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1Valley High School Published: January 2017

SARC InformationEvery school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1st of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all Local Educational Agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in a LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

• View this SARC online at the school and/or LEA websites.• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.ca.gov/

fg/aa/lc/. • For additional information about the school, parents and community members should contact the school

principal or the district office.

Principal’s MessageAs principal of Valley High School, I am very excited about the ongoing work to create educational experiences that promote the communication of student thinking through collaboration and inquiry based learning. The California Content Standards are the foundation of our school’s curriculum. Our teachers have created an environment where collaboration, skill development, preparation and practice are the norm and improved student learning is the shared goal. Our teachers are fully engaged in the ongoing process of self-reflection and self-analysis in order to more effectively prepare students for college and career in a fast paced, multi-cultural, and very competitive workplace.

It is a pleasure to provide you with our school report that covers demographics, school achievement, progress on our goals, as well as information on discipline, budget, facilitates and instructional resources. In accordance with Proposition 98, every school in California is required to issue an Annual School Accountability Report Card. However, we view this as an opportunity for us as a school to share our determination to make a difference in the lives of our students. Our diversity, innovative programs, high expectations and positive educational climate contribute to our success in educating the continuation high school student population in Escondido, CA. At our school, students, parents, community members and staff all work together to help create the capable, competent, adult generation of tomorrow.

Mission StatementThe Valley High School staff strongly believes in our motto which exemplifies our mission statement: “Learning for All, Whatever it Takes.” We also believe that all students will learn because of what we do on a daily basis. Our program emphasizes personal responsibility and accountability, pro-social skill development and a strong, standards based curriculum with integrated technology. We view our diverse community as a resource and our staff members serve as coaches helping students achieve their goals.

Community & School Profile (School Year 2016-17)For over 120 years, Escondido Union High School District has inspired, guided, and supported students as they establish and reach their personal goals. Whether in the classroom, library, Learning Center, or on the field, each student deserves the chance to develop knowledge and skills to prepare for a successful future. On every campus, including Escondido, Orange Glen, San Pasqual, Valley or Del Lago Academy, you will find unique learning environments in which students can truly thrive. Opportunities are abundant with nationally recognized Advanced Placement courses, College & Career Technical Education, Independent Study, after school enrichment, career exploration, STEM and more.

Escondido Union High School District 302 North Midway Drive

Escondido, CA 92027-2741(760) 291-3200

(760) 480-3163 FAXwww.euhsd.org

Board of EducationChristi Knight, President

Jon Petersen, Vice PresidentBill Durney, Clerk

Tina Pope, MemberDane White, Member

District AdministrationSteve Boyle

[email protected]

Karen RizziAssistant Superintendent of

Educational Services

Michael SimonsonAssistant Superintendent of

Business Services

Olga West, Ed.D.Assistant Superintendent of

Human Resources

410 North Hidden Trails Road, Escondido, CA 92027(760) 291-2240CDS Code: 37-68106-3732054Daniel Barajas, [email protected]

2015-2016 School Accountability Report CardPublished in the 2016-2017 School Year

Valley High SchoolA C a l i f o r n i a M o d e l C o n t i n u a t i o n H i g h S c h o o lE S C O N D I D O U N I O N H I G H S C H O O L D I S T R I C T


Proudly embracing the responsibility of public education for every child, EUHSD’s current enrollment exceeds 7800 students. All EUHSD campuses are committed to supporting students as they build necessary critical thinking and problem solving skills. We are dedicated to ensuring upon graduation, EUHSD students are ready for college, ready for work – ready for life.

An integral part of the District, Escondido Adult School has served the community for more than 40 years. Here, students may complete a high school diploma, learn a new skill or trade, as well as develop hidden talents and passions. Each year, over 5000 students participate in a wide array of academic, vocational and enrichment opportunities to strengthen their role as members of the local and global community.

Located approximately 30 miles northeast of San Diego and 18 miles inland, Escondido is home to over 148,000 residents. With strong agricultural roots, this vibrant and diverse community’s economic base is made up of largely successful small businesses, many of which are family –owned. Escondido offers the blend of a thriving urban environment coupled with gentle rolling hills and an abundance of avocado and citrus groves.

In partnership with parents, community members and businesses, the Escondido Union High School District looks forward to preparing future generations for academic, personal and social success.

Valley High School teachers and staff are dedicated to ensuring the academic success of every student and providing a safe and productive learning experience. As an alternative education high school, the entire staff understands the importance of identifying and meeting the needs of each student. The school has developed educational programs designed to provide the skills and tools necessary for students to explore their creativity while developing a strong educational base. The school is proud to have been named a Model Continuation High School and is accredited by the Western Association of Schools and Colleges (WASC).

School Enrollment (School Year 2015-16)In the 2015-16 school year, Valley High School served 319 students in grades ten through twelve. The charts display school enrollment broken down by grade and student group.

A. Conditions of LearningState Priority: BasicThe SARC provides the following information relevant to the Basic State Priority (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching

• Pupils have access to standards-aligned instructional materials• School facilities are maintained in good repair

Highly Qualified Teachers (School Year 2015-16)Federal law requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified.” Minimum qualifications include:

• Possession of a Bachelor’s Degree;• Possession of an appropriate California teaching credential; and • Demonstrated competence in core academic subjects.

For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 39 percent or less.

Teacher AssignmentThe school recruits and employs qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines. This chart displays information about teacher credentials at the school.

Enrollment Trend by Grade Level2013-14 2014-15 2015-16

10th 3 2 5

11th 98 81 65

12th 292 252 249

Enrollment by Student Group2015-16

Percentage

Black or African American 1.9%

American Indian or Alaska Native 0.6%

Asian 0.9%

Filipino 0.3%

Hispanic or Latino 87.1%

Native Hawaiian or Pacific Islander 0.6%

White 8.5%

EL Students 35.4%

Socioeconomically Disadvantaged 87.1%

Students with Disabilities 4.1%

Foster Youth 0.3%

Highly Qualified Teachers% of Core Academic Courses Taught

By Highly Qualified Teachers

% of Core Academic Courses

Taught By Non-Highly Qualified Teachers

School 100.0% 0.0%

All Schools in District 98.7% 1.3%

High-Poverty Schools in District 99.0% 1.0%

Low-Poverty Schools in District 97.9% 2.1%

Teacher Credential StatusSchool District

14-15 15-16 16-17 16-17

Fully Credentialed 19 21 18 334

Without Full Credentials 0 0 0 0

Teaching Outside Subject Area of Competence (with full credential)

1 4 1 3


Teacher Misassignments & VacanciesMisassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

School Facilities (School Year 2016-17)Built in 2003, Valley High School is situated on five acres and encompasses 41,505 square feet. School facilities consist of 17 permanent classrooms, a gymnasium, four computer labs, staff rooms, administrative offices, restrooms, and athletic facilities. The facility strongly supports teaching and learning through its ample classrooms, recreational space and up-to-date technology. The chart displays the results of the most recent facilities inspection. Facilities data was collected in October 2016.

Maintenance and RepairSafety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and ScheduleThe district governing board has adopted cleaning standards for all schools in the district. All schools are cleaned daily. A summary of these standards is available at the school office or at the district office. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

Misassignments/Vacancies14-15 15-16 16-17

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

School Facility ConditionsDate of Last Inspection: 09/28/2016

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X

Admin: Contractor to modify; note fence due for

improvement.


Instructional Materials (School Year 2016-17)Escondido Union High School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support instructional programs. Escondido Union High School District held a Public Hearing on September 13, 2016, and determined that each school within the district has sufficient and good quality textbooks, instructional materials, or science lab equipment, pursuant to the settlement of Williams vs. the State of California.

All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects and visual and performing arts, for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The schools also utilize a variety of novels and other instructional materials throughout their curriculum.

The table displays information collected in October 2016 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

District-Adopted TextbooksGrade Levels Subject Title Publisher Adoption

Year Sufficient % Lacking

9th-12th English/Language Arts Language of Literature McDougal Littell 2000 Yes 0.0%

9th-12th Applied Medical English Philosophy Book I Center for Learning 2014 Yes 0.0%

9th-12th AP English Language & Composition

Language of Composition: Reading, Writing & Rhetoric Bedford/St. Martin’s 2015 Yes 0.0%

9th-12th Math I-4 Core Plus Mathematics 1-4 McGraw Hill 2015 Yes 0.0%

9th-12th Algebra II Holt Algebra II California Edition Holt McDougal 2009 Yes 0.0%

9th-12th Geometry Holt Geometry California Edition Holt McDougal 2009 Yes 0.0%

9th-12th Informal Geometry Geometry Concepts & Skills McDougal Littell 2009 Yes 0.0%

9th-12th Pre-Calculus Pre-Calculus Pearson/Addison 2009 Yes 0.0%

9th-12th Transition to College Math Transition to College Mathematics & Statistics McGraw Hill 2015 Yes 0.0%

9th-12th AP Calculus Calculus AP Edition Cengage Learning 2009 Yes 0.0%

9th-12th US History US History: Modern America Prentice Hall 2007 Yes 0.0%

9th-12th World History World History: The Modern World Prentice Hall 2007 Yes 0.0%

9th-12th American Government US Government: Democracy in Action Glencoe 2007 Yes 0.0%

9th-12th Economics Economics, Concepts, & Choices McDougal Littell 2007 Yes 0.0%

9th-12th Biology Biology McDougal Littell 2008 Yes 0.0%

9th-12th Chemistry Chemistry by Holt Holt, Rinehart, & Winston 2008 Yes 0.0%

9th-12th Biochemistry I & II Biotechnology Science for the Millennium EMC Publishing 2013 Yes 0.0%

9th-12th Earth Science Earth Science Prentice Hall 2005 Yes 0.0%

9th-11th Human Anatomy & Physiology Principals of Anatomy & Physiology John Wiley & Sons 2006 Yes 0.0%

9th-12th Physics & The Human Body Physics of the Human Body John Hopkins University 2015 Yes 0.0%

9th-12th Physics & The Human Body Manual for Structural Kinesiology McGraw Hill 2015 Yes 0.0%

9th-12th Physics & The Human Body Dancing Wu Li Masters: An Overview of the New Physics Harper Collins 2015 Yes 0.0%

9th-12th Health Health Glencoe 2003 Yes 0.0%

9th-12th French 1-3 Bon Voyage! French 1-3 Glencoe 2002 Yes 0.0%

9th-12th Spanish 1-3 Asi se Dice Levels 1-3 Glencoe 2014 Yes 0.0%

9th-12th Spanish for Spanish Speakers El Espanol Para Nosotros 1-2 Glencoe 2013 Yes 0.0%


B. Pupil Outcomes State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

California Assessment of Student Performance and ProgressThe California Assessment of Student Performance and Progress (CAASPP) includes computer-based and paper-pencil assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. The paper-pencil assessments include the Science assessments for grades five, eight, and ten: the California Standards Tests (CSTs) for Science, the California Modified Assessment (CMA) for Science, and California Alternate Performance Assessment (CAPA) for Science. There is also the optional Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA).

The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

This table displays the percent of students who met or exceeded state standards in English Language Arts/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11) for the past two school years, and Science (grades 5, 8, and 10) for the past three school years.

The following tables display information on student achievement by student groups for the school in ELA and Mathematics for grades three through eight and eleven, and Science for grades five, eight, and ten.

California Assessment of Student Performance and Progress Percent of Students Meeting or Exceeding the State Standards

Subject School District State

2014 2015 2016 2014 2015 2016 2014 2015 2016

English Language Arts/Literacy (Grades 3-8 and 11) -- 8 15 -- 65 64 -- 44 48

Mathematics (Grades 3-8 and 11) -- 1 -- -- 30 32 -- 34 36

Science (Grades 5, 8, and 10) 18 -- 6 50 44 49 60 56 54

California Assessment of Student Performance and Progress - Science

Science

Student Groups Total Enrollment

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

All Students 33 31 93.94 6.45

Male 23 21 91.3 9.52

Hispanic or Latino 31 29 93.55 6.9

Socioeconomically Disadvantaged 27 26 96.3 --

English Learners 13 11 84.62 --


Note: ELA test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

College PreparationValley High School offers students many opportunities to get a head start on their future, including community colleges, technical training, and four-year colleges. College and career preparation is integrated into several school programs and activities such as Connections and Advancement Via Individual Determination (AVID). Throughout the school year, the Valley High School Counselor and Connections or AVID teachers meet with students individually to discuss long-term goals and develop or update each student’s graduation plan. The Valley High School Counselor provides a course each semester called “College Success Skills” which is offered to college-bound students for college credit.

Escondido Union High School District sponsors a College Night where representatives from various colleges speak and present information regarding their respective colleges. Students and parents may also attend a Financial Aid night to receive additional information on finding ways to pay for college. Students that are focused on attending college and are in the AVID program at Valley High School can take most of the prerequisite classes concurrently at Palomar College in the evening.

Students at Valley High School are encouraged to take the required courses if they plan to attend a four-year university. All students must pass each course with a grade no lower than “C” each semester. The chart illustrates the proportion of UC/CSU required courses taken and successfully completed in relation to the number of course enrollments (sum of total enrollment in all classes).

California Assessment of Student Performance and Progress - Grade 11 English-Language Arts Mathematics

Student Groups Total Enrollment

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

All Students 152 138 90.79 14.6 136 90.07 --

Male 102 91 89.22 12.22 89 88.12 --

Female 50 47 94 19.15 47 94 --

Hispanic or Latino 125 114 91.2 14.16 112 90.32 --

White 17 14 82.35 14.29 14 82.35 --

Socioeconomically Disadvantaged 127 120 94.49 12.61 118 93.65 --

English Learners 57 50 87.72 -- 49 85.96 --

UC/CSU Course EnrollmentPercentage

Students Enrolled in Courses Required for UC/CSU Admission (2015-16)

85.2%

Graduates Who Completed All Courses Required for UC/

CSU Admission (2014-15)0.0%

* Duplicated Count (one student can be enrolled in several courses).


Career Technical Education (CTE) Programs (School Year 2015-16)It is the goal of Valley High School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school’s programs focus on preparing students to think conceptually, communicate effectively, and apply skills in real world contexts. Curriculum and instructional strategies that foster critical thinking, problem-solving, leadership, and academic skills are consistently taught to the students to ensure work-readiness skills.

Career guidance provides assistance to all students in developing their future career goals. Students may also participate in Job Shadow Day to explore various career options. The counselor posts job opportunities in the counseling foyer; many students at the school take advantage of work experience opportunities. Valley High School currently provides credit in Career Technical Education for two courses:

• Block Masonry• Cabinetmaking and Woodworking

Valley High School maintains an active partnership with the Escondido Education COMPACT, which helps Valley students receive extensive career information, training, community service experience, and employment through their Career Center, Job Shadow Day, and on-campus Career Day events. For more information on career preparation or CTE courses, please contact Dominick Gagliardi at (760) 739-7307.

Career Technical Education Participation (School Year 2015-16)This table displays information about participation in the school’s Career Technical Education (CTE) programs.

C. Engagement State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each school site.

Parent & Community Involvement (School Year 2016-17)Parents and the community are very supportive of the educational program at Valley High School. Numerous local businesses support the school’s programs and activities. Parents are welcome to attend schoolwide events held throughout the school year. Parents are kept informed of school activities through the school website and automated phone messages. The school’s website offers many valuable resources for parents and students. Parents are encouraged to visit the site at www.vhsgrizzlies.com.

Valley also has an active English Learner Advisory Council (ELAC) that meets four times per year, twice in the fall and twice in the spring. Parents use this meeting as a platform to provide their feedback to the school staff. At these meetings parents are also provided with information on their student’s school programs as well as information on topics such as reading improvement, understanding state testing, homework, legal issues, college applications, parenting tips and stress reduction. In this arena parents are able to support each other by sharing their struggles and successes while also providing input regarding the school budget and curriculum.

Contact InformationParents who wish to participate in Valley High School’s school committees, school activities, or become volunteers may contact Principal Daniel Barajas at (760) 291-2240.

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participated in CTE programs? 246

What percentage of the school’s pupils completed a CTE program and earned a high school diploma?

2.0%

What percentage of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

6.0%


State Priority: Pupil EngagementThe SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

• High school dropout rates; and• High school graduation rates.

Completion of High School Graduation RequirementsThis table displays, by student group, the percentage of students who were a part of the school’s most recent graduating class for which CDE has available data and met all state and local graduation requirements for grade twelve completion. Data from the 2014-15 school year was the most recent available at the time of publication.

Dropout & Graduation Rates (Four-Year Cohort Rate)Regular attendance at Valley High School is a necessary part of the learning process and is critical to academic success. The attendance clerk monitors absences and makes daily attendance calls to the student’s home. Attendance, tardy, and truancy policies are clearly stated and consistently enforced. If a student misses three days in a row, parents receive a live call home. Parents are advised of their responsibilities, including proper notification of when and why students are absent.

The Connections/AVID Teacher reviews every students’ transcript to monitor academic performance. The Connections/AVID Teacher uses this data to advise students on courses and assist them in achieving their academic goals.

Valley High School works to decrease the number of dropouts each year. Intervention programs that promote attendance and reduce dropout rates include trimester student-led parent conferences, Credit Recovery after school, and individual student conferences with the Intervention Teacher to create an Attendance Plan or contract for students with attendance problems. New this year, we have increased the hours of a Teacher on Special Assignment (TOSA) to help monitor existing interventions and create new interventions to help students and their parents or guardians connect to the school. There is a districtwide program called MAP - Maintain an Academic Focus, Attend School Daily, Participate in School and Community Programs, that also promotes attendance.

The chart displays dropout and graduation rates for the most recent three-year period. Data from the 2014-15 school year was the most recent available at the time of publication.

Note: The National Center for Education Statistics graduation rate is provided in the table.

State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates;• Pupil expulsion rates; and• Other local measures on the sense of safety.

Discipline & Climate for LearningStudents at Valley High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. Before students can enroll in Valley High School, they must complete the Response-ability Training Program. The program runs for 2.5 hours per day over a four-week period. The program teaches students how to redirect negative behavior into positive outcomes. Students are given a foundation of social skills that provide alternatives to aggressive behavior. The program has proven very effective, and has won the California Golden Bell Award.

The goal of Valley High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Parents and students are informed of discipline policies and dress codes at the beginning of each school year through student handbooks, the school website (www.vhsgrizzlies.com), and are reinforced at assemblies and in class throughout the year.

This school year we have implemented Positive Behavior Interventions and Supports (PBIS). Incorporating these strategies will allow the school to better understand and meet the needs of the students we serve each day. We will further enhance our ability to build positive relationships with students to foster a culture where students and their experience is valued to engage them in the learning process. The research based strategies that we employ create an equitable learning experience for all stakeholders.

The table displays the percentage of students suspended and expelled at the school, in the District, and throughout the state. Expulsions occur only when required by law or when all other alternatives have been exhausted.

Completion of High School Graduation RequirementsSchool District State

All Students 41.4% 85.1% 85.7%

Asian 100.0% 84.3% 92.8%

Filipino 100.0% 100.0% 96.8%

Hispanic or Latino 39.7% 83.5% 84.5%

Native Hawaiian or Pacific Islander 100.0% 75.0% 84.9%

White 53.9% 86.7% 87.2%

English Learners 15.2% 26.9% 50.9%

Socioeconomically Disadvantaged 40.1% 82.1% 76.6%

Students with Disabilities 100.0% 74.8% 68.4%

Graduation & Dropout RatesDropout Graduation

12-13 13-14 14-15 12-13 13-14 14-15

School 9.2% 8.7% 7.2% 82.6% 83.7% 85.5%

District 9.2% 8.7% 7.2% 82.6% 83.7% 85.5%

State 11.4% 11.5% 10.7% 80.4% 81.0% 82.3%

Suspensions & ExpulsionsSuspensions Expulsions

13-14 14-15 15-16 13-14 14-15 15-16

School 2.65 2.14 12.55 0.71 0.39 0.00

District 5.71 5.21 5.01 0.38 0.50 0.00

State 4.36 3.80 3.65 0.10 0.09 0.09


Safe School Plan (School Year 2016-17)Valley High School is a closed campus. All visitors are required to sign in and to wear visitor badges during their stay. While we welcome visits by parents and community members, anyone wishing to be on campus during school hours should notify staff ahead of time. During lunch, breaks, and before and after school, campus security, staff, and administrators supervise students and monitor the campus, including the cafeteria and athletic facilities, to ensure a safe and orderly environment. The comprehensive Safe School Plan, now known as the Emergency Response Crisis Management Plan, was developed by the district to comply with Senate Bill 187 (SB 187) of 1997.

The plan provides students and staff members a means of ensuring a safe and orderly manner in which to deal with emergencies of various types. Examples include earthquakes, fires, intruders on campus and bomb threats. The plan also identifies safe ingress and egress of pupils, parents and school employees during an emergency. The plan is reviewed annually and is updated as needed. The plan was last updated and reviewed with school staff in November 2016.

District policies and procedures have also been established in accordance with SB 187 and are provided to students and parents through the Valley High School Student Handbook. This handbook also provides current information on school crime, child abuse reporting procedures, policies related to suspension and expulsion, annual notification to parents, sexual harassment policy, technology ethical use policy and the provision of a school-wide-discipline policy which includes dress code. Safety procedures, including elements of the Emergency Response Crisis management Plan, are reviewed with school and district staff throughout the school year during various safety training meetings and emergency drills.

D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Federal Intervention Program (School Year 2016-17)Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not meet federal Annual Measurable Objective targets for two consecutive years in the same area or indicator, including English/Language Arts and Math testing participation rates, attendance rates, and graduation rates. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not meet those goals.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

School LeadershipLeadership at Valley High School is a responsibility shared among district administration, school administration, instructional staff, students, and parents. Principal Daniel Barajas has worked in the field of education for over 20 years in the Escondido Union High School District beginning his career as an AVID Tutor and then classroom teacher before entering school administration. Working with him is Assistant Principal Christina Wilde.

Staff members and parents participate on various committees that make decisions regarding the priorities and direction of the Single Plan for Student Achievement and to ensure instructional programs are consistent with students’ needs and comply with district goals. Committees and organizations include the School Site Council, English Learner Advisory Committee (ELAC), and AVID (Advancement Via Individual Determination) Parent Group.

Class SizeThe table indicates the average class size by subject area, as well as the number of classrooms that fall into each size category.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

14 15 16 14 15 16 14 15 16 14 15 16

By Subject Area

English 15 15 17 18 21 13 7 - 4 - - -

Mathematics 14 12 18 12 17 4 4 - 6 - - -

Science 17 20 19 8 6 3 2 2 4 - - -

Social Science 14 17 19 12 9 7 8 5 4 - - -

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2010-2011

Year in PI - Year 3

# of Title I Schools Currently In PI - 3

% of Title I Schools Currently In PI - 100.0%


Advanced Placement Classes (School Year 2015-16)Valley High School does not offer Advanced Placement classes.

Staff DevelopmentAll training and curriculum development at Escondido Union High School District revolves around the California Content Standards. Staff development days are used for a broad-based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies that support English Learners. In addition, the district provides an induction program for first and second year teachers to help them develop as professional educators.

For the past three years, the district offered no districtwide staff development days.

Counseling & Support Services (School Year 2015-16)It is the goal of Valley High School to assist students in their academic, social, and personal development. We provide special attention to students who experience academic or behavioral difficulty. The school also recently hired a School Social Worker to meet student needs.

The academic counselor-to-pupil ratio is 1:319. The chart displays support staff available to students at the school. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Note: Valley High School has a nurse on site for two mornings each week, a Career and College Technician one day per week, and an intern social worker two days per week. In addition, group counseling is provided by Mental Health Services (MHS) on campus 1-2 afternoons per week or as needed.

The Advancement Via Individual Determination (AVID) program targets students with grade point averages ranging from 2.0 to 3.5, and who may be the first of their family members to attend college. The program works to prepare those students for post-secondary education, and focuses on perseverance, hard work, high expectations, and encouragement. Communication skills, writing in particular, are an instructional emphasis in AVID. Teachers with AVID students use WICR (Writing to Learn, Inquiry, Collaboration, and Reading to Comprehend) strategies to improve student performance.

Students are trained in additional organization, study, and note-taking skills. Interested students may request an application at the school office or from their teachers. Valley High School offers support for students whose test results indicate they need additional assistance to achieve grade level proficiency. These students may take advantage of after-school tutoring. The school works diligently to maintain open communication with parents regarding their child’s progress throughout the school year.

English Language Learners receive core instruction in all content areas. Students are identified as English Learners through the California English Language Development Test (CELDT). All teachers at Valley High School are trained in strategies to teach students who are English Learners (EL). Special needs students with an Individualized Education Plan (IEP) receive additional assistance from a Resource Specialist. The Specialist works with the students in their regular classroom or in RSP Connections. Valley continues to receive a 21st Century Grant. The current allocation is $93,495 with an additional $25,000 in Equitable Access funds. These funds support student academic learning and offer students many positive after school and weekend enrichment activities.

Additional Internet Access/Public LibrariesThe Main Branch and East Valley Branch of the Escondido Public Library provide free internet access to all community members, including the students of the Escondido Union High School District. The Escondido YMCA offers use of their computers for all students carrying a Teen Center Card. Cards are free to students. The Escondido Boys and Girls Club Baker Branch and Mitchell Branch also have technology centers that are available to members. Annual membership fee is $60.

District Expenditures (Fiscal Year 2014-15)At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2014-15 school year. The Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, is not controlled by law or donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Academic Counselor 1 1.0

Career Technician 1 0.2

Nurse 1 0.25

Palomar Family Counselor 1 As Needed

Program Specialist 1 0.2

Psychologist 1 0.2

Speech/Language Specialist 1 As Needed

Expenditures per PupilSchool

Total Expenditures Per Pupil $9,327

From Supplemental/Restricted Sources $725

From Basic/Unrestricted Sources $8,602

District


Percentage of Variation between School & District 7.2%

State


Percentage of Variation between School & State 51.5%


School Site Teacher Salaries (Fiscal Year 2014-15)The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.

Teacher & Administrative Salaries (School Year 2014-15)This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website.

District Revenue Sources (Fiscal Year 2015-16)For the 2015-16 school year, the district received federal and state aid for categorical, special education, and other support programs including:

• 21st Century Community Learning• Adult Education • Ag Vocational Education• California Clean Energy Jobs• Carl D. Perkins Career and Tech Education • Educator Effectiveness Funds• Lottery• Routine Restricted Maintenance• Special Education• Special Education Idea• Special Education Mental Health Services• Special Education Workability• Title I • Title II• Title III

DataQuestDataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Average Salary InformationTeachers - Principal - Superintendent

2014-15 District State

Beginning Teachers $44,193 $46,184

Mid-Range Teachers $65,213 $75,179

Highest Teachers $92,719 $96,169

High School Principals $140,082 $137,939

Superintendent $205,481 $217,637

Salaries as a Percentage of Total Budget

Teacher Salaries 31.0% 35.0%

Administrative Salaries 6.0% 5.0%

Average Teacher SalariesSchool & District

School $81,148

District $69,613

Percentage of Variation 16.6%

School & State

All High School Districts $77,824

Percentage of Variation 4.3%

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