School Accountability Report Card - West Valley High School

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School Accountability Report Card
School Year 2001-2002

School Information		District Information
School Name	West Valley High	District Name	Hemet Unified
Principal	Dr. Glen England	Superintendent	Dr. Stephen C. Teele
Street	3401 W. Harrison Ave.	Street	2350 W. Latham Ave.
City, State, Zip	Hemet, CA 92545	City, State, Zip	Hemet, CA 92545-3632
Phone Number	951-765-1600	Phone Number	951-765-5100
FAX Number	951-765-1607	FAX Number	951-765-5115
Web Site		Web Site	www.hemetusd.k12.ca.us
Email Address	gengland@hemetusd.k12.ca.us	Email Address	ljoyce@hemetusd.k12.ca.us
Enrollment	2333	SARC Contact	Linda Joyce
Grades Served	9-12

School Description and Mission Statement

West Valley High School (WVHS) is a beautiful state-of-the art campus. Today, WVHS is at an all-time high with student attendance at 2,333 students. WVHS is expected to continue its growth, not only in size, but also in the scope of programs offered. Proposition 98, an initiative passed by the voters of California in 1988, required that public schools annually issue a “school accountability report card.” The intent of this report is to include for your reading general information about the school, its resources, students, successes, and plans for improvement. Speaking for all WVHS staff, we regard this report as an excellent opportunity to tell you about the exceptional students you have entrusted to our care. As you read this Report Card, you will find details for students’ achievements, our school resources, and plans for the future.

West Valley High School (WVHS) has completed its fifth year at its new site. WVHS is located in the southwest corner of Hemet between the Domenigoni Reservoir and Ryan Airport. The campus covers more than 60 acres, has over 86 classrooms and specialty classrooms like computer labs, sound production studios, band, and pottery classrooms, and a media center. The media center is at the heart of the school’s computer operation, serving as a hub for the school’s local area network. Presently, all the computers in the administration building are networked, allowing access to the student information database.

The WVHS faculty consists of 97 credentialed teachers, four administrators, a full-time activities director, an athletic director, six counselors, a digital high school coordinator, a school psychologist, fourteen special education teachers, and part-time speech/language and adaptive physical education specialists.

In addition, through the Riverside County Office of Education (RCOE), a classroom program is offered in retail sales. Eleven secretaries, nine custodians, food service assistants, eight part-time campus supervisors, a librarian, two library technicians, and a school nurse support student instruction.

Opportunities for Parental Involvement

Contact Person Name	Dr. Glen England	Contact Person Phone Number	951-765-1600
The site addresses the six areas of parent involvement through their comprehensive school plan. For more information, contact the site principal.

I. Demographic Information

Student Enrollment
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	103	4.7	Hispanic or Latino	740	33.7
American Indian or Alaska Native	10	0.5	Pacific Islander	12	0.5
Asian-American	27	1.2	White (Not Hispanic)	1298	59.1
Filipino-American	7	0.3	Other	0	0.0

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	August 2001	Date Last Reviewed with Staff	September 2001
The School Site Council reviews and approves a comprehensive safe school plan including data regarding school crime, safe school procedures and compliance with laws including (1) child abuse reporting, (2) disaster response, (3) suspension and expulsion policies, (4) notification of teachers of dangerous pupils, (5) sexual harassment, (6) schoolwide dress codes prohibiting gang-related apparel, (7) procedures for safe ingress and egress from school, (8) procedures to ensure a safe and orderly environment conducive to learning, and (9) rules and procedures on school discipline adopted pursuant to Ed Code Sections 35291 and 35291.5. A copy of the plan is available for inspection by the public at each school.

School Programs and Practices that Promote a Positive Learning Environment

West Valley High School provides a structured, stimulating learning climate for students. Programs promoting a positive learning environment and informing parents of classroom goals, homework policy, and the discipline plan are in place.

These include:

1. Recognizing scholastic achievement with an honor roll program.

2. Acknowledging student achievement in each department at an end of the year ceremony.

3. Conferencing with parents twice a year and any time upon request, as well as daily or weekly progress reports sent home as needed to inform parents if their students are not meeting expected achievement or behavior goals.

4. Providing field trips to colleges, universities, museums and other places of interest.

5. Rewarding students who display outstanding citizenship with staff-sponsored, school-wide recognition.

6. Encouraging all interested students to participate in the many athletic and academic programs which are offered.

7. Seeking and showing appreciation of praiseworthy performance in every student.

8. Developing outlets for personal, social and academic growth.

9. Proving opportunities to participate in community, extracurricular and intramural activities.

10. Modeling language of mutual support by the staff with students

11. Providing students the opportunity to voice concerns through an active student body organization.

12. Building pride, sense of community and school spirit through positive school climate.

13. Providing a full range of high school sports.

14. Now provide after school tutorial, 1 hour/day – 3 days/week and on occasion Saturday intervention classes.

Suspensions and Expulsions
The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

	School			District
	1999	2000	2001	1999	2000	2001
Suspensions (number)	444	482	513	2558	2804	3182
Suspensions (rate)	.23	.23	.23	.24	.22	.27
Expulsions (number)	16	19	30	50	55	103
Expulsions (rate)	.008	.009	.01	.02	.02	.03

School Facilities

West Valley High School is a new campus adjacent to a developing city park. The school facilities are first rate. Students are supervised on campus by eight campus supervisors, three administrators, and six counselors, with maximum coverage during passing periods and lunch. West Valley High School employs a part-time school resource officer (SRO) providing on-site supervision, counseling, and referral services. The sheer size of the campus at WVHS is very much a consideration in student supervision. With money received from a safety grant, the student’s parking lot is secured and patrolled.

West Valley conducts disaster drills as required, and through the efforts of Hemet Valley Hospital, ASB, and the PTA every classroom is supplied with first aid equipment.

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only).

California Standards Tests (CST)
The California Standards Tests 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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area.

English Language Arts (ELA)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
2	---	---		---	---	27	---	---	32
3	---	---		---	---	27	---	---	30
4	---	---		---	---	30	---	---	33
5	---	---		---	---	22	---	---	28
6	---	---		---	---	26	---	---	31
7	---	---		---	---	26	---	---	32
8	---	---		---	---	30	---	---	32
9	---	---	25	---	---	29	---	---	28
10	---	---	29	---	---	30	---	---	31
11	---	---	26	---	---	29	---	---	29

ELA Subgroups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9	21	28	5	26	18	34
10	23	35	6	30	17	40
11	28	24	0	28	18	33

ELA Racial/Ethnic Groups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

No data is available for this section

Stanford 9
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels.

Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
2				46	50	49	44	49	51
3				43	49	48	41	44	46
4				44	46	49	41	45	47
5				41	49	45	42	44	45
6				45	38	46	44	46	47
7				45	47	43	44	46	48
8				51	49	49	47	49	50
9	32	33	30	37	37	36	34	35	35
10	26	31	27	33	37	34	33	34	34
11	33	30	35	37	38	40	35	36	37

Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
2				58	61	61	49	57	58
3				48	68	65	48	56	59
4				47	51	59	44	51	54
5				45	51	55	45	50	54
6				53	51	53	50	55	57
7				46	46	45	45	48	50
8				46	52	49	45	48	49
9	44	50	45	49	53	53	48	51	51
10	39	46	37	39	47	42	44	46	45
11	46	47	37	43	48	41	45	47	46

Stanford 9 Subgroups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9	28	32	7	31	26	34
10	23	31	8	28	19	35
11	36	33	4	37	24	44

Stanford 9 Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9	41	48	10	47	40	49
10	38	37	12	38	28	46
11	43	32	13	39	27	45

Stanford 9 Racial/Ethnic Groups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Racial/Ethnic Groups - Reading
Percentage of students scoring at or above the 50th percentile

No data is available for this section

Stanford 9 Racial/Ethnic Groups - Mathematics
Percentage of students scoring at or above the 50th percentile

No data is available for this section

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)
Note: To protect confidentiality scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
Grade Level	Total	Male	Female	Total	Male	Female	Total	Male	Female
5				33.0	29.2	36.9	21.3	21.9	20.9
7				45.9	47.3	44.5	24.9	25.8	24.3
9	25.7	18.8	32.7	29.5	22.7	36.1	22.6	20.3	24.9

SAT I
The SAT I Reasoning Test, formerly known as the Scholastic Assessment Test, is one of the tests available from The College Board that students voluntarily take for college entrance. The SAT I is designed to assess many of the skills that are important to a student's success in college. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Grade 12 Enrollment	316	351	402	1,043	1,020	1,144	334,852	347,813	357,668
Percentage of Grade 12 Enrollment Taking Test	26.90	26.78	27.36	27.80	25.49	27.36	36.50	36.45	36.70
Average Verbal Score	476	483	464	503	496	487	492	492	492
Average Math Score	485	502	484	515	518	506	513	517	516

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 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 monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

	API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	89	96		Percentage Tested	96	96	---
Base API Score	591	603		Growth API Score	603	585	---
Growth Target	10	10		Actual Growth	12	-18	---
Statewide Rank	4	5		Eligible for Awards	No	No	---
Similar Schools Rank	5	6		Eligible for II/USP			---

API Subgroups - Racial/Ethnic Groups

	API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
African-American				African-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
American Indian or Alaska Native				American Indian or Alaska Native
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Asian-American				Asian-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Filipino-American				Filipino-American
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
Hispanic or Latino				Hispanic or Latino
Base API Score	508	513		Growth API Score	513	490	---
Growth Target	8	8		Actual Growth	5	-23	---
Pacific Islander				Pacific Islander
Base API Score				Growth API Score			---
Growth Target				Actual Growth			---
White (Not Hispanic)				White (Not Hispanic)
Base API Score	647	661		Growth API Score	661	638	---
Growth Target	8	8		Actual Growth	14	-23	---

API Subgroups - Socioeconomically Disadvantaged

	API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Base API Score	535	545		Growth API Score	545	523	---
Growth Target	8	8		Actual Growth	10	-22	---

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2004, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

The instruction in the core curriculum in language arts and math begins in grade 4.

Dropout Rate and Graduation Rate
Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.

West Valley High School has made good progress in decreasing its dropout rate. Students may elect alternative education options such as Alessandro Continuation High School, Hemet Adult School, Esperanza (for pregnant minors) and Helen Hunt Jackson Independent Study program. These programs have kept students enrolled in school.

	School			District			State
	1998	1999	2000	1998	1999	2000	1999	2000	2001
Enrollment (9-12)	1,745	1,898	2,131	4,363	4,737	5,034	1,610,501	1,659,030	1,703,492
Number of Dropouts	38	28	65	127	114	187	47,306	46,470	47,282
Dropout Rate	2.2	1.5	3.1	2.9	2.4	3.7	2.9	2.8	2.8

V. Class Size

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area as reported by CBEDS.

Subject	1999				2000				2001
Subject	Avg	1-22	23-32	33+	Avg	1-22	23-32	33+	Avg	1-22	23-32	33+
English	28.6	23	14	23	57.9	10	4	21	56.7	10	7	21
Mathematics	37.0	1	2	39	79.8	0	3	20	48.1	18	2	17
Science	33.7	2	12	23	111.9	0	3	10	68.4	2	4	13
Social Science	35.3	4	6	36	97.2	1	0	19	86.6	2	1	19

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

	1999	2000	2001
Total Number of Teachers	66	75	86
Full Credential (fully credentialed and teaching in subject area)	63	61	61
Teaching Outside Subject Area (fully credentialed but teaching outside subject area)	0	0	0
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	4	14	24
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	2	2

Teacher Evaluations

Teachers at West Valley High School are evaluated on a regular basis by the principal and assistant principals. The evaluation process is based on the progress of students toward the District’s standards of achievement; instructional techniques and strategies used by the employee; adherence to curricular objectives; and establishment and maintenance of a suitable learning environment. Tenured teachers are evaluated at least once a year. Classroom observations of teachers are made frequently throughout the year.

Staff Development Days

1999-00

2 (voluntary)

2000-01

3 (voluntary)

2001-02

3 (voluntary)

3(mandatory)

10(1 hour)

Substitute Teachers

All substitute teachers hold the appropriate California credential as required by the Commission on Teacher Credentialing. They are required to have a Bachelors Degree and pass the California Basic Skills Test (CBEST). Due to the shortage of substitute teachers, Hemet Unified School District must constantly recruit qualified substitutes. Where there are an insufficient number of substitutes available, site administrators and certificated staff members are asked to cover the classes.

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% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Counselor	6.00
Librarian	1.00
Psychologist	1.0
Social Worker	0.00
Nurse	0.00
Speech/Language/Hearing Specialist	0.4
Resource Specialist (non-teaching)	0.00
Other	0.00

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

Number of Academic Counselors (FTE)	Ratio of Pupils per Academic Counselor
6.00	439.40

VII. Curriculum and Instruction

School Instruction and Leadership

The leadership team at West Valley High School is comprised of the Principal, three Assistant Principal’s, six counselor, nine department leaders, the activities director and the athletic director. Valuable input is gained from the expanded learning community that includes the PTSA, School Site Council, the English Language Learner Council, and other community members and parents.

West Valley High School is a Standards-Based instructional school. That is to say that the core curriculum and instruction is designed for students to become proficient relative to the California Content Standards. The staff evaluates student work based upon their level of achievement of the content standards. After school and Saturday interventions such as tutorials and study sessions are offered to any student that is not proficient on any of the standards in the core areas of English, Math, Science, and Social Studies.

The non-core curricular areas also offered at West Valley High School are aligned to the California State Frameworks for each of the disciplines. The short, West Valley has a school wide effort to improve student achievement in our relentless pursuit of excellence.

As a staff we have accomplished the following:

1. Achieved a three-year accreditation through year 2004.

2. Aligned all of our core classes (English, Math, Science, and Social Studies) to the California Content Standards.

3. Developed interim assessments in the core content areas aligned to the standards.

4. Developed an after school and Saturday tutorial program to assist student’s achievement level.

5. Aligned the English Language Learner program to the core content standards and redesigned the delivery system of instruction at the various ELL levels for additional language acquisition support.

6. Implemented an extensive and comprehensive staff development program to build the capacity of our staff to better meet the diverse needs of our student body.

7. Established an Academic Support Class (ASC) to support higher student achievement. ASC supports student improvement in reading, reading strategies to improve comprehensive, test-taking skills, study skills in general, note taking strategies, etc.

8. Established a literacy class to assist our most needy students.

9. Applied for and received several grants that allow additional funding for supporting our student population and expanded learning community.

Anticipating and addressing the special needs of its students, WVHS provides instrumental music, chorus, physical educational specialists, special education, speech, adaptive PE, and bilingual education. Students identified as learning handicapped are placed in special day classes and mainstreamed into appropriate general education classrooms.

Professional Development

West Valley High School has a comprehensive staff development program plan supported by several state and grant programs. All staff development is targeted specifically for the improvement of student performance and curricular alignment to the California Content Standards in the areas of Language Arts, Math, Science, and Social Science. Staff development for the non-core areas is also supported in the program plan. Specific training for classified support staff is integrated into the program plan as well. New teachers receive additional support services through the BTSA program (Beginning Teacher Support and Assessment).

West Valley High School’s staff development program is augmented by the District Office staff development team and consultant groups when appropriate. The District’s Curriculum Council is responsible for new textbook adoptions and course approvals.

Quality and Currency of Textbooks and Other Instructional Materials

Textbooks are submitted to the Governing Board for approval by the Superintendent. A teacher committee considers for recommendation only those textbooks, which meet student standards and state guidelines. The process includes a review of District standards of student achievement, pilot use of the series in District classrooms, review of the state framework, as well as review of the textbook by teachers at all schools where the textbook will be used. West Valley spent approximately $250,000 on textbooks last year.

In most cases, adopted texts have copyright date that is within two years of the adoption date. Those materials, which might have an older copyright date, are literature books or other specific areas, which remain consistent in content. Also available to teachers for instructional use are:

1. A fully equipped computer lab, which will form the basis for West Valley’s planned media center.

2. Computer access in all content areas for instruction in such skills as dissection, compositions, charts, graph making, etc.

3. Television and video recorders used for taping programs from educational channels for classroom use.

4. At least one computer in each classroom (for teacher and student use).

5. Films to enrich instruction in all subject areas.

6. Supplemental novels available to enhance core literature program.

7. Staff and student access to library and educational media facilities.

8. Fully equipped science laboratories.

9. Complete clerical services provided by the Media Center.

10. A newly equipped computer lab for computer applications and word processing.

11. A fully networked computer facility, Internet connected.

Instructional Minutes (School Year 2000-2001)
The California Education Code establishes a required number of minutes per year for each grade. The table below compares the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes Offered	State Requirement
K		36,000
1		50,400
2		50,400
3		50,400
4		54,000
5		54,000
6		54,000
7		54,000
8		54,000
9	64,900	64,800
10	64,900	64,800
11	64,900	64,800
12	64,900	64,800

Total Number of Minimum Days

Hemet Unified School District offers 180 instructional days per year. This meets or exceeds the state minimum requirements for instructional minutes. As reflected in our school calendar, there are scheduled minimum days during the year and the last day of school.

Student/Teacher School Days
Student					Certificated
Level	Minimum	Shortened	Regular	Total		Non Student Day	Contract Days
K Gr. 1-5 (Elem.) Gr. 6-12 (Sec.)	n/a 10 5	n/a 33 n/a	180 137 175	180 180 180		1 1 1	184 184 184

VIII. Postsecondary Preparation (Secondary Schools)

Advanced Placement/International Baccalaureate Courses Offered
The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various AP and IB classes. The data for Fine and Performing Arts includes AP Art and AP Music, and the data for Social Science includes IB Humanities.

Subject	Number of Classes	Enrollment
Fine and Performing Arts	1	96
Computer Science	0	0
English	4	161
Foreign Language	1	29
Mathematics	1	24
Science	3	75
Social Science	2	38

Percentage of Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission (Grades 9-12)
The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the total number of pupils in all courses (also a duplicated count) for the most recent year.

Number of Pupils Enrolled in all Courses	Number of Pupils Enrolled In Courses Required For UC and/or CSU Admission	Percentage of Pupils Enrolled In Courses Required For UC and/or CSU Admission
12421	1179	9.49

Percentage of Graduates Who Have Passed Courses Required for University of California (UC) and California State University (CSU) Admission
The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data System (CBEDS) total graduates for the most recent year.

Number of Graduates	Number of Graduates Who Have Passed Course Requirements For UC and/or CSU Admission	Percentage of Graduates Who Have Passed Course Requirements For UC and/or CSU Admission
316	114	36.08

College Admission Test Preparation Course Program

Our own SAT prep class, offered zero period prepares West Valley High college bound students for the SAT 1 test.

Degree to Which Students are Prepared to Enter Workforce

The school has five instructional programs that are designed as preparation to enter the work force. These are: The Business Education Program sponsored by the Carl Perkins Vocational Education Act (VEA); the Agriculture Program; (ROP) Regional Occupational Programs; and, (TPP) Transitional Partnership Program, and (WEE) Work Experience Education. These programs have in common the fact that the content of instruction is driven by real world work skills. In each area there are requirements to align the programs with appropriate related skills in business and industry. In each of the above areas, advisory councils, objective measurement strategies and school placement in jobs measure the success of the respective programs.

Special needs populations in vocational programs:

1. Special needs populations are recruited into all of the WVHS vocational programs.

2. VEA provides for extra assistance to special needs populations.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 1999-2000)
Average Salary uses the statewide data category used for comparison by type and size of district (from Management Bulletin 01-02)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$32,488	$31,574
Mid-Range Teacher Salary	$48,896	$49,697
Highest Teacher Salary	$63,600	$62,217
Average Principal Salary	$77,092	$81,575
Superintendent Salary	$128,499	$122,833
Percentage of Budget for Teacher Salaries	44.1	44.1
Percentage of Budget for Administrative Salaries	4.2	5.2

Expenditures

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars per Student (ADA)	Dollars per Student (ADA)	Dollars per Student (ADA)
$86,934,158	$5,452	$5,758	$5,705

Types of Services Funded

In addition to state and local revenues received for general education, West Valley High School also receives additional funds for programs such as Gifted and Talented Education; Drug, Alcohol and Tobacco Education; Mentor Teacher; Bilingual Education; Staff Development; Tenth Grade Counseling; Vocational Education; Job Training Partnership (JTPA); and ninth and tenth grade English class size reduction. The lottery allocation for 2000-01 to West Valley High ranges in the amount of $377.00 per certificated FTE.

Student/Teacher School Days

Student

Certificated

Gr. 1-5