Vasquez High School AADUSD. Vasquez. Ride On, Mustangs! Principal s Message. School Mission Statement. Parental Involvement

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1 Vasquez High School School Accountability Report Card Published During the School Year AADUSD Principal s Message Vasquez High School serves students in a rural area of more than 200 square miles, and is one of four schools in the Acton-Agua Dulce Unified School District. A central philosophy of high academic expectations, ethical community-centered thought, and the development of efficacy in every student drives our campus culture. In the school year, our Academic Performance Index rose 41 points. Professional development for the current year features a strong emphasis on curricular redesign to prepare for the implementation of Common Core State Standards in the fall of Our 22 credentialed teachers administer timely and relevant student work as well as observe the most up-to-date data to drive teaching of critical concepts. Even amid the program challenges inherent to small school settings, Vasquez High offers a comprehensive University of California college preparatory course list with a robust array of Advanced Placement and honors courses featuring challenging curriculum. Our low teacher-to-student ratio encourages individual attention and deep mastery of subject material. Our award-winning ROP program fields include culinary arts, medicine, and entertainment, all of which serve as culminating courses in blossoming career pathways. We have also developed partnerships with surrounding school district ROP programs to offer even more opportunities for students to pursue personal interests, including law enforcement, child development, and more. Our UC-approved virtual online academy serves both full-time and parttime students, permitting even more course customization in every student s four-year plan. Targeted proactive intervention programs driven by student study teams, individualized education plans, and 504s, as well as peer tutoring and data-driven differentiated instruction, collectively weave an additional net to ensure success for all students. A thriving Associated Student Body program and heavy community support as well as an active Parent-Teacher-Student Organization positively contribute to campus culture. A small-town environment, bolstered by club offerings and many service and outreach opportunities, further unify our student body. Creative 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 have secured funding for the development 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. School Mission Statement It is the mission of Vasquez High School to provide a rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global, 21st-century environment, including critical thinking, effective communication, and the fluent use of technology. We provide a rigorous academic program through which effective educators lead students to take responsibility for learning and maximize potential. We are committed to sustaining a school in which individuals representing diverse cultures and experiences instruct one another in the meaning and value of community and the importance of lifelong learning. Parental Involvement The Parent-Teacher-Student Organization meets the second Monday of each month at 4:30 p.m. at the high school. All are invited to attend. In addition, School Site Council opportunities for the upcoming school year will open in September For more information on how to become involved, contact Principal s Secretary Yolanda McCauley at (661) School Safety The School Safety Plan was reviewed and updated February The key elements of the plan include fire and evacuation routes and procedures for earthquakes or other catastrophic disasters. The plan is quite extensive covering specific actions of individual employees to ensure the safety of students during an emergency. New additions to the safety plan include crisis interventions and more specific protocol for potential threats. Vasquez Ride On, Mustangs! Ty Devoe, Principal tdevoe@aadusd.k12.ca.us Red Rover Mine Road Acton, CA Phone: (661) CDS Code: Grades: 9-12 vhs.aadusd.org Acton-Agua Dulce Unified Brent Woodard, Ph.D., Superintendent pbuechner@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 achieve academic distinction at all campuses. We are committed to a vision of developing our youth into productive and creative individuals who can achieve their highest degree of potential and who will responsibly shape the future. School Accountability Report Card 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 achievements.

2 2 Enrollment by Grade Level 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 457 students for the school year. The pie chart displays the percentage of students enrolled in each group School Year Demographics Enrollment by Grade Two or More Races 2.8% No Response 2.0% Hispanic or Latino 34.1% White 58.2% Black or African American 0.4% Filipino 0.4% American Indian or Alaska Native 0.7% Asian 1.1% Native Hawaiian or Pacific Islander 0.2% Socioeconomically Disadvantaged 29.80% English Learners 9.20% Students with Disabilities 15.30% Class Size Distribution The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size. Average Class Size Suspensions and Expulsions This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating suspension and expulsion rates was implemented starting in the school year the rates in and beyond cannot be truly compared to previous rates since they are calculated differently. Suspension and Expulsion Rates Suspension Rates Expulsion Rates Suspension Rates Expulsion Rates Acton-Agua Dulce USD English-Language Arts Number of Classrooms by Size Mathematics Science History-Social Science Subject English-Language Arts Mathematics Science History-Social Science

3 Vasquez High School SARC 3 STAR Results for All Students The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students who scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science. Students Scoring at Proficient or Advanced Levels 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% Science 34% 25% 69% 57% 51% 54% 57% 60% 59% History-Social Science 36% 34% 42% 45% 44% 35% 48% 49% 49% STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science Students Scoring at Proficient or Advanced Levels Group English- Language Arts Mathematics Science Spring 2013 Results History- Social Science All Students in the District 48% 31% 54% 35% All Students at the School 55% 15% 69% 42% Male 48% 16% 70% 44% Female 63% 14% 68% 39% Black or African American v v v v American Indian or Alaska Native v v v v Asian v v v v Filipino v v v v Hispanic or Latino 47% 10% 45% 34% Standardized Testing and Reporting Program The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learning. The STAR consists of several key tests that are designed for the student s age and individual needs. These tests include the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR including tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov. Native Hawaiian or Pacific Islander v v v v White 59% 16% 78% 42% Two or More Races 60% 29% v v Socioeconomically Disadvantaged 38% 11% 35% 28% English Learners 16% 11% v 8% Students with Disabilities 32% 5% 82% 20% Students Receiving Migrant Education Services v v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

4 4 Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released approximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from results of statewide testing in spring 2013 and released in September 2013). To represent how much a school s API changed from , the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit for the API information guide and the API overview guide. API Ranks Schools are ranked in 10 categories of equal size, called deciles, from one (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 have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Group Number of Students 2013 Growth API Acton-Agua Dulce USD California Growth API Number of Students Growth API Number of Students Growth API Actual API Change All Students ,655, Black or African American 2 v 7 v 296, American Indian or Alaska Native 3 v , Asian 3 v 6 v 406, Filipino 1 v 4 v 121, Hispanic or Latino ,438, Native Hawaiian or Pacific Islander 1 v 2 v 25, White ,200, Two or More Races , Socioeconomically Disadvantaged ,774, English Learners ,482, Students with Disabilities , v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. Data are reported only for numerically significant groups.

5 Vasquez High School SARC 5 Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for For more information, visit Adequate Yearly Progress Criteria School Year Acton-Agua Dulce USD Met Overall AYP Yes No Met Participation Rate English-Language Arts Yes Yes Mathematics Yes Yes Met Percent Proficient English-Language Arts Yes No Mathematics Yes No Met API Criteria Yes Yes Met Graduation Rate Yes Yes Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the Program Improvement status for the school and district. For detailed information about PI Identification, please visit Federal Intervention Program School Year Acton-Agua Dulce USD Program Improvement Status Not Title I In PI First Year of Program Improvement ² Year in Program Improvement ² Year 2 Number of Schools Identified for Program Improvement 2 Percent of Schools Identified for Program Improvement 66.70% 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 activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please visit Percentage of Students Meeting Fitness Standards School Year Grade 9 Four of Six Standards 23.60% Five of Six Standards 23.60% ² Not applicable. Six of Six Standards 17.90%

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 have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: Englishlanguage arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient, and Not Proficient. California High School Exit Exam Grade Ten Results The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement. Students Scoring at Proficient or Advanced Levels English-Language Arts Mathematics % 54% 67% 50% 53% 58% Acton-Agua Dulce USD 66% 54% 42% 50% 53% 32% California 59% 56% 57% 56% 58% 60% CAHSEE Grade Ten Results by Student Group: English-Language Arts and Mathematics This table displays the percentage of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit cahsee.cde.ca.gov/. Students Achieving at Each Performance Levels School Year English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the District 58% 21% 21% 68% 23% 9% All Students at the School 33% 27% 40% 42% 41% 18% Male 28% 32% 40% 37% 46% 17% Female 38% 21% 41% 49% 32% 19% Black or African American v v v v v v American Indian or Alaska Native v v v v v v Asian v v v v v v Filipino v v v v v v Hispanic or Latino 59% 23% 18% 62% 29% 10% Native Hawaiian or Pacific Islander v v v v v v White 23% 31% 45% 36% 45% 19% Two or More Races v v v v v v Socioeconomically Disadvantaged 59% 28% 14% 61% 25% 14% English Learners v v v v v v Students with Disabilities 68% 16% 16% 82% 12% 6% Students Receiving Migrant Education Services v v v v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

7 Vasquez High School SARC 7 Admission Requirements for California s Public Universities University of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have 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 University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at admission.universityofcalifornia.edu/. California State University: Eligibility for admission to the California State University (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 have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at Course Enrollment for UC/CSU Admission The table displays two measures related to the school s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit dq.cde.ca.gov/dataquest and School Years UC/CSU Admission Percentage of Students Enrolled in Courses Required for UC/CSU Admission in Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission in % 35.97% 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 developing activities that foster student acquisition of work readiness skills, such as problem solving, technical literacy, and interpersonal relations. Efforts are underway to integrate vocational programs with the academic curriculum and to design career-technical paths and course sequences that provide students with the opportunity to obtain academic and occupational competency. The students at Vasquez High School are provided career guidance and exploratory opportunities through job shadowing, mentoring, and internship opportunities throughout the business community. We are involved in coordinating sequential experiences for students in grades 9-12 to involve business/ industry in validating 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 representative of this program is Coordinator III-LA County Regional Occupation Program Jimmy Benavides, and can be reached at (562) No industries are represented. The students at Vasquez High School are provided career guidance and exploratory opportunities through job shadowing, mentoring, and internship opportunities throughout the business community. Career Technical Education Participation This table displays information about participation in the school s Career Technical Education (CTE) programs Participation Career Technical Education Data Number of Pupils Participating in CTE 208 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 47% 50%

8 8 A thriving Associated Student Body program and heavy community support as well as an active Parent-Teacher-Student Organization positively contribute to campus culture. Completion of High School Graduation Requirements This table displays school, District, and California data for the number of students in the most recent graduating class who met all State and local graduation requirements for grade 12 completion, including having passed both the English-language arts and mathematics portions of the California High School Exit Exam (CAHSEE) or received a local waiver or State exemption. For more information, please visit Completion of High School Graduation Requirements Graduating Class of 2013 Advanced Placement Courses The following is a list of Advanced Placement (AP) courses offered by subject at the school. Advanced Placement Courses School Year Percent of Total Enrollment Enrolled in AP Courses Number of AP Courses Offered at the School 2.60% Number of AP Courses by Subject Computer Science 0 English 0 Fine and Performing Arts 0 Foreign Language 0 Mathematics 4 Science 0 Social Science 3 7 Group Acton-Agua Dulce USD California All Students ,598 Black or African American v v 28,078 American Indian or Alaska Native v v 3,123 Asian v v 41,700 Filipino v v 12,745 Hispanic or Latino ,516 Native Hawaiian or Pacific Islander v v 2,585 White ,801 Two or More Races v v 6,790 Socioeconomically Disadvantaged ,915 English Learners v v 93,297 Students with Disabilities ,683 Graduates and Dropouts This table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calculating graduation and dropout rates was implemented starting with the class of The new rates should not be compared to data from previous years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information. Graduation and Dropout Rates Graduation Rate Dropout Rate % 90.00% 93.10% 17.60% 8.70% 5.50% Acton-Agua Dulce USD 79.08% 90.00% 80.84% 17.60% 8.70% 8.40% California 74.72% 77.14% 78.73% 16.60% 14.70% 13.10% v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

9 Vasquez High School SARC 9 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 approved by our Board of Education and all books are State-approved California textbooks. They are consistent with the curriculum framework cycles adopted by the State Board of Education. Every student at Vasquez High School has access to both a class copy and home copy of the textbook. During a recent visit from a Williams Settlement committee, Vasquez was found to be in full compliance with State law. Textbooks and Instructional Materials List School Year Subject Textbook Adopted English-Language Arts The Language of Literature, McDougal-Littell 2002 English-Language Arts Language Network, McDougal-Littell 2004 English-Language Arts The Language of Literature, McDougal-Littell 2002 English-Language Arts Language Network, McDougal-Littell 2001 English-Language Arts The Language of Literature, McDougal-Littell 2002 English-Language Arts Language Network, McDougal-Littell 2001 English-Language Arts The Language of Literature, McDougal-Littell 2002 English-Language Arts Language Network, McDougal-Littell 2004 English-Language Arts Literature World Masterpieces, Prentice Hall 1996 English-Language Arts Perrine's Literature Structure, Sound & Sense, Wadsworth 2012 English-Language Arts Riverside Reader, Houghton Mifflin 2009 English-Language Arts Readings for Writers, Wadsworth 2010 English-Language Arts American Literature, Pearson 2003 Availability 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 School Year 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, Larson Hostetler Edwards 2006 Mathematics Geometry, McDougal-Littell 2007 Mathematics Algebra 2, McDougal-Littell 2007 Mathematics Precalculus with Limits, Houghton Mifflin 2008 Mathematics Consumer Economics & 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 Government by the People, Pearson 2009 Continued on page 10 Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Currency of Textbooks School Year Data Collection Date 10/2013

10 10 Professional Development Each year, the District provides Buy Back Days for districtwide staff development activities. Professional development in recent years has been provided 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, CPR training Effective communication with parents, colleagues, and students Using data analysis to strengthen instruction School Improvement funds and Title II Part A federal funds are used to bring in staff development consultants and to send teachers out to conferences to improve areas of identified need. Teachers and administrators help select and evaluate professional development activities based on school and District improvement needs. Faculty meeting time and gradelevel/department meetings are also used throughout the school year for collegial data analysis, improvement activities, instructional planning, and sharing instructional strategies. Since there has been one day per year dedicated to professional development. Textbooks and Instructional Materials Continued from page 9 Textbooks and Instructional Materials List School Year Subject Textbook Adopted Social Studies World History The Modern World, Prentice Hall 2007 Social Studies World Geography, McGraw Hill 2005 Social Studies American Government, Prentice Hall 2006 Social Studies Economics Concepts & Choices, McDougal-Littell 2008 Social Studies America's History, Bedford 2008 Social Studies World History, Pearson 2008 Social Studies United States History, Pearson 2005 Social Studies United States Government, 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 & Winston 2007 Science Understanding Human Anatomy & Physiology, McGraw Hill 2005 Science Environment, the Science Behind the Stories, Pearson 2010 Science Biology, Pearson 2004 Science Earth Science, Pearson 2004 Science General Science, Pearson 2004 Health Health, Glencoe/McGraw Hill 2001 Foreign Language Paso A Paso I, Prentice Hall 2000 Foreign Language Paso A Paso II, Prentice Hall 2000 Foreign Language Paso A Paso III, Prentice Hall 2000 Foreign Language Abriendo Paso, Prentice Hall 2012 Types of Services Funded The District provides a number of supplemental programs and services to meet the diverse needs of all students: Special education services including speech/language, resource program, special day class, adaptive physical education, and other services for identified students with special needs English Language Development for English Learners Title I reading and writing intensive instruction for identified students in grades 1 5 Safe and Drug Free Schools

11 Vasquez High School SARC 11 School Facility Items Inspected The tables show the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected. Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (heating, ventilation, and air conditioning) Interior: Interior Surfaces (floors, ceilings, walls, and window casings) Cleanliness: Pest/Vermin Control, Overall 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 Condition, 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 overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. School Facility Good Repair Status School Year 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 Overall Summary of Facility Conditions Good Date of the Most Recent School Site Inspection 3/18/2013 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 visual 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 new 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 development and funded through a local bond measure. The school had minor beautification projects at the end of school year, and beginning in the year, we will be improving the aesthetics of the campus, including freshly painted buildings and minor landscaping improvements. Materials and labor were provided by district staff as well as student and parent volunteers. A full-time campus supervisor patrols the site each school day enforcing our safety and behavior policies, including the Project Friendship antibullying initiative. Date of the Most Recent Completion of the Inspection Form 3/18/2013 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 School Year Deficiencies, Action Taken or Planned, and Date of Action Interior Carpet in use for a few years in several rooms. 02/14/15 Public Internet Access Internet access is available at public libraries and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents. We provide a rigorous academic program through which effective educators lead students to take responsibility for learning and maximize potential.

12 12 Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit 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 equivalent (FTE). Academic Counselors and School Support Staff Data School Year Academic Counselors FTE of Academic Counselors Ratio of Students Per Academic Counselor Support Staff Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) :1 FTE Psychologist 0.50 Social Worker 0.00 Nurse 0.25 Speech/Language/Hearing Specialist Resource Specialist (non-teaching) 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 level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English Learners. Teacher Misassignments and Vacant Teacher Positions Teachers Teacher Misassignments of English Learners 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 having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the school year. High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit 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 % 0.00% Other FTE High-Poverty Schools in District ² ² Resource Teachers 2.00 Low-Poverty Schools in District % 0.00% Special Day Teacher 1.00 Instructional Aides 3.50 ² Not applicable.

13 Vasquez High School SARC Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at 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 Web site at 13 School Financial Data The following table displays the school s average teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data District Financial Data This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits. District Salary Data Acton-Agua Dulce USD Fiscal Year Similar Sized District Beginning Teacher Salary $43,844 $38, Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $3,378 $519 $2,859 $70,557 Mid-Range Teacher Salary $70,016 $55,793 Highest Teacher Salary $80,170 $72,306 Average Elementary School Principal Salary $96,720 $88,846 Average Middle School Principal Salary $97,415 $92,801 Average High School Principal Salary $102,096 $95,916 Superintendent Salary $159,648 $116,026 Teacher Salaries Percent of Budget 42% 34% Administrative Salaries Percent of Budget 7% 7% Financial Data Comparison This table displays the school s per pupil expenditures from unrestricted sources and the school s average teacher salary and compares it to the district and state data. Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Fiscal Year Annual Average 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 governing 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. $2,859 $70,557 Acton-Agua Dulce USD $2,574 $76,488 California $5,537 $58,606 School and District Percent Difference +11.0% -7.8% School and California Percent Difference -48.4% +20.4%

14 Vasquez High School School Accountability Report Card Published During the School Year Data for this year s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December School Accountability Report Card Published By: