Vasquez High School. Principal s Message. Acton-Agua Dulce Unified School District. District Vision Statement. School Mission Statement

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1 Vasquez High School CDS Code: Red Roer Mine Road Acton, CA Phone: (661) Grades: 9-12 Ty Deoe, Principal hs.aadusd.org Principal s Message Vasquez High School seres students in a rural area of more than 200 square miles and is one of three schools in the Acton-Agua Dulce Unified School District. A central philosophy of high academic expectations, ethical community-centered thought, and the deelopment of efficacy in eery student dries our campus culture. In the school year, our Academic Performance Index rose 41 points, and we recently receied a six-year WASC accreditation. Professional deelopment for the current year features a strong emphasis on curricular redesign to implement Common Core State Standards. Our 21 credentialed teachers administer timely and releant student work as well as obsere the most up-to-date data to drie teaching of critical concepts. Een amid the program challenges inherent to small school settings, Vasquez High offers a comprehensie Uniersity of California college preparatory course list with a robust array of Adanced Placement and honors courses featuring challenging curriculum. Our low teacher-to-student ratio encourages indiidual attention and deep mastery of subject material. Our award-winning ROP program fields include culinary arts, medicine, and entertainment, all of which sere as culminating courses in blossoming career pathways. We hae also deeloped partnerships with surrounding school district ROP programs to offer een more opportunities for students to pursue personal interests, including law enforcement, child deelopment, and more. Our Uniersity of California-approed irtual online academy seres both full-time and part-time students, permitting een more course customization in eery student s four-year plan. Targeted proactie interention programs drien by student study teams, indiidualized education plans, and 504s, as well as peer tutoring and data-drien differentiated instruction, collectiely weae an additional net to ensure success for all students. A thriing Associated Student Body program and heay community support as well as an actie Parent-Teacher-Student Organization contribute positiely to campus culture. A small-town enironment, bolstered by club offerings and many serice and outreach opportunities, further unify our student body. Creatie student outlets include choir, drama, music theory, and art; and VHS offers 12 California Interscholastic Federation-sanctioned athletic sports as well as dance and cheer. Local bond measures hae secured funding for the deelopment and construction of a new high school campus; currently Vasquez High School operates in temporary structures adjacent to the proposed location of the permanent school site. The new high school campus opens in the fall of Acton-Agua Dulce Unified School District Dr. Brent Woodard, Superintendent bwoodard@aadusd.k12.ca.us Crown Valley Road Acton, CA Phone: (661) District Vision Statement The Acton-Agua Dulce Unified School District is committed to pursuing and maintaining educational excellence in order to achiee academic distinction at all campuses. We are committed to a ision of deeloping our youth into productie and creatie indiiduals who can achiee their highest degree of potential and who will responsibly shape the future. School Mission Statement It is the mission of Vasquez High School to proide a rigorous and releant core curriculum that reflects what students need to know and demonstrate in a global 21st-century enironment, including critical thinking, effectie communication, and the fluent use of technology. We proide a rigorous academic program through which effectie educators lead students to take responsibility for learning and maximize potential. We are committed to sustaining a school in which indiiduals representing dierse cultures and experiences instruct one another in the meaning and alue of community and the importance of lifelong learning. Parental Inolement The Parent-Teacher-Student Organization meets the second Tuesday of each month at 8:30 a.m. at the high school. All are inited to attend. In addition, School Site Council opportunities for the upcoming school year will open in September For more information on how to become inoled, contact PTSO President Dorothy Daniels at (951) School Safety The School Safety Plan was reiewed and updated September of The key elements of the plan include fire and eacuation routes and procedures for earthquakes or other catastrophic disasters. The plan is quite extensie coering specific actions of indiidual employees to ensure the safety of students during an emergency. New additions to the safety plan include crisis interentions and more specific protocol for potential threats. Published during the school year In accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school s progress, test scores and achieements. Goerning Board Mark Distaso, President Ed Porter, Vice President Michael Fox, Clerk Larry H. Layton, Member Matt Ridenour

2 2 Enrollment by Grade Leel The bar graph displays the total number of students enrolled in each grade for the school year. Enrollment by Student Group The total enrollment at the school was 436 students for the school year. The pie chart displays the percentage of students enrolled in each group. Demographics School Year Enrollment by Grade 9 93 Two or More Races 4.1% No Response 0.7% Hispanic or Latino 33.7% White 57.8% Black or African-American 0.9% Socioeconomically disadantaged 32.60% English learners 4.80% Students with disabilities 19.50% American Indian or Alaska Natie 1.4% Asian 0.7% Natie Hawaiian or Pacific Islander 0.2% Filipino 0.5% Class Size Distribution The bar graph displays the three-year data for aerage class size, and the table displays the three-year data for the number of classrooms by size. Aerage Class Size Suspensions and Expulsions This table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions. Suspension and Expulsion Rates Suspension rates Expulsion rates Suspension rates Expulsion rates % 6.3% 8.8% 0.0% 0.0% 0.0% Acton-Agua Dulce USD % 2.7% 2.3% 0.0% 0.0% 0.0% California Number of Classrooms by Size Subject English-Language Arts Mathematics Science History-Social Science Number of Students English language arts Suspension rates Expulsion rates % 5.1% 4.4% 0.1% 0.1% 0.1% Mathematics Science History/social science

3 Vasquez High School California Assessment of Student Performance and Progress Results: Science (grades 5, 8 and 10) The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Adanced leels (meeting or exceeding state standards) in science. Students Scoring at Proficient or Adanced Leels Group Standardized Testing and Reporting Results for All Students The table below shows the percentage of students who scored at Proficient or Adanced leels (meeting or exceeding state standards) in English language arts, mathematics and history/social science. Because of the new CAASPP field-testing in the spring of 2014, there are no scores to be reported. The last aailable scores under the STAR Program are shown. Students Scoring at Proficient or Adanced Leels Science All students in the district 62% All students at the school 64% Male 64% Female 65% Black or African-American American Indian or Alaska Natie Asian Filipino Hispanic or Latino 67% Natie Hawaiian or Pacific Islander White 62% Two or more races Socioeconomically disadantaged 54% English learners Students with disabilities 33% Students receiing Migrant Education serices Acton-Agua Dulce USD California Subject Science 25% 69% 64% 51% 54% 62% 60% 59% 60% California Assessment of Student Performance and Progress Results by Student Group: Science (grades 5, 8 and 10) Spring 2014 Results Students Scoring at Proficient or Adanced Leels 3 California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP). Because of the state s adoption of the Common Core State Standards and implementation of a new student-testing system, limited data is aailable to report in the SARC. For the school year, the CAASPP included the Smarter Balanced Assessments, alternate, science, and other optional assessments. In the spring of 2014, California began field-testing the Smarter Balanced Assessments in English language arts and mathematics. These tests were not officially scored, so there is no data to report. The science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA), similar to the STAR Program. Therefore it is acceptable to make comparisons to preious year results. The CST is a multiple-choice test in science for arying grade leels. The CMA is a modified assessment for students with disabilities who hae an Indiidualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitie disabilities who are unable to take the CST with accommodations or modifications, or the CMA with accommodations. For more information on the CAASPP assessments, please isit Acton-Agua Dulce USD California Subject English language arts 49% 45% 55% 57% 57% 48% 54% 56% 55% Mathematics 15% 13% 15% 41% 39% 31% 49% 50% 50% History/social science 36% 34% 42% 45% 44% 35% 48% 49% 49% Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy.

4 4 Academic Performance Index The Academic Performance Index (API) is a numeric rating system that reflects a school and district s performance leel based on the results of annual statewide student assessments. It is used to measure the academic performance and progress of the schools within California. Indiidual outcomes are conerted to points on the API scale and then aeraged across all students and all tests, resulting in a single number, or API score, measured on a scale from 200 to 1,000. This score reflects the school, district or a student group s performance leel based on the results of statewide testing. The state has set an API score of 800 as the statewide target. With a complete change of the K-12 education system, the State Board of Education temporarily suspended API. No API scores or ranks will be calculated for the next two years, as California continues the transition to the new Common Core State Standards and California Assessment of Student Performance and Progress. To learn more about API, please isit for the API information guide and for information on the changes to API. API Ranks Schools are ranked in 10 categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school s statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school s three-year data for statewide API rank and similar schools API rank. API Ranks Statewide API Rank Similar Schools API Rank API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must hae either: at least 50 students with alid STAR scores who make up at least 15 percent of the total alid STAR scores, or at least 100 students with alid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district and state leel followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Group 2013 Growth API Acton-Agua Dulce USD Actual API Change California All students Black or African-American 707 American Indian or Alaska Natie Asian 906 Filipino 867 Hispanic or Latino Natie Hawaiian or Pacific Islander 773 White Two or more races Socioeconomically disadantaged English learners Students with disabilities Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy. Data are reported only for numerically significant groups.

5 Vasquez High School Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and the accountability system it uses to ealuate school performance, the U.S. Department of Education has approed a waier to allow California not to make Adequate Yearly Progress determinations for elementary and middle schools. They will receie the same AYP determinations as in High schools will not be affected by this waier and will continue to receie AYP determinations because they are based on California High School Exit Exam (CAHSEE) results and graduation rates. For more information on Adequate Yearly Progress, please isit 5 Adequate Yearly Progress Criteria School Year Acton-Agua Dulce USD Met oerall AYP No Met participation rate English language arts Yes Mathematics Yes Met percent proficient English language arts No Mathematics No Met graduation rate Yes Federal Interention Program Schools and districts receiing Title I funding that fail to meet AYP oer two consecutie years in the same content area (English language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improement (PI). Each additional year that the district or school(s) do not meet AYP results in adancement to the next leel of interention. The percent of schools identified for Program Improement is calculated by taking the number of schools currently in PI within the district and diiding it by the total number of Title I schools within the district. Due to the waier that allows California to use the same AYP determinations as 2013, no new schools will enter or exit Program Improement, and current PI schools will not adance a year in their PI status. This table displays the PI status for the school and district. For detailed information about PI identification, please isit Federal Interention Program Acton-Agua Dulce USD Program Improement status Not Title I In PI First year of Program Improement ² Year in Program Improement* ² Year 2 Number of schools identified for Program Improement 1 Percent of schools identified for Program Improement 50.00% California Physical Fitness Test Each spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical actiity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please isit Percentage of Students Meeting Fitness Standards School Year For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades nine, ten, eleen, and/or twele on Fall Census Day in October 2013 will receie an AYP Report. Because students in grades three through eight participated in the Smarter Balanced Field Test during the academic year, the U.S. Department of Education approed a determination waier for California which exempts elementary schools, middle schools, elementary school districts, and unified school districts from receiing a 2014 AYP Report. * DW (determination waier) indicates that the PI status of the school was carried oer from the prior year in accordance with the flexibility granted through the federal waier process. ² Not applicable. Grade 9 Four of six standards 19.00% Fie of six standards 22.80% Six of six standards 38.00%

6 6 California High School Exit Exam Results The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in grade 10 and hae multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English language arts and mathematics. For the purposes of calculating AYP, three performance leels are set: Adanced, Proficient and Not Proficient. California High School Exit Exam Grade 10 Results The table displays the percentage of students scoring at Proficient or Adanced leels for the most recent three-year period. Note that the score a student must achiee to be considered Proficient is different than the passing score for graduation requirement. Students Scoring at Proficient or Adanced Leels English Language Arts Mathematics % 67% 59% 53% 58% 66% Acton-Agua Dulce USD 54% 42% 39% 53% 32% 44% California 56% 57% 56% 58% 60% 62% CAHSEE Grade 10 Results by Student Group: English Language Arts and Mathematics This table displays the percentage of students, by group, achieing at each performance leel in English language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, isit Students Achieing at Each Performance Leel School Year English Language Arts Mathematics Group Not Proficient Proficient Adanced Not Proficient Proficient Adanced All students in the district 61% 24% 15% 56% 36% 8% All students at the school 41% 32% 27% 34% 51% 15% Male 43% 34% 23% 30% 53% 17% Female 38% 30% 32% 37% 49% 14% Black or African-American American Indian or Alaska Natie Asian Filipino Hispanic or Latino 48% 28% 24% 42% 47% 11% Natie Hawaiian or Pacific Islander White 35% 35% 30% 27% 54% 19% Two or more races Socioeconomically disadantaged 67% 11% 22% 52% 35% 13% English learners Students with disabilities 63% 31% 6% Students receiing Migrant Education serices Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy.

7 Vasquez High School Admission Requirements for California s Public Uniersities Uniersity of California: Admission requirements for the Uniersity of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who hae successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for uniersity-leel work. For general admissions requirements, please isit the UC Admissions Information Web page at California State Uniersity: Eligibility for admission to the California State Uniersity (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some campuses hae higher standards for particular majors or students who lie outside the local campus area. Because of the number of students who apply, a few campuses hae higher standards (supplementary admission criteria) for all applicants. Most CSU campuses hae local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically sered by a CSU campus in that region. For admission, application and fee information, see the CSU Web page at 7 Course Enrollment for UC and CSU Admission The table displays two measures related to the school s courses that are required for Uniersity of California and California State Uniersity admission for the most recent year for which data is aailable. For more detailed information, isit UC/CSU Admission Percentage of students enrolled in courses required for UC or CSU admission in Percentage of graduates who completed all courses required for UC or CSU admission in and School Years 73.85% 87.38% Career Technical Education Participation This table displays information about participation in the school s Career Technical Education (CTE) programs. Career Technical Education Data Participation Number of pupils participating in CTE 218 Career Technical Education Programs The federal School-to-Work Act of 1994 places responsibility on California schools for successful transition from school to future careers. To accomplish this, the school s instructional program is deeloping actiities that foster student acquisition of work-readiness skills, such as problem soling, technical literacy, and interpersonal relations. Efforts are underway to integrate ocational programs with the academic curriculum and to design career-technical paths and course sequences that proide students with the opportunity to obtain academic and occupational competency. The students at Vasquez High School are proided career guidance and exploratory opportunities through job shadowing, mentoring, and internship opportunities throughout the business community. We are inoled in coordinating sequential experiences for students in grades 9-12 to inole business/ industry in alidating skills necessary for a successful transition into the workforce. ROP classes offered in the school year: ROP Stagecraft ROP Culinary Arts ROP Drama ROP Sports Therapy The primary representatie of this program is Coordinator III of Los Angeles County Regional Occupation Program, Jimmy Benaides, and can be reached at (562) No industries are represented. Percentage of pupils who completed a CTE program and earned a high school diploma Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education 53.00% 50.00% We are committed to sustaining a school in which indiiduals representing dierse cultures and experiences instruct one another in the meaning and alue of community and the importance of lifelong learning.

8 8 We proide a rigorous academic program through which effectie educators lead students to take responsibility for learning and maximize potential. Completion of High School Graduation Requirements This table displays school, district and California data for the percentage of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion, including haing passed both the English language arts and mathematics portions of the CAHSEE or receied a local waier or state exemption. For more information, please isit Completion of High School Graduation Requirements Graduating Class of 2013 Adanced Placement Courses The following is a list of Adanced Placement (AP) courses offered by subject at the school. Adanced Placement Courses School Year Percent of total enrollment enrolled in AP courses Number of AP courses offered at the school 0.80% Number of AP Courses by Subject Computer Science 0 English 0 Fine and performing arts 0 Foreign language 1 Mathematics 0 Science 1 5 Group Acton-Agua Dulce USD California All students 87.29% 53.09% 84.56% Black or African-American 75.90% American Indian or Alaska Natie 77.82% Asian 50.00% 50.00% 92.94% Filipino 92.20% Hispanic or Latino 80.95% 43.59% 80.83% Natie Hawaiian or Pacific Islander 84.06% White 94.20% 77.38% 90.15% Two or more races % % 89.03% Socioeconomically disadantaged 97.44% 39.18% 82.58% English learners 50.00% 20.00% 53.68% Students with disabilities % 65.52% 60.31% Social science 3 Graduates and Dropouts This table displays the graduation and dropout rates for the most recent three-year period for which data is aailable. See www2.ed.go/policy/elsec/guid/hsgrguidance.pdf for more information. Graduation and Dropout Rates Graduation Rate Dropout Rate % 92.41% 86.61% 8.70% 5.50% 8.90% Acton-Agua Dulce USD 90% 80.72% 86.61% 8.70% 8.40% 8.90% California 77.14% 78.87% 80.44% 14.70% 13.10% 11.40% Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy.

9 Vasquez High School Textbooks and Instructional Materials Vasquez High School, in conjunction with the K-8 schools in the district, adopts textbooks using the same adoption schedule as recommended by the California Department of Education. All textbooks used at Vasquez High School are approed by our Board of Education and all books are state-approed California textbooks. They are consistent with the curriculum framework cycles adopted by the State Board of Education. Eery student at Vasquez High School has access to both a class copy and home copy of the textbook. During a recent isit from a Williams case settlement committee, Vasquez was found to be in full compliance with state law. Textbooks and Instructional Materials List Subject Textbook Adopted English-language arts The Language of Literature, McDougal Littell 2002 English-language arts Language Network, McDougal Littell 2004 English-language arts Language Network, McDougal Littell 2001 English-language arts Literature: World Masterpieces, Prentice Hall 1996 English-language arts Perrine's Literature: Structure, Sound & Sense; Wadsworth 2012 English-language arts Rierside Reader, Houghton Mifflin 2009 English-language arts Readings for Writers, Wadsworth 2010 English-language arts American Literature, Pearson Aailability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject Reading/language arts 0% Mathematics 0% Science 0% History/social science 0% Visual and performing arts 0% Foreign language 0% Health 0% Science laboratory equipment 0% English-language arts World Literature, Pearson 2007 Mathematics Algebra 1, McDougal Littell 2007 Mathematics Calculus, by Larson and Edwards; Cengage Learning 2006 Mathematics Geometry, McDougal Littell 2007 Mathematics Algebra 2, McDougal Littell 2007 Mathematics Precalculus with Limits, Houghton Mifflin 2008 Mathematics Consumer Economics and Personal Finance, McDougal Littell 2003 Mathematics Stats: Modeling the World, Pearson 2010 Mathematics Algebra, Pearson 2004 Mathematics Geometry, Pearson 2001 Mathematics Consumer Mathematics, Pearson 2003 Social Studies Traditions & Encounters, McGraw-Hill 2006 Social Studies The Americans, McDougal Littell 2003 Social Studies Goernment by the People, Pearson 2009 Social Studies World History: The Modern World, Prentice Hall 2007 Social Studies World Geography, McGraw-Hill 2005 Social Studies American Goernment, Prentice Hall 2006 Social Studies Economics: Concepts and Choices, McDougal Littell 2008 Continued on page 10 Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and erified. Currency of Textbooks Data collection date 09/2014

10 10 Professional Deelopment Each year, the district proides Buy Back Days for districtwide staff-deelopment actiities. Professional deelopment in recent years has been proided in the following areas: Special-education requirements and instructional strategies Strategies for meeting the needs of English learners Strengthening students written language skills Safe schools/first aid and CPR training Effectie communication with parents, colleagues, and students Using data analysis to strengthen instruction School Improement funds and Title II, Part A federal funds are used to bring in staff-deelopment consultants and to send teachers out to conferences to improe areas of identified need. Teachers and administrators help select and ealuate professional deelopment actiities based on school and district improement needs. Faculty meeting time and gradeleel/department meetings are also used throughout the school year for collegial data analysis, improement actiities, instructional planning, and sharing instructional strategies. Since there has been one day per year dedicated to professional deelopment. Textbooks and Instructional Materials Continued from page 9 Textbooks and Instructional Materials List Subject Textbook Adopted Social Studies America's History, Bedford/St. Martin's 2008 Social Studies World History, Pearson 2008 Social Studies United States History, Pearson 2005 Social Studies United States Goernment, Pearson 2005 Social Studies Economics, Pearson 2005 Science Earth Science, McDougal Littell 2005 Science Biology, Holt 2007 Science World of Chemistry, McDougal Littell 2007 Science Chemistry, McGraw-Hill 2005 Science Physics; Holt, Rinehart and Winston 2007 Science Science Understanding Human Anatomy & Physiology, McGraw-Hill Essential Enironment: The Science Behind the Stories, Pearson 2005 Science Biology, Pearson 2004 Science Earth Science, Pearson 2004 Science General Science, Pearson 2004 Health Health, Glencoe/McGraw-Hill Foreign Language Paso a Paso: Leel 1, Prentice Hall 2000 Foreign Language Paso a Paso: Leel 2, Prentice Hall 2000 Foreign Language Paso a Paso: Leel 3, Prentice Hall 2000 Foreign Language Abriendo Paso, Prentice Hall 2012 Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks Criteria Are the textbooks adopted from the most recent state-approed or local goerning board-approed list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Do all students, including English learners, hae access to their own textbooks and instructional materials to use in class and to take home? Yes/No Yes Yes Yes

11 Vasquez High School School Facility Items Inspected The tables show the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equialent school form. The following is a list of items inspected. Systems: Gas systems and pipes, sewer, mechanical systems (heating, entilation and air-conditioning) Interior: Interior surfaces (floors, ceilings, walls and window casings) Cleanliness: Pest and ermin control, oerall cleanliness (school grounds, buildings, rooms and common areas) Electrical: Electrical systems (interior and exterior) Restrooms/fountains: Restrooms, sinks/drinking fountains (interior and exterior) Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior) Structural: Structural damage, roofs External: Windows, doors, gates, fences, playgrounds, school grounds School Facility Good Repair Status This inspection determines the school facility s good repair status using ratings of good condition, fair condition or poor condition. The oerall summary of facility conditions uses ratings of exemplary, good, fair or poor. School Facility Good Repair Status Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/fountains Good Interior Fair Safety Good Cleanliness Good Structural Good Electrical Good External Good 11 School Facilities Vasquez High School is a closed campus. Although Vasquez High School is located on its permanent site, it is currently housed in modular buildings. Vasquez has 25 classrooms, two science labs, and a computer lab. Two of the modular buildings house our isual and performing arts courses and the other building contains four kitchen areas for our award-winning culinary arts program. Facilities include locker rooms for physical education and athletics, a weight room, a football/soccer field, baseball field, and an electronic marquee. The general condition of the school is good, and the campus proper is cleaned daily by one custodian working from noon to late night. The construction of a new high school facility is in deelopment and funded through a local bond measure. The school had minor beautification projects oer each of the last two years, including freshly painted buildings and minor landscaping improements. Materials and labor were proided by district staff as well as student and parent olunteers. A full-time campus superisor patrols the site each school day enforcing our safety and behaior policies, including the Project Friendship antibullying initiatie. Oerall summary of facility conditions Good Date of the most recent school site inspection 08/29/2014 Date of the most recent completion of the inspection form 08/29/2014 Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item s repair status, all deficiencies are listed. Deficiencies and Repairs Items Inspected Interior Deficiencies, Action Taken or Planned, and Date of Action Carpet in use for a few years in seeral rooms. Repaired February Public Internet Access Internet access is aailable at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally proided on a first-come, first-sere basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on aailability), the types of software programs aailable at a workstation, and the ability to print documents. Types of Serices Funded The district proides a number of supplemental programs and serices to meet the dierse needs of all students: Special-education serices including speech and language, a resource program, special day class, adaptie physical education, and other serices for identified students with special needs English language deelopment for English learners Title I reading and writing intensie instruction for identified students in grades 1-5 Safe and Drug Free Schools

12 12 Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and uniersity internships, pre-internships, emergency or other permits, and waiers. For more information on teacher credentials, isit Teacher Credential Information Acton-Agua Dulce USD Teachers With full credential Without full credential Teaching outside subject area of competence Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equialent (FTE). Academic Counselors and School Support Staff Data Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade leel, subject area, student group, etc.) and the number of acant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners School Year Teacher Misassignments and Vacant Teacher Positions Academic Counselors FTE of academic counselors Ratio of students per academic counselor :1 Teachers Teacher misassignments of English learners Support Staff Social/behaioral or career deelopment counselors Library media teacher (librarian) Library media serices staff (paraprofessional) FTE Psychologist 0.33 Social worker 0.00 Nurse 0.33 Speech/language/hearing specialist Resource specialist (non-teaching) Other FTE Resource teachers 2.00 Special day teacher 1.00 Instructional aides 4.80 Total teacher misassignments Vacant teacher positions Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as haing at least a bachelor s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the school year. High-poerty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poerty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, isit No Child Left Behind Compliant Teachers School Year Percent of Classes in Core Academic Subjects Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers % 0.00% All schools in district 98.13% 1.87% High-poerty schools in district 89.22% 10.78% Low-poerty schools in district % 0.00%

13 Vasquez High School Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information aailable proided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data website at District Financial Data This table displays district teacher and administratie salary information and compares the figures to the state aerages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits. District Salary Data Acton-Agua Dulce USD Fiscal Year Similar Sized District Beginning teacher salary $43,844 $38,152 Midrange teacher salary $70,016 $55, School Financial Data The following table displays the school s aerage teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data Total expenditures per pupil Fiscal Year Expenditures per pupil from restricted sources Expenditures per pupil from unrestricted sources Annual aerage teacher salary $6,482 $2,003 $4,479 $61,532 Highest teacher salary $78,069 $71,908 Aerage elementary school principal salary $96,720 $87,660 Aerage middle school principal salary $97,415 $92,424 Aerage high school principal salary $102,096 $93,606 Superintendent salary $159,648 $116,538 Teacher salaries percent of budget 40% 34% Administratie salaries percent of budget 8% 7% Financial Data Comparison This table displays the school s per-pupil expenditures from unrestricted sources and the school s aerage teacher salary and compares it to the district and state data. Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Fiscal Year Annual Aerage Teacher Salary Expenditures Per Pupil Supplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or goerning board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. $4,479 $61,532 Acton-Agua Dulce USD $559 $67,866 California $4,690 $57,912 School and district percent difference % -9.3% School and California percent difference -4.5% +6.3% Data for this year s SARC was proided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please isit DataQuest at DataQuest is an online resource that proides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card aailable, upon request, on or before February 1 of each year. All data accurate as of December School Accountability Report Card Published By:

14 Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARC The tables below outline the state priority areas that are included in the School Accountability Report Card. Conditions of Learning The table below describes information in the SARC that is releant to the Basic State Priority (Priority 1). Local Control Accountability Plan Requirements Alignment Between State Priority Areas and the SARC Conditions of Learning State Priority: Basic Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) (d)(1) Pupils hae access to standards-aligned instructional materials. EC (d)(1) School facilities are maintained in good repair. EC (d)(1) Pupil Outcomes The table below describes information in the SARC that is releant to Pupil Achieement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8). Alignment Between State Priority Areas and the SARC Local Control Accountability Plan Requirements Pupil Outcomes State Priority: Pupil Achieements Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC (d)(4)(a) The Academic Performance Index. EC (d)(4)(b) The percentage of pupils who hae successfully completed courses that satisfy the requirements for entrance to the Uniersity of California and the California State Uniersity, or career technical education sequences or programs of study. EC (d)(4)(c) State Priority: Other Pupil Outcomes Pupil outcomes in subject areas such as English, mathematics, social sciences, science, isual and performing arts, health, physical education, career technical education, and other studies prescribed by the goerning board. 1 EC (d)(8) Engagement The table below describes information in the SARC that is releant to the Parental Inolement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6). Local Control Accountability Plan Requirements Engagement State Priority: Parent Inolement Alignment Between State Priority Areas and the SARC Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC (d)(3) State Priority: Pupil Engagement High school dropout rates. EC (d)(5)(d) High school graduation rates. EC (d)(5)(e) State Priority: School Climate Pupil suspension rates. EC (d)(6)(a) Pupil expulsion rates. EC (d)(6)(b) Other local measures including sureys of students, parents, and teachers on the sense of safety and school connectedness. 2 EC (d)(6)(c) Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please isit School English, safety mathematics plan is the and only physical other education local measure are the of School only subject Climate areas (Priority included 6) that in Other is reflected Pupil Outcomes in the SARC. (Priority 8) that are reflected in the SARC. English, School safety mathematics plan is the and only physical other education local measure are the of School only subject Climate areas (Priority included 6) that in Other is reflected Pupil Outcomes in the SARC. (Priority 8) that are reflected in the SARC.