

2004

2005

2003

2004

2005

All Students

No 

Yes

Yes

No

No

No

African American

 n/a

n/a

n/a

n/a

n/a

n/a

American Indian or Alaska Native

 n/a

n/a

n/a

n/a

n/a

n/a

Asian

n/a 

n/a

n/a

n/a

n/a

n/a

Filipino

 n/a

n/a

n/a

n/a

n/a

n/a

Hispanic or Latino

 n/a

n/a

n/a

No

Yes

Yes

Pacific Islander

n/a 

n/a

n/a

n/a

n/a

n/a

White (not Hispanic)

 No

Yes

Yes

No

Yes Eng

No Math

Yes Eng

No Math

Socioeconomically Disadvantaged

n/a 

n/a

n/a

Yes

Yes

n/a

English Learners

 n/a

n/a

n/a

n/a

n/a

n/a

Students with Disabilities

n/a 

n/a

n/a

No

n/a

n/a

 

 

 

VI. School Completion (Secondary Schools)

 

California High School Exit Examination (CAHSEE)

Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (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.

This data is not required to be reported until 2006, when it can be reported for the entire potential graduating class. At that time, the data is expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged 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 includes grades 9 through 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 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, 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

2002

2003

2004

2002

2003

2004

2002

2003

2004

Enrollment (9-12)

1228

1132

1088

1316

1292

1306

1,745,295

1,807,293

1,854,509

Number of Dropouts

5

7

5

15

15

17

47,871

58,189

61,253

Dropout Rate (1-year)

0.4

0.6

0.4

1.1

1.2

1.3

2.7

3.2

3.3

Graduation Rate

99.7

98

98

96.2

95.2

93

86.9

86.7

85.3

 

 

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

2003

2004

2005

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

25.10

16

8

14

20.80

17

1

1

25

20

9

12

Mathematics

25.06

13

13

11

26

12

14

3

25.57

17

8

12

Science

29.04

2

12

11

29.47

2

11

10

31.07

2

13

12

Social Science

28.48

4

18

10

29.64

4

8

13

30.39

2

16

17

 

 

 

VIII. Teacher and Staff Information

 

Core Academic Courses Taught by NCLB Compliant Teachers

For a school, the data reported are for the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

 

Percent of Classes

In Core Academic Subjects

Taught by NCLB Compliant Teachers

This School 

100%

All Schools in District

100%

High-Poverty Schools in District

n/a

Low-Poverty Schools in District

n/a

 

Teacher Credentials

Data reported are for the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.

 

2002-2003

2003-2004

2004-2005

Total Teachers

 

55

56

52

Teachers with Full Credential
 

51

52

49

Teachers Teaching Outside Subject Area
(full credential teaching outside subject area)

0

4

0

Teachers in Alternative Routes to Certification

(district and university internships)

0

0

0

Pre-Internship

 

2

2

2

Teachers with Emergency Permits

(not qualified for a credential or internship but meeting minimum requirements)

3

3

2

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

1

0

0

 

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.

 

2004

2005

2006

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments

0

0

0

 

Teacher Education Level

Data reported are the percent of teachers by education level, as reported by CBEDS 2004-2005.

 

School

District

Doctorate

1

1

Master’s Degree plus 30 or more semester hours

7

16

Master’s Degree

5

22

Bachelor’s Degree plus 30 or more semester hours

29

106

Bachelor’s Degree

10

26

Less than Bachelor’s Degree

0

0

 

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.

 

2004

2005

2006

Vacant Teacher Positions

0

0

0

 

Teacher Evaluations

Information about the procedures and criteria for teacher evaluations.

All teachers undergo rigorous evaluation according to contract each year for five years and bi-annually thereafter.

 

 

 

Substitute Teachers

Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.

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 equal one FTE.

Title

FTE

Counselor

2

Librarian

1

Psychologist

1

Social Worker

0

Nurse

.5

Speech/Language/Hearing Specialist

.4

Resource Specialist (non-teaching)

2.8

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 equal 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

544

 

 

IX. Curriculum and Instruction

 

School Instruction and Leadership

Information about the structure of the school's instructional program and the experience of the school leadership team.

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, ASB and school site council which contributes to the development and review of practices leading to improved student achievement.  The school incorporates Baldrige quality principles and practices into its strategic planning and instructional process.

 

Professional Development

Information about the program for training the school's teachers and other professional staff.

SLVHS is a professional and collaborative community of learners. Professional development occurs daily through collegial interactions and coaching. Throughout the year, SLVHS holds weekly/monthly department meetings and staff development-focused faculty meetings. All teachers develop and submit a yearly plan for professional development.  Monthly late start days are used for instructional planning and collaboration focused on improving student achievement.

 

Quality and Currency of Textbooks and Instructional Materials

Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.

Core Curriculum Areas

Quality and Currency of

Textbooks and Instructional Materials

Reading/Language Arts

Adequate/good and of sufficient quantity

Mathematics

Adequate/good and of sufficient quantity

Science

Adequate/good and of sufficient quantity

History-Social Science

Adequate/good and of sufficient quantity

 

Availability of Sufficient Textbooks and Instructional Materials

Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.

Core Curriculum Areas

Availability of

Textbooks and Instructional Materials

Reading/Language Arts

Current

Mathematics

Current

Science

Current

History-Social Science

Reviewing this year

Foreign Language

Reviewing this year

Health

Current

Science Laboratory Equipment (grades 9-12)

Current

 

Instructional Minutes

Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level

Instructional Minutes

Offered

State Requirement

 9

66,066

64,800

10

66,066

64,800

11

66,066

64,800

12

66,066

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

180 days

10

180 days

180 days

11

180 days

180 days

12

180 days

180 days

 

Minimum Days in School Year

Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

6 days for finals; 1 day for Homecoming.  Seniors 5 days during STAR testing.

 

 

 

X. Postsecondary Preparation (Secondary Schools)

 

Advanced Placement and International Baccalaureate Courses

Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various 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 Offered

Number of

Classes Offered

Enrollment

Fine and Performing Arts

 

 

 

Computer Science

 

 

 

English

1

2

69

Foreign Language

 

 

 

Mathematics

2

2

60

Science

2

2

44

Social Science

2

3

70

 

Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission

Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.

Student Enrollment

In All Courses

Student Enrollment
In Courses Required
For UC and/or CSU Admission

Percent of Student Enrollment
In Courses Required
For UC and/or CSU Admission

6,434

4,142

64%

 

Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission

Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (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

245

125

50%

 

SAT Reasoning Test

Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the highest score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

 

School

District

State

2003

2004

2005

2003

2004

2005

2003

2004

2005

Grade 12 Enrollment

267

264

264

304

321

327

385,181

395,194

409,576

Percent of Grade 12

Enrollment Taking Test

46.40

53.4

43.9

41.12

44

36.1

36.63

35.26

35.9

Average Verbal Score

513

545

548

513

545

546

494

496

499

Average Math Score

523

547

547

523

547

546

518

519

521

 

College Admission Test Preparation Course Program

Information about the school's college admission test preparation course program.

The college admission test preparation program is integrated into the English and math offerings at SLVHS.

 

 

Workforce Preparation Programs

Information about the school's career technical education programs and classes.

SLVHS provides a high degree of workforce preparation. Funding opportunities are available through the Carl Perkins Vocational program. Additionally, the Monterey Bay Regional Partnership and Tech Prep provide a variety of support and training offerings. “Your School is Our Business” provides support for our annual Career Panels, as well as offering internship and job shadowing opportunities. SLVHS also has six ROP courses and a total of eight sections.

 

Career Technical Education (CTE) Programs

Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2004-2005 (CDE 101 E-1). Data have been aggregated to the district level.

CTE Participants

Grade 9-12 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

230

176

148

84%

20

20

100%

 

 

XI. Fiscal and Expenditure Data

 

Teacher and Administrative Salaries (Fiscal Year 2003-04)

Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

Category

District

Amount

State Average

For Districts

In Same Category

Beginning Teacher Salary

35,380

34,793

Mid-Range Teacher Salary

44,266

52,959

Highest Teacher Salary

71,718

67,258

Average Principal Salary (Elementary)

79,406

86,986

Average Principal Salary (Middle)

81,200

88,402

Average Principal Salary (High)

84,905

94,302

Superintendent Salary

125,000

115,648

Percent of Budget for Teacher Salaries

38%

40.58%

Percent of Budget for Administrative Salaries

4.6%

5.88%                                                          

 

District Expenditures (Fiscal Year 2003-2004)

Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.

District

District

State Average

For Districts

In Same Category

State Average

All Districts

Total Dollars
Expended

 Dollars Expended
Per Student (ADA)

 Dollars Expended
Per Student (ADA)

 Dollars Expended
Per Student (ADA)

$19,315,911.

$6,782.

$6,987.

$6,919.

 

Types of Services Funded

Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.

SLVHS has several federal and state programs to supplement our curriculum, including a SIP program which provides opportunity for parental input into the governance of the school.  We also have a GATE program which provides funding for opportunities for gifted and talented students, and the Federal IV Safe and Drug Free Schools Program funds our diversity training and a coordination of effort with the Equity Committee.