Académique Documents
Professionnel Documents
Culture Documents
High School
2014-15
School Accountability Report Card
Published in 2015-16
our
message
our
teachers
our
school
Ty Devoe
Principal
tdevoe@aadusd.k12.ca.us
33630 Red Rover Mine Road
Acton, CA 93510
Grades: 9-12
Phone: (661) 269-0451
vhs.aadusd.org
CDS Code: 19-75309-1995786
Para espaol, visita:
www.aadusd.k12.ca.us
Acton-Agua Dulce Unified School District 32248 Crown Valley Road Acton, CA 93510 www.aadusd.k12.ca.us
Brent Woodard, Superintendent bwoodard@aadusd.k12.ca.us Phone: (661) 269-5999
2014-15 School Accountability Report Card Published by School Innovations & Achievement www.sia-us.com
SARC
Principals Message
Welcome to the new Vasquez High School on a brand-new campus! Finally, we have a permanent home
for our students, staff and community! A central philosophy of high academic expectations, ethical community-centered thought and the development of efficacy in every student drives our campus culture. Professional
development for the current year features continued curricular redesign to reach Common Core State Standards, training for staff in the use of new instructional technology, including interactive whiteboard projectors,
document cameras, media players and assisted listening in every classroom, the campuswide use of rubrics
to drive student assessment, and an emphasis on academic rigor. Our 19 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 (UC) college preparatory course list with a robust array of advanced placement and
honors courses featuring challenging curriculum. Our UC-approved virtual online Academy serves both fulltime and part-time students, permitting even more course customization in every students four-year plan.
Low teacher-to-student ratios encourage individual attention and deep mastery of subject material.
Award-winning career technical education (CTE) program fields include culinary arts and entertainment, all
of which serve as culminating courses in blossoming career pathways. We are pursuing partnerships with
surrounding school districts and businesses to offer even more opportunities for students to pursue personal
interests, including a welding program that will begin in the spring of 2016. College trips and fairs return this
year as a research opportunity for our students, as well as two full cycles of SAT prep courses. 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 parentteacher-student organization positively contribute to campus culture. A small-town environment, bolstered by
club offerings and the Project Friendship anti-bullying initiative, further unify our student body. Creative student outlets include choir, drama, and music theory, and VHS offers 12 California Interscholastic Federationsanctioned athletic sports as well as dance and cheer. Six of our teams made CIF playoffs last year!
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 schools
progress, test scores and
achievements.
We are committed to student success at Vasquez High School and look forward to an exciting year ahead!
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 and 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 grade-level/department meetings are also used throughout the school year
for collegial data analysis, improvement activities, instructional planning and sharing instructional strategies.
Three-Year Data
2013-14
2014-15
2015-16
1 day
1 day
1 day
Governing Board
Mark Distaso, president
Ed Porter, vice president
Michael Fox, clerk
Larry H. Layton, member
Matt Ridenour, member
4
Enrollment by Grade
The total enrollment at the school was 403 students for the 2014-15 school year. The pie chart displays the
percentage of students enrolled in each group.
90
10
112
11
Asian
0.7%
American Indian
or Alaska Native
1.0%
Hispanic or
Latino
36.0%
105
Demographics
Filipino
0.2%
Black or
African-American
1.0%
96
12
White
57.1%
Two or More
Races
4.0%
Socioeconomically
disadvantaged
English
learners
40.2%
Students with
disabilities
3.7%
Foster
Youth
23.1%
1.5%
Suspensions and
Expulsions
This table shows the school, district, and
state suspension and expulsion rates for
the most recent three-year period. Note:
Students are only counted one time,
regardless of the number of suspensions.
Three-Year Data
13-14
14-15
Suspension
rates
6.3%
8.8%
6.1%
Expulsion
rates
0.0%
0.0%
0.0%
13-14
14-15
Suspension
rates
2.7%
2.3%
3.7%
Expulsion
rates
0.0%
0.0%
0.0%
California
18
13-14
14-15
Suspension
rates
5.1%
4.4%
3.8%
Expulsion
rates
0.1%
0.1%
0.1%
12
10
English language
arts
19
17
14
Mathematics
12
Science
History/social
science
Three-Year Data
12-13
22
22
19
Vasquez HS
14-15
27
25
13-14
2013-14
2014-15
Number of Students
1-22
23-32
33+
1-22
23-32
33+
1-22
23-32
33+
10
21
Mathematics
12
35
Science
10
20
History/social science
10
24
SARC
Acton-Agua
Dulce USD
California
No
Yes
Yes
No
Yes
Yes
Mathematics
Yes
Yes
Yes
Mathematics
Yes
Yes
Yes
Yes
Yes
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
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 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 percentage 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 2015-16 Program Improvement status for the school and district. For detailed
information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
2015-16 School Year
Not Title I
In PI
2012-2013
Year 2
1
50.00%
n Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education
approved the California Department of Educations waiver request to exclude the percent proficient results from AYP
determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.
Not applicable. This AYP indicator is only applicable for schools or districts that enrolled 30 or more students in Transitional
Kindergarten through grade eight (TK-8) on Fall Census Day.
Not applicable. The school is not in Program Improvement.
4. Abdominal Strength
and Endurance
Percentage of Students
Meeting Fitness Standards
2014-15 School Year
Grade 9
Four of six standards
21.8%
37.9%
24.1%
6
California Assessment of
Student Performance and
Progress/Standardized
Testing and Reporting
Results
Beginning in the 2013-14 school year,
the Standardized Testing and Reporting
(STAR) Program was eliminated and
replaced by a new set of assessments
called the California Assessment of
Student Performance and Progress
(CAASPP).
For the 2015 school year, the CAASSP
included a mix of online and paper-pencil
assessments. The online component
contained the Smarter Balanced English
language arts/literacy and mathematics
tests. The paper-pencil science
assessments of CAASPP included
the California Standards Test (CST),
California Modified Assessment (CMA)
and California Alternate Performance
Assessment (CAPA). There was also
the optional Standards-based Tests in
Spanish for reading/language arts.
The CST is a multiple-choice test in
science for varying grade levels. The CMA
is a modified assessment for students with
disabilities who have an Individualized
Education Plan (IEP). 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
CAASPP assessments, please visit
www.cde.ca.gov/ta/tg/ca.
Acton-Agua
Dulce USD
Subject
12-13
13-14
14-15
12-13
13-14
14-15
12-13
13-14
14-15
Science
69%
63%
63%
71%
69%
55%
59%
60%
56%
Science
55%
63%
Male
70%
Female
59%
Black or African-American
Asian
Filipino
Hispanic or Latino
56%
White
67%
Socioeconomically disadvantaged
California
54%
English learners
Foster youth
Vasquez HS
Acton-Agua
Dulce USD
California
42%
42%
44%
Mathematics
14%
29%
33%
Subject
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested
in this category is too small for statistical accuracy or to protect student privacy.
Information is not available at this time.
SARC
CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11
2014-15 School Year
Number
Tested
Percentage
Tested of Total
Enrollment
Level 1
Level 2
Level 3
Level 4
102
93
91.2%
19%
35%
25%
17%
Male
43
42.2%
30%
42%
7%
16%
Female
50
49.0%
10%
30%
40%
18%
Black or African-American
0.0%
0.0%
Asian
1.0%
Filipino
0.0%
Hispanic or Latino
41
40.2%
27%
29%
22%
20%
0.0%
White
44
43.1%
14%
41%
27%
14%
6.9%
Socioeconomically disadvantaged
35
34.3%
31%
34%
23%
11%
English learners
1.0%
21
20.6%
48%
24%
14%
5%
0.0%
Foster youth
Total
Enrollment
Number
Tested
Percentage
Tested of Total
Enrollment
Level 1
Level 2
Level 3
Level 4
102
92
90.2%
64%
17%
9%
5%
Male
42
41.2%
69%
10%
7%
10%
Female
50
49.0%
60%
24%
10%
2%
Black or African-American
0.0%
0.0%
Asian
1.0%
Filipino
0.0%
Hispanic or Latino
41
40.2%
68%
17%
7%
2%
0.0%
White
43
42.2%
65%
16%
5%
9%
6.9%
Socioeconomically disadvantaged
35
34.3%
63%
23%
6%
3%
English learners
1.0%
20
19.6%
60%
10%
10%
0%
0.0%
Foster youth
Mathematics: Grade 11
Group
All students
Percent Achievement
Percent Achievement
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to
protect student privacy.
Information is not available at this time.
8
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:
English language arts and mathematics.
For the purposes of calculating AYP,
three performance levels are set:
Advanced, Proficient and Not Proficient.
Mathematics
12-13
13-14
14-15
12-13
13-14
14-15
Vasquez HS
67%
59%
68%
58%
66%
58%
42%
39%
46%
32%
44%
37%
California
57%
56%
58%
60%
62%
59%
CAHSEE Grade 10 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 www.cahsee.cde.ca.gov.
2014-15 School Year
Mathematics
Not Proficient
Proficient
Advanced
Not Proficient
Proficient
Advanced
54%
22%
24%
63%
29%
8%
32%
33%
35%
42%
48%
10%
Male
52%
27%
21%
41%
53%
6%
Female
18%
38%
44%
43%
45%
13%
Black or African-American
Asian
Filipino
28%
48%
24%
64%
36%
0%
30%
30%
41%
27%
59%
14%
43%
37%
20%
69%
31%
0%
English learners
67%
33%
0%
Foster youth
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or more races
Socioeconomically disadvantaged
Due to Senate Bill 172 passed in July 2015, the CAHSEE has been suspended through the 2017-18 school year.
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to
protect student privacy.
Information is not available at this time.
SARC
UC/CSU Admission
97.77%
82.61%
Career Technical
Education Participation
This table displays information about
participation in the schools Career
Technical Education (CTE) programs.
Number of pupils
participating in CTE
213
0.56%
0.58%
10
Welcome to the new Vasquez High School
on a brand-new campus!
Advanced Placement
Courses
California
85.05%
23.19%
84.60%
1.61%
76.00%
100.00%
20.00%
78.07%
Asian
92.62%
Filipino
96.49%
Hispanic or Latino
86.49%
13.85%
81.28%
100.00%
100.00%
83.58%
White
82.81%
55.21%
89.93%
Black or African-American
American Indian or Alaska Native
Number of AP courses
offered at the school
Acton-Agua
Dulce USD
All students
Vasquez HS
Group
0.60%
8
100.00%
100.00%
82.80%
English
Socioeconomically disadvantaged
103.03%
11.81%
81.36%
English learners
83.33%
9.26%
50.76%
Foreign language
79.17%
32.76%
61.28%
Mathematics
Science
Social science
This table displays the graduation and dropout rates for the most recent three-year period for which data is
available. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.
Foster youth
Three-Year Data
A thriving associated
student body program and
heavy community support
. . . positively contribute to
campus culture.
Dropout Rate
11-12
12-13
13-14
11-12
12-13
13-14
Vasquez HS
92.41%
86.61%
86.67%
5.50%
8.90%
11.40%
80.72%
86.61%
86.67%
8.40%
8.90%
11.40%
California
78.87%
80.44%
80.95%
13.10%
11.40%
11.50%
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested
in this category is too small for statistical accuracy or to protect student privacy.
Information is not available at this time.
SARC
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 stateapproved 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 case settlement committee, Vasquez was found to
be in full compliance with state law.
A Math Adoption Committee is currently looking at new math textbooks districtwide to align with current Common Core curriculum.
11
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
2015-16 School Year
Reading/language arts
0%
Mathematics
0%
Science
0%
History/social science
0%
Textbook
Adopted
English-language arts
2002
English-language arts
2001, 2004
English-language arts
1996
0%
English-language arts
2012
Foreign language
0%
English-language arts
2009
Health
0%
English-language arts
2010
Science laboratory
equipment
0%
English-language arts
2003
English-language arts
2007
Mathematics
2007
Mathematics
2006
Mathematics
2007
Mathematics
2007
Currency of Textbooks
2015-16 School Year
Data collection date
Mathematics
2008
Mathematics
2003
Mathematics
2010
Mathematics
Algebra, Pearson
2004
Mathematics
Geometry, Pearson
2001
Mathematics
2003
Social Studies
2006
Social Studies
2003
Social Studies
2009
Social Studies
2007
Social Studies
2005
Continued on page 12
9/2015
12
Quality of Textbooks
Subject
Quality of Textbooks
2015-16 School Year
Criteria
Yes/No
Yes
Yes
Yes
Textbook
Adopted
Social Studies
2006
Social Studies
2008
Social Studies
2008
Social Studies
2008
Social Studies
2005
Social Studies
2005
Social Studies
Economics, Pearson
2005
Science
2005
Science
Biology, Holt
2007
Science
2007
Science
Chemistry, McGraw-Hill
2005
Science
2007
Science
2005
Science
2010
Science
Biology, Pearson
2004
Science
2004
Science
2004
Health, Glencoe/McGraw-Hill
2001
Foreign Language
2000
Foreign Language
2000
Foreign Language
2000
Foreign Language
2012
Health
Parental Involvement
The Parent-Teacher-Student Organization
(PTSO) meets the first Tuesday of each
month at 8:30 a.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
2015.
For more information on how to become
involved, contact PTSO President Dorothy
Daniels at (951) 733-2311.
SARC
13
Restrooms/fountains: Restrooms,
sinks and drinking fountains (interior
and exterior)
Repair Status
Items Inspected
Repair Status
Systems
Good
Restrooms/fountains
Good
Interior
Good
Safety
Good
Cleanliness
Good
Structural
Good
Electrical
Good
External
Good
Good
9/10/2015
9/10/2015
School Facilities
Vasquez High School is a closed campus. Vasquez High School just moved onto a beautiful new campus located adjacent to its former permanent site. Vasquez has 20 classrooms, two science labs, a state-of-the-art
culinary lab and a computer lab. Facilities include locker rooms for physical education and athletics, a weight
room, a football/soccer field, baseball field and an electronic marquee.
The general condition of the school is good, and the campus proper is cleaned daily by one custodian working from noon to late night.
A full-time campus supervisor patrols the site each school day enforcing our safety and behavior policies,
including the Project Friendship antibullying initiative.
School Safety
The school safety plan was reviewed and updated in October 2015. 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.
A small-town environment,
bolstered by club offerings
and the Project Friendship
anti-bullying initiative, further
unify our student body.
14
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 www.ctc.ca.gov.
Three-Year Data
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).
Vasquez HS
15-16
13-14
14-15
15-16
48
21
20
17
Vasquez HS
Academic Counselors
Teachers
1.3
307
Support Staff
FTE
13-14
14-15
15-16
0.6
Social/behavioral or career
development counselors
1.3
1.0
0.0
Psychologist
0.5
Social worker
0.0
Nurse
0.3
Speech/language/hearing
specialist
0.3
Resource specialist
(nonteaching)
2.0
Other
FTE
Taught by Highly
Qualified Teachers
Campus supervisor
1.0
Vasquez HS
100.00%
0.00%
Custodian
1.5
88.25%
11.75%
Maintenance supervisor
1.5
92.33%
7.67%
85.71%
14.29%
SARC
15
Financial Data
The financial data displayed in this SARC is from the 2013-14 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 California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web
page at 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 www.cde.ca.gov/ds/fd/cs. To look up expenditures and
salaries for a specific school district, see the Ed-Data website at www.ed-data.org.
$43,844
$38,953
$70,016
$57,103
$78,069
$74,127
$96,720
$90,225
$97,415
$98,146
$102,096
$97,758
Superintendent salary
$159,648
$117,803
39%
34%
8%
7%
Total expenditures
per pupil
$7,978
$1,288
$6,690
Annual average
teacher salary
$64,568
Annual Average
Teacher Salary
Vasquez HS
$6,690
$64,568
$7,293
$65,662
California
$5,348
$59,460
-8.3%
-1.7%
+25.1%
+8.6%
Data for this years SARC was provided by the California Department of Education (CDE), school and district offices. For additional information
on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.
cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course
enrollments, staffing and data regarding English learners. 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 2015.
www.sia-us.com | 800.487.9234
Conditions of Learning
The table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).
Conditions of Learning
State Priority: Basic
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching.
Education Code (EC) 52060 (d)(1)
Pupils have access to standards-aligned instructional materials. EC 52060 (d)(1)
School facilities are maintained in good repair. EC 52060 (d)(1)
Pupil Outcomes
The table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority
(Priority 8).
Pupil Outcomes
State Priority: Pupil Achievements
Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC 52060 (d)(4)(A)
The Academic Performance Index. EC 52060 (d)(4)(B)
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California
State University or career technical education sequences or programs of study. EC 52060 (d)(4)(C)
State Priority: Other Pupil Outcomes
Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career
technical education, and other studies prescribed by the governing board.1 EC 52060 (d)(8)
Engagement
The table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority
5) and School Climate State Priority (Priority 6).
Engagement
State Priority: Parent Involvement
Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC 52060 (d)(3)
State Priority: Pupil Engagement
High school dropout rates. EC 52060 (d)(5)(D)
High school graduation rates. EC 52060 (d)(5)(E)
State Priority: School Climate
Pupil suspension rates. EC 52060 (d)(6)(A)
Pupil expulsion rates. EC 52060 (d)(6)(B)
Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC 52060 (d)(6)(C)
Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently
asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.
1
2
English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC.
The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.