Appendix - San Ramon Valley High School

Transcription

-
San Ramon Valley
High School
Home of the Wolves
Focus on Learning
Self-Study Report
of
San Ramon Valley High School
2005-2006
Submitted to:
The Western Association of Schools and Colleges
&
The California Department of Education
140 Love Lane
Danville, CA 94526
(925) 552-5580
www.srvhs.org
San Ramon Valley Unified School District
San Ramon Valley Unified School District
Board of Education
Joan Buchanan
President
Nancy Petsuch
Vice President
Bill Clarkson
Clerk
Paul Gardner
Member
Greg Marvel
Member
District Administration
Rob Kessler
Superintendent
Christine Williams
Assistant Superintendent, Educational Services
Robert Alpert
Director, Instructional Services, Curriculum/Staff Development
Leslie Anderson
Director, Instructional Services, Accountability
Joann Biondi
Director, Special Programs
Karen Heilbronner
Assistant Director, Special Programs
Gayle Hurd
Director, Instructional Services, Categorical Programs, GATE Program
Rob Stockberger
Director, Secondary Education
Scott Gerbert
Program and Grant Coordinator
San Ramon Valley High School Administration
Joseph A. Ianora
Principal
John McMorris
Assistant Principal
Sylvia Ryan
Assistant Principal
Bill Morones
Assistant Principal
John Raynor
Student Services
San Ramon Valley High School WASC Leadership Team
Joseph A. Ianora . . . . . . . . . . . Principal
John Walker . . . . . . . . . . . . . . Social Science, Self-Study Coordinator
John McMorris . . . . . . . . . . . . Assistant Principal
Rob Stockberger . . . . . . . . . . . Director of Secondary Education, SRVUSD
Cindi Sekera . . . . . . . . . . . . . . Applied Arts/Technology, Self-Study Coordinator Assistant
Roxann Stone . . . . . . . . . . . . . Classified Staff
Roberta Tong . . . . . . . . . . . . . English, Focus Group Chair
Echo Hamilton . . . . . . . . . . . . Social Science, Focus Group Chair
Jessica Lawrence . . . . . . . . . . Foreign Language, Focus Group Chair
Marna Chamberlain . . . . . . . . Science, Focus Group Chair
Deb Beyers . . . . . . . . . . . . . . . Special Education, Focus Group Chair
Chuck Perryman . . . . . . . . . . . Performing Arts
Craig Ritts . . . . . . . . . . . . . . . Counselor
Jeff Gould. . . . . . . . . . . . . . . . Student, ASB President
Alex Jones. . . . . . . . . . . . . . . . Student, ASB Speaker of the House
Jill Schratz . . . . . . . . . . . . . . . Parent, PTSA President
Mary Wetzel . . . . . . . . . . . . . . Parent
Table of Contents
Chapter 1
Student/Community Profile and Supporting Data . . . . . . . 1 - 24
Chapter 2
Summary of Profile Data Analysis . . . . . . . . . . . . . . . . . . 25 – 27
Chapter 3
Progress Report on the 2000 Action Plan . . . . . . . . . . . . . 28 – 45
Chapter 4
Self-Study Findings
Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment and Accountability . . . . . . . . . . . . . . . . . . . .
School Culture and Student Support . . . . . . . . . . . . . . . .
46 – 54
55 – 60
61 – 67
68 – 74
75 – 86
Chapter 5
Schoolwide Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . 87 – 95
Appendix
2005 School Climate Surveys . . . . . . . . . . . . . . . . . . . . . . A1 – A48
Master Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A49 – A51
Accountability Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . A52 – A67
Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . A68
Approved Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A69
Budgetary Information . . . . . . . . . . . . . . . . . . . . . . . . . . . A70
Collaborative Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . A71
Bell Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A72
Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A73
-
Chapter 1
Student/Community Profile
Student/Community Profile and Supporting Data
Chapter 1
Demographic Data
The Community
Founded in 1910, San Ramon Valley High School is located in the town of Danville, a Contra
Costa County community approximately 35 miles east of San Francisco. By the 1950s and
1960s, Danville and the other agricultural communities of the San Ramon Valley began to
experience extensive suburban development. In 1960, the population for the entire valley
stood at 12,700; however, the current population of Danville alone is 41,715. San Ramon
Valley High School serves the upper-middle-class, suburban communities of Alamo,
Danville, and San Ramon. Having earned the honor of being a California Distinguished
School (1988, 1996, and 2001) and a National Blue Ribbon School (2002), San Ramon
Valley High School has been, and continues to be, a source of pride for the community.
Parent support groups donate thousands of hours of time and raise over $300,000 annually to
support school programs. Notable among these groups are the Parent-Teacher-Student
Association, the Academic Boosters, the Fine Arts Association, the Athletic Boosters, and the
Wolf Tones. Community groups including the Kiwanis Club, Rotary, Business Roundtable,
and Soroptimists provide the school with services, awards, and scholarships. Through the
efforts of parents and community members, San Ramon Valley became one of the first
schools in the state to provide a substance-free Graduation Night. The continuous support of
parent and community groups helps San Ramon Valley High maintain its tradition of
educational excellence. In turn, students give back to the community by providing volunteer
services through a variety of programs.
San Ramon Valley High School serves the public by hosting a variety of community
activities. The high school is also designated as a community shelter in case of an
emergency, and appropriate procedures and equipment are in place.
The facility is
maintained through the diligent efforts of the site custodial crew and district maintenance
staff. The school community, through the Leadership Class, Booster groups, and service
groups, has also contributed to the care of the facility. A 400-seat performing arts center was
opened in May 2003 and construction is currently underway for a new library/media center,
cafeteria, and a two-story classroom building. In addition, plans are being finalized for a new
gymnasium.
The School’s Vision, Purpose, and Expected Schoolwide Learning Results
San Ramon Valley High School has a long-standing tradition of excellence. Since 1910, the
school has provided an education that fosters the intellectual, physical, and social
development of each student. Our strong tradition of excellence stems from a dedicated staff,
responsible students, committed parents, and active community partners. Through a
comprehensive system of support programs, we ensure that all students are connected to the
school. This is accomplished through a wide array of academic and extra/co-curricular
programs. The instructional goals established for each subject area are clearly tied to the
achievement of rigorous content and performance standards and to our Expected Schoolwide
Learning Results (ESLRs). San Ramon Valley High School’s vision is aligned with the
district’s mission statement and their objectives.
1
Chapter 1 Student/Community Profile and Supporting Data
The Vision of San Ramon Valley High School
Our vision is to create a community, in a safe and educationally rich environment that
prepares each of our students to live a healthy, productive, and fulfilling life in the global and
technological world of the 21st century. To that end, we are committed to fostering the
intellectual, physical, and social development of each student: to teach all students how to
learn so that intellectual growth may continue throughout life; to model tolerance and respect
for self and others in order to promote teamwork and community effort in our multi-cultural
society; and to help students link learning to personal visions and goals for self and for
society so that they may help to shape the world in which they live.
We prepare our students to be successful, whether they are entering the workforce directly
after graduation or continuing on to institutions of higher learning. Over 95% of our students
continue their formal education at two and four-year colleges. Based on data for the class of
2005, 67% of graduates enrolled at a four-year college, and 28% of the students enrolled in a
two-year college. The remaining students enlisted in the military or joined the workforce.
During the Fall Semester of the 2004-005 school year, the staff, parents, and students
revisited the school’s expected schoolwide learning results to see if they still reflected the
school community’s values and beliefs about education. A series of meetings were held to
try to come to an agreement on what San Ramon Valley High School students should know
and be able to do by the time they graduate. After a semester of analysis and debate, the San
Ramon Valley High School community approved a revised set of four ESLRs:
Expected Schoolwide Learning Results
San Ramon Valley High School students will demonstrate curricular knowledge and
skills.
Students will be able to…
• meet or exceed the current high school standards in all curricular areas.
• comprehend reading material in a variety of content areas.
• produce written work that is grammatically correct, has logical structure, and
includes supporting evidence.
• utilize effective study skill strategies.
• effectively use technological resources.
San Ramon Valley High School students will demonstrate creative and complex
thinking.
• analyze and synthesize information from a variety of sources to make predictions,
draw logical conclusions, and produce a finished project.
• solve complex problems with critical thinking skills.
• produce work that reflects creativity and original thinking.
San Ramon Valley High School students will demonstrate effective communication.
• listen, speak, and write effectively.
• give oral presentations that demonstrate clarity of ideas and expression.
• collaborate with others to solve problems and produce quality work.
• communicate using appropriate technology.
San Ramon Valley High School students will demonstrate integrity and responsibility.
• adhere to district, school, and classroom policies.
• respect diverse cultures, lifestyles, and ideas.
• take personal responsibility for educational goals.
2
•
•
display academic integrity and honesty.
exhibit positive citizenship at school and in the community.
The ESLRs play a key role in curriculum development and teachers work to make students
aware of the ESLRs and what they represent. To help maintain an awareness of the ESLRs,
every classroom has a poster of the ESLRs and the ESLRs are printed on the back of the
student identification cards.
School Status and Accreditation History
San Ramon Valley High School has consistently met all of its Adequate Yearly Progress
targets. Over the past two years we have met 10 out of our 10 AYP criteria. (Please refer to
the “Student Performance” section of this chapter for a detailed chart on AYP.) In 2000, San
Ramon Valley High School earned a six-year clear accreditation. The school submitted a
three-year progress report in 2003.
Enrollment, Student Demographics, and Primary Languages
Over the past six years, enrollment at San Ramon Valley High School has continued to
increase. Enrollment currently stands at 2,133: 534 freshmen, 558 sophomores, 521 juniors
and 520 seniors. There are 1,040 males and 1,093 females enrolled at San Ramon Valley.
The majority of students are white with Asian and Hispanic students comprising the next two
largest ethnic groups.
Total Student Enrollment
2150
2002-03
2003-04
2004-05
2005-06
2100
2050
2000
Frosh
547
519
575
534
Sopho
489
541
540
558
Junior
471
473
538
521
Senior
482
467
440
520
Total
1989
2000
2093
2133
1950
1900
2002-03 2003-04 2004-05 2005-06
Enrollment by Gender
2005-2006
Male
Female
2002-03
2003-04
2004-05
2005-06
Male
955
974
1025
1040
Female
1034
1026
1068
1093
Total
1989
2000
2093
2133
3
Chapter 1
Student Ethnicity
2001-02
2002-03
2003-04
2004-05
05-06
Native American Asian Pacific FilipinoHispanic African American
20
164
8
15
77
13
16
166
5
21
77
19
14
161
6
24
76
20
13
167
3
23
85
26
8
170
3
27
110
25
White
1625
1685
1695
1767
1802
No Response
0
0
4
9
8
2005 - 2006
Other
Asian
Hispanic
African American
White
No Response
Primary Languages
San Ramon Valley High School has a small English Language Learner (ELL) population.
(Please see the “Language Proficiency” section below for details about specific proficiency
language designations.)
Academic Program Enrollment
San Ramon Valley High School offers a wide array of educational programs to meet the
needs of students from all academic levels. The number of students in honors and Advanced
Placement classes has steadily increased over the past few years.
Advanced
Courses
Honors Courses
AP Courses
Resource
Full Inclusion
2002-03
2003-04
Male Female
Male Female
2004-05
Male
2005-2006
Female Male Female
69
109
86
131
90
108
81
94
156
185
112
8
184
219
41
7
216
168
108
7
238
225
39
8
191
192
101
6
275
259
44
8
174
221
96
6
210
304
51
9
Special Day
Classes
17
10
15
5
15
6
14
10
504
23
10
33
22
20
18
30
17
GATE
95
94
90
70
86
70
86
75
Language Proficiency
San Ramon Valley High School has relatively few English Language Learners and for these
few we have a designated English Language Development class. In addition, individual
teachers offer English language support. All students classified as English Language
Learners (ELL) are placed with teachers who are CLAD certified or in the process of
obtaining their CLAD certification. There are currently nine students who are designated as
English Language Learners.
4
Language Proficiency Designations
English Language Learners
Fluent—English proficient
Redesignated R-FEP
2002-03
12
100
8
2003-04
2
119
6
2004-05
3
129
1
2005-06
9
90
36
Attendance
The entire San Ramon Valley High School community recognizes the importance of regular
attendance and has developed an extensive program to improve our attendance rate of 97%.
During the 2004-2005 school year, 272 students were truant at least once. San Ramon Valley
responds to truancy using a variety of approaches including proactive counseling and punitive
measures. Individual teachers can develop their own responses to tardiness; however, if
requested, the administration gets involved by assigning work details or scheduling parent
meetings. During the 2004-2005 school year, 1,396 students were tardy to class at least once.
The mobility or transient rate is low at San Ramon Valley. According to statistics from the
2005 CBEDS report, 98% of the students enrolled in San Ramon Valley in October of 2002
were continuously enrolled through the spring of 2004.
Suspension and Expulsion Rates and Crime Statistics
San Ramon Valley High School has clear guidelines regarding suspensions and the
administration uses an annual assembly, student handbooks, parent newsletters, and the web
page to make sure the students and their parents are aware of these policies.
Suspensions and Expulsions
2002-03
75
.037
3
.0015
# of Suspensions
Rate of Suspensions
# of Expulsions
Rate of Expulsions
2003-04
73
0.037
6
.0030
2004-05
80
.038
1
.0004
Every month, an administrator files a California Safe Schools Assessment and Incident
Reporting Form with the district. These reports summarize the crimes or other serious
incidents that involved San Ramon Valley High School students. Most of the incidents take
place on campus during school hours; however, the school also keeps track of incidents
occurring at school-sponsored events and incidents occurring while a student is traveling to
and from school. A review of the statistics for the past three years reveals that over 50% of
the incidents involved the use or possession of drugs or alcohol. Most of the remaining
incidents involved theft, vandalism, battery, or the possession of a dangerous weapon. Two
“Hate-Motivated” crimes were reported during the 2002-2003 school, but no hate crimes
have been reported over the past two academic years.
Crimes and Serious Incidents Reported
Year
2002-03
2003-04
2004-05
# of Incidents
41
35
38
5
Chapter 1
Socioeconomic Status
San Ramon Valley High School serves a primarily upper-middle-class community. There are
currently five students who qualify for a free or reduced lunch. The parent education level is
also relatively high.
Parent Education Level
Declined to state or unknown
Graduate school/post grad training
College grad
Some college(includes AA)
High School grad
Non-high school grad
Number
185
807
812
216
51
8
School Safety and School Facilities
Safety
San Ramon Valley High School has long-established procedures that help ensure a safe and
orderly campus for students and staff. During lunch, juniors and seniors are allowed to leave
campus; but, freshmen and sophomores must remain on the supervised campus. Visitors must
check in at the office and receive an on-campus pass. A nurse is on duty one day per week.
In a recent survey over 80% of the students, staff, and parents indicated that San Ramon
Valley is safe environment. The school is designated as a community shelter in case of a
general emergency, and appropriate procedures and equipment are in place. The school safety
plan is updated annually. A School Resource Officer is a member of our staff and there are
two campus supervisors: one supervisor works an eight-hour day and the other works a sixhour day. (For more information on campus safety, see the “Suspension and Crime Statistics”
section below.)
School Facilities
In 2003, the community passed a $265 million construction bond; as a result, San Ramon
Valley High School is currently improving its facilities through three major construction
projects. Phase 1 involves the addition of two major campus buildings. The first building
will house a new instrumental music and choral facility. The second building will house a
new student commons, cafeteria, library, and media center. The Phase 1 projects are
scheduled to be completed by June 1, 2006. Scheduled to be complete in February of 2008,
Phase 2 of construction will include a new two-story classroom building and a new
gymnasium. Phase 3 of construction will result in the renovation of the school’s large gym,
but the district has yet to establish a completion date. During the past year, the school added
fifteen portable classrooms to accommodate an increasing enrollment and the temporary loss
of classroom space due to construction. The following list details the facilities at San Ramon
Valley High School:
Academic Facilities
Athletic and Physical Education Facilities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
86 classrooms (16 portables)
6 science lab/classrooms
5 science labs
3 computer labs
1 auto shop classroom
1 instrumental music room
1 choral music room
1 culinary arts room
1 video production room
1 photography room with dark room
2 art rooms
1 meeting room
1 career center
2 conference rooms
•
•
•
•
•
•
•
•
•
•
2 gymnasiums
1 weight room
1 yoga room
1 dance room
1 stadium field
1 practice field
1 swimming pool
2 baseball fields
3 softball fields
6 tennis courts
6
Chapter 1
The San Ramon Valley High School Staff
Currently San Ramon Valley High School has four full-time administrators, ninety-five
certificated staff members, five counselors, and fifty-six classified employees. Ninety-two
percent of the teachers at San Ramon Valley have met the highly qualified teachers’
requirements of NCLB; however, there are currently no National Board Certified teachers.
No teachers are instructing outside their credentialed area and there are eleven teachers with
emergency permits. A total of thirty-eight employees have advanced degrees, including two
with doctorates. San Ramon Valley has thirty-eight teachers with a CLAD certification. To
support new teachers, San Ramon Valley High School participates in a California state
approved Beginning Teacher Support and Assessment program (BTSA). There are currently
fourteen first-year teachers and seven second-year teachers involved in BTSA. There are two
staff members who are involved in an intern program. The following chart summarizes the
educational experience of the staff:
Experience of Staff
Average # Years in the District
Administrative
Teachers
Pupil Services
Average # of Years in Profession
7.0
11.7
8.3
15.2
14.7
15.3
There are sixty-one males and ninety-nine females employed at San Ramon Valley High
School. In terms of ethnicity, the staff is relatively homogeneous.
Staff Demographics
Certificated
Classified
Native
American
Asian
Pacific
Islander
0
0
2
5
0
0
Filipino Hispanic
0
1
3
1
African
American
White
No
Response
Total
0
2
99
32
0
15
104
56
The attendance rate of teachers is 96% and all paraprofessionals have met the requirements of
the No Child Left Behind legislation. Paraprofessional assignments include, two campus
monitors, sixteen special education aides, one Braille aide, and one study hall supervisor.
Over the past five years, the staff development program at San Ramon Valley High School
has addressed a wide range of issues: articulation with middle-school teachers, articulation
with colleagues from the district’s other high schools, alternative scheduling, student stress,
writing across the curriculum, The 40 Developmental Assets, common finals within
departments, teacher web page development, and Digital High School technology training.
There has also been an ongoing emphasis on continued intra and interdisciplinary
collaboration. The average attendance rate for staff development is over 95%.
7
Chapter 1
Student Participation
The student body at San Ramon Valley High School has the opportunity to participate in a
wide array of co-curricular and extracurricular activities.
Student Participation in Co-Curricular and Extra-Activities
Activity
2002-03
Male Female
622
477
60
156
2003-04
Male Female
599
487
64
151
2004-05
Male
Female
652
518
69
133
Fall 2005-06 1
Male Female
227
213
67
144
Athletics
Vocal music
Instrumental
127
96
107
64
126
70
128
58
music
Theatre Arts
34
77
35
84
36
87
44
83
Dance 2
0
165
0
160
0
181
0
190
Speech/Oral
36
23
40
32
41
37
38
46
Interpretation
Leadership
19
67
12
62
31
64
13
71
Newspaper
20
18
16
15
9
17
6
19
Yearbook
6
14
3
27
3
26
4
25
Mock Trial
3
13
4
12
6
12
10
8
Cheerleading
0
42
0
39
0
39
0
58
Robotics
*
*
17
0
19
1
19
4
Model U N
*
*
22
27
30
42
25
37
Note: Some students are counted twice because they participate in more than one activity.
School Financial Support
During the 2004-2005 academic year, the San Ramon Valley Unified School District spent
approximately $6,832 per student based on total expenditures of $151,489,992. Other
sources of funding include School Improvement Program funds and the Carl Perkins Site
Safety funds. San Ramon Valley High School also receives a significant amount of funding
from parents and the community at large. The school’s Academic Boosters raised $375,000
in 2004-2005. These funds helped pay for additional books, equipment, and class sections.
During the 2004-2005 school year, the Athletic Boosters contributed over $140,000 to help
San Ramon Valley High School maintain its excellent athletic program.
1
Spring 2006 student athletes not reflected in this table.
15-20% of the students participating in Dance earn P.E. credit and the remaining receive Fine Arts
credit.
2
8
Student Performance Data
Academic Performance Index
Over the past five years, San Ramon Valley High School students have continued to score
well on the state standardized tests and the school’s Academic Performance Index has
steadily increased.
API Scores
2003 . . . 842
2004 . . . 848
2005 . . . 857
860
855
850
845
840
835
830
2003
2004
2005
Past API Performance
STAR # of Students API API Growth Growth School Subgroup
Percent included in the Growth Base Target
-wide Targets
Tested API Growth
Target
2004-05 99
1440
857 848
A
9
Yes
Yes
2003-04 99
1450
845 842
A
3
Yes
Yes
2002-03 99
1398
834 823
A
11
Yes
Yes
2001-02 98
1301
824 821
A
3
Yes
Yes
Note: An “A” indicates the school or subgroup scored at or above the statewide performance target.
Year
School Ranking and Similar Schools Ranking
Year
2004
2003
2002
2001
Statewide
Rank
10
10
10
10
Similar Schools
Rank
8
8
8
8
During the 2004-2005 testing cycle, all statistically significant sub-groups met the
appropriate API targets.
9
API Targets
Subgroups
Ethnic/Racial
Number of
Numerically
2004
2004-05
2005
Pupils Included Significant
Subgroup
Subgroup
Subgroup
in 2004 API
API Base Growth Target API Target
13
No
African American (not
of Hispanic origin)
8
No
American Indian or
Alaska Native
Asian
116
Yes
909
A
A
Filipino
16
No
Hispanic or Latino
47
No
Pacific Islander
2
No
1234
Yes
842
A
A
White (not of Hispanic
origin)
12
No
Socioeconomically
Disadvantaged
Note: Data are reported only for numerically significant subgroups. Ethnic/racial and
socioeconomically disadvantaged subgroups meeting the following criteria are considered numerically
significant: the group (1) contains at least 100 students with test scores included in the API (valid
scores) OR (2) comprises at least 15% of the school population tested and contains at least 50 students
with valid scores. Source: California Department of Education.
California Standards Test
CST – English Language Arts
Over the past three years, the percentage of students who test “proficient” or “advanced” on
the English Language Arts portion of the California Standards Tests has increased for all
grade levels.
English Language
9th
Arts
2003 2004
# of Students Tested 521 499
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
40
39
17
2
1
35
42
19
3
1
2005
552
2003
459
10th
2004
518
48
32
16
3
1
32
39
22
5
2
39
35
18
3
3
2005
511
2003
422
38
37
19
3
3
32
36
23
5
3
11th
2004 2005
418 516
29
39
19
7
5
37
36
16
6
6
10
Chapter 1
CST – Mathematics
Scores on the mathematics sections of the California Standards Test have not been as strong
as the scores for the other disciplines. In 2005, over 50% of the students who took the
Geometry and Summative Mathematics exams tested proficient or advanced; however, on the
other math exams, fewer than 50% of the students tested proficient or advanced.
General
Mathematics
# of Students
Tested
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
2003
108
2004
91
2005
127
10
46
36
7
2
4
34
40
18
4
2
35
47
9
6
2003
443
2004
400
2005
486
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
18
43
28
11
1
14
41
30
14
1
16
40
32
9
3
# of Students
Tested
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
2003
315
2004
359
2005
303
3
43
43
9
3
3
46
32
14
5
5
42
38
15
2
Algebra II
Geometry
# of Students
Tested
Algebra I
# of Students
Tested
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
2003
297
2004
370
2005
352
12
29
33
21
4
10
27
35
21
7
9
28
34
21
9
High School
Summative
Mathematics
# of Students Tested
2003
117
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
25
56
13
3
3
2004 2005
129 180
20
57
21
2
1
30
43
22
5
0
11
Chapter 1
CST – Social Studies
The number of students testing proficient or advanced on the World History exam has
increased over the past three years while the scores on the United States History exam have
remained relatively stable. In 2005, 74% of the students taking the World History test scored
proficient or advanced and 69% of the students taking the U.S. History test scored proficient
or advanced.
World History
# of Students
Tested
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
2003
447
2004
509
2005
504
32
29
25
7
7
32
30
22
11
6
41
33
20
3
3
United States
History
# of Students
Tested
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
2003
406
2004
412
2005
514
31
38
24
5
2
29
34
24
9
4
33
36
18
7
5
CST – Science
In 2005, the proficient or advanced rate was over 50% for all of the CST science exams.
Biology and Physics had the highest percentage of students testing proficient or advanced:
74% and 81% respectively. For all of the 2005 science exams, the percentage of students
testing proficient or advanced, increased over 2004 levels.
Chemistry
Biology/Life
Sciences
2003
458
2004
*283
2005
530
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
30
46
20
2
1
32
37
20
6
5
34
40
22
3
1
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
2003 2004
374 *607
26
31
38
4
1
15
30
43
7
5
2005
436
19
32
42
6
2
* The number of students taking the Biology exam
dipped in 2004 because a significant portion of the
sophomores enrolled in Chemistry and therefore
took the Chemistry exam.
* The number of students taking the Chemistry
exam jumped in 2004 because a significant
portion of the sophomores enrolled in Chemistry.
Earth Science
Physics
2003 2004
# of Students Tested 278 290
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
6
36
45
10
3
5
35
48
7
6
2005
332
2003
61
2004
76
2005
79
9
42
39
7
3
% Advanced
% Proficient
% Basic
% Below Basic
% Far Below Basic
8
39
44
5
3
25
47
25
1
1
30
51
15
3
1
12
California Standards Test: Disaggregated by Subgroups, 2005
The following charts address CST results for the following subgroups: Asian, Latino, female,
and male. For the Latino or Hispanic subgroup, results are not always reported by the state
due to the small number of students from these subgroups enrolled at San Ramon Valley
High School.
CST English Language Arts by Subgroup
In 2005, over 50% of the students from each subgroup tested proficient or above on the ELA
test. Asians tested above the school average; however, Latinos tested below the school
average. Females tested better than males.
Asian Subgroup
% Proficient and Above
2003
49
96
Hispanic or Latino
Subgroup
2003
15
60
Female Subgroup
2003
274
86
Male Subgroup
2003
247
73
9th
2004
29
83
9th
2004
28
71
9th
2004
247
82
9th
2004
252
73
2005
42
86
2005
30
70
2005
292
82
2005
260
78
2003
40
80
2003
3
58
2003
222
76
2003
237
68
10th
2004
48
90
10th
2004
11
73
10th
2004
279
80
10th
2004
239
67
2005
38
82
2005
27
67
2005
256
79
2005
255
71
2003
36
83
2003
5
68
2003
237
71
2003
185
65
11th
2004
37
84
11th
2004
10
*
11th
2004
206
73
11th
2004
212
64
2005
48
85
2005
14
57
2005
274
78
2005
242
67
13
Chapter 1
CST Mathematics by Subgroup
For every 2005 CST math test, a greater percentage of males tested proficient or advanced
than females.
General
Mathematics
2003
% Proficient
and Above
*
*
52
61
#Tested
Asian
Latino
Female
Male
4
4
56
52
#Tested
2
6
44
47
2004
% Proficient
and Above
*
*
39
38
#Tested
7
8
62
65
2005
% Proficient
and Above
*
*
31
43
Algebra I
2003
% Proficient
and Above
81
*
40
52
#Tested
Asian
Latino
Female
Male
16
7
164
151
#Tested
16
16
181
178
2004
% Proficient
and Above
69
63
50
47
#Tested
17
25
146
157
2005
% Proficient
and Above
65
36
40
52
Geometry
2003
% Proficient
and Above
71
50
59
62
#Tested
Asian
Latino
Female
Male
35
18
242
201
#Tested
29
10
202
198
2004
% Proficient
and Above
72
*
54
56
#Tested
37
18
278
208
2005
% Proficient
and Above
76
28
54
59
Algebra II
#Tested
Asian
Latino
Female
Male
41
8
165
132
2003
% Proficient
and Above
61
*
35
50
Summative
Mathematics
#Tested
Asian
Latino
Female
Male
21
5
57
60
2003
% Proficient
and Above
81
*
81
82
#Tested
30
11
199
171
#Tested
32
1
59
70
2004
% Proficient
and Above
53
36
37
37
2004
% Proficient
and Above
32
1
59
70
#Tested
32
7
178
174
#Tested
32
1
59
70
2005
% Proficient
and Above
50
*
33
40
2005
% Proficient
and Above
75
*
72
75
14
CST Social Science by Subgroup
On both of the 2005 Social Science CST exams, the Asian subgroup tested above the school
average and the relatively small Latino subgroup tested below the school average.
World
History
2003
% Proficient
and Above
72
42
53
68
#Tested
Asian
Latino
Female
Male
39
12
220
227
U.S.
History
#Tested
Asian
Latino
Female
Male
34
22
226
180
2003
% Proficient
and Above
74
59
67
72
#Tested
48
10
272
237
#Tested
37
9
199
213
2004
% Proficient
and Above
77
*
59
65
2004
% Proficient
and Above
76
*
63
63
#Tested
37
27
253
251
#Tested
48
13
274
240
2005
% Proficient
and Above
81
59
72
75
2005
% Proficient
and Above
73
62
68
71
CST Science by Subgroup
Except for the Biology/Life Sciences exam, the percentage of males testing proficient and
advanced in science tended to be higher than the number of females testing proficient and
advanced.
Biology/Life
Sciences
#Tested
Asian
Latino
Female
Male
45
15
232
226
2003
% Proficient
and Above
91
73
76
77
#Tested
21
8
157
126
2004
% Proficient
and Above
81
*
72
66
#Tested
45
16
283
247
2005
% Proficient
and Above
89
56
74
74
Chemistry
#Tested
Asian
Latino
Female
Male
48
13
206
168
2003
%Proficient
and Above
67
46
52
64
#Tested
59
11
315
292
2004
%Proficient
and Above
68
36
41
50
#Tested
38
16
231
205
2005
% Proficient
and Above
63
50
47
55
15
Earth
Science
2003
%Proficient
and Above
53
*
32
53
#Tested
Asian
Latino
Female
Male
17
7
141
137
2004
%Proficient
and Above
64
39
33
46
#Tested
11
18
132
158
#Tested
20
21
161
171
2005
% Proficient
and Above
50
38
34
67
Physics
#Tested
Asian
Latino
Female
Male
7
3
31
30
2003
%Proficient
and Above
*
*
48
47
#Tested
15
2
35
41
2004
%Proficient
and Above
87
*
77
68
#Tested
16
3
43
36
2005
% Proficient
and Above
69
*
77
86
CAT 6 Test Results 2003-2004
With the exception of the 9th and 10th grade science exams, over 50% of the test takers scored
above the 75th percentile on the CAT 6 exams. San Ramon Valley High School was not
required to administer the CAT 6 exam during the 2004-2005 school year.
CAT 6 Test Results 2003-2004
All Students
Reading Reading
75th
Reading
50th
Reading
25th
ELA 75th
ELA
ELA 50th
ELA 25th
Math Math 75th
Math 50th
Math 25th
Science Science
75th
Science
50th
Science
25th
Female
Male
9th
50
10th
51
11th
54
9th
60
10th
54
11th
61
9th
40
10th
47
11th
48
Students with
Disability
9th 10th 11th
15
0
8
82
82
78
90
88
84
75
75
72
41
12
31
95
93
90
96
98
95
93
86
84
76
47
46
50
82
95
52
80
95
49
64
82
92
66
86
96
47
52
78
91
57
80
91
55
57
87
98
50
82
95
47
72
91
98
62
86
98
42
62
85
96
54
83
94
52
43
77
92
54
79
94
52
55
72
86
70
87
94
53
43
71
86
60
77
89
59
5
39
68
15
32
66
17
3
15
35
21
38
71
12
0
23
46
19
31
54
19
79
78
79
80
78
81
78
78
77
39
29
38
94
91
91
94
92
93
93
90
89
76
59
58
16
California High School Exit Exam
For tenth graders, the pass rate for the CAHSEE has been close to 100% for the past three
years.
10th
Grade
11th
Grade
12th
Grade
ELA
Math
ELA
Math
ELA
Math
2002-2003
Number
Percent
Tested
Passed
462
99%
464
94%
15
93%
45
67%
0
n/a
0
n/a
2003-2004
2004-2005
Number
Percent Number Percent
Tested
Passed Tested Passed
521
99%
515
98%
524
99%
517
98%
0
n/a
16
63%
0
n/a
19
63%
0
n/a
0
n/a
0
n/a
0
n/a
Adequate Yearly Progress
For the 2004-2005 school year, San Ramon Valley High School met all of its AYP criteria.
The following charts from the California Department of Education summarize the AYP data.
Participation Rate
English-Language Arts ~ Met all participation rate criteria.
Mathematics ~ Met all participation rate criteria.
Yes
527
525
100
Yes
4
4
100
--
4
4
100
--
1
1
100
--
1
1
100
--
38
5
28
1
448
38
5
28
1
444
38
5
28
1
448
38
5
28
1
446
100
100
100
100
100
----Yes
4
4
100
--
4
4
100
--
6
53
6
52
100
99
---
6
53
6
52
100
99
---
100 -100 -100 -100 -99 Yes
Met 2005 AYP
Criteria
Alternative Method
99
Rate
Number of Students
Tested
523
Met 2005 AYP
Criteria
Alternative Method
527
Rate
Enrollment on First
Day of Testing
Schoolwide
African American or Black
(not of Hispanic origin)
American Indian or Alaska
Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not of Hispanic origin)
Socioeconomically
Disadvantaged
English Learners
Students with Disabilities
Number of Students
Tested
GROUPS
Mathematics
Enrollment on First
Day of Testing
English-Language Arts
17
Percent Proficient - Annual Measurable Objectives (AMOs)
English-Language Arts ~ Met all percent proficient rate criteria.
Mathematics ~ Met all percent proficient rate criteria.
Schoolwide
African American or Black
(not of Hispanic origin)
Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not of Hispanic origin)
Socioeconomically
Disadvantaged
English Learners
517
453
87.6
Yes
519
419
80.7
Yes
4
--
--
--
4
--
--
--
1
--
--
--
1
--
--
--
36
5
27
1
441
31
-24
-385
86.1
-88.9
-87.3
----Yes
36
5
27
1
443
31
-18
-357
86.1
-66.7
-80.6
----Yes
4
--
--
--
4
--
--
--
5
52
-25
-48.1
---
5
52
-25
-48.1
---
Academic Performance Index - Additional Indicator for AYP
2004 API 2005 API 2004-05
Base
Growth Growth
848
857
9
Met 2005
API
Criteria
Yes
Alternative Method
2005 API Criteria for meeting federal AYP: A minimum "2005 API
Growth" score of 590 OR "2004-05 API Growth" of at least one point.
Graduation Rate
Rate for
2004
Class of
2002-03
99.8
Rate for
2005
Class of
2003-04
99.8
Change
0.0
Met 2005
Average Graduation
2-Year
Rate
Criteria
Change
-0.1
Yes
Alternative
Method
2005 Graduation Rate Criteria: A "Rate for 2005" of at least 82.9 OR
"Change" (improvement in the rate from the previous year) of at least 0.1
OR "Average 2-Year Change" (improvement in the average two-year rate)
of at least 0.2.
18
Alternative Method
Met 2005 AYP
Criteria
Valid Scores
Number At or
Above Proficient
Percent At or Above
Proficient
Mathematics
Alternative Method
Met 2005 AYP
Criteria
Percent At or Above
Proficient
GROUPS
Number At or
Above Proficient
Valid Scores
Chapter 1
California English Language Development Test 2004-2005
Beginning
9th Grade
10th Grade
11th Grade
12th Grade
Early
Intermediate
0
0
0
0
0
0
0
0
Intermediate
Early
Advanced
1
2
0
0
0
0
0
0
Advanced
Total
1
0
1
1
2
2
1
1
Performance Data Related to College Admission and Placement: SAT, ACT,
CSU Early Assessment Program, Advanced Placement, and U.C. Eligibility
SAT and ACT Results
The scores on the SAT I and SAT II exams have risen between 14 and 32 points since 2001.
ACT scores have remained relatively constant.
SAT I
SAT II
ACT
#
Verbal Math
#
Writing
#
Math I
#
Math II
#
Composite
Students Score Score Students Score Students Score Students Score Students
Score
2001
2002
2003
2004
2005
305
363
402
342
376
538
558
550
562
559
574
590
586
582
588
177
213
239
185
186
573
600
585
602
605
154
167
201
146
136
579
592
588
584
600
40
69
70
51
69
669
678
684
677
699
89
87
112
66
89
23.5
25.2
25.4
25.3
25
CSU Early Assessment Program
2004
2005
% Non% Exempt
% NonExempt
Exempt
ELA
*2%
98%
42%
58%
Math
63%
37%
66%
34%
*During the 2004 exam, the proctors did not clearly explain to the students how and why they should
participate in the CSU Early Assessment Program. This confusion led to a low rate of participation.
This confusion was greatly diminished in 2005 and the Counseling staff anticipates a greater level of
participation in 2006.
% Exempt
Advanced Placement
The number of students enrolled in the AP program at San Ramon Valley High School
increased by 46 students between 2002 and 2005. During the same time period, the number
of exams administered increased by 180. As the number of students enrolled in the AP
program has increased, the pass rate has experienced a modest decline.
Advanced Placement Statistics
Test
Year
# of AP
Students
2002
2003
2004
2005
380
372
378
426
# of
Test
Takers
255
289
301
374
%
Taking
Exams
67%
78%
80%
88%
# of
Exams
449
516
531
702
# of
Passing
Scores
397
461
467
577
%
Passing
Scores
88.4
88.6
87.9
82.1
* Some students take more than one AP exam.
19
Advanced Placement Examination Statistics by Subject – 2005
As in past years, the 2005 pass rate for most of the AP exams remained high; however, in
several of the AP classes, a significant portion of the students did not take the AP exam. The
AP teachers, counselors, and administrators have held several meetings to address this issue.
# Students in
Course
# of Students
Taking Exams
# of Passing
Scores
% Passing
Scores
Biology
Statistics
U.S. History
European History
Calculus
Chemistry
Macro Econ
Micro Econ
27
77
89
59
57
45
46
46
24
56
97*
59
52
44
39
39
24
41
79
50
51
40
27
29
100%
73%
81%
92%
98%
91%
69%
74%
English Lang
English Lit
74
56
74
25
67
23
91%
92%
Environmental Science
French Language
Government
Physics
Psychology
Studio Art
61
18
40
26
57
39
49
21*
35
19
50
18
31
11
32
14
44
9
63%
52%
91%
74%
88%
50%
*Several students who were not enrolled in AP classes took AP exams.
U.C. Eligibility
2003
2004
2005
# Graduates # Meeting UC # Graduates # Meeting UC # Graduates # Meeting UC
a-g
a-g
a-g
requirements
requirements
requirements
Native
American
Asian
Pacific
Islander
Filipino
Hispanic
African
American
White
Male
Female
Total
1
1
5
5
7
6
35
34
37
34
39
36
1
1
3
3
1
1
5
21
4
18
3
21
3
19
1
10
1
9
3
2
4
4
4
4
390
215
241
456
363
196
227
423
358
194
237
431
324
167
225
392
365
218
209
427
340
198
199
397
Number of Students Enrolling in U.C.
Year
2001
2002
2003
2004
2005
Students Enrolled
67
90
75
58
67
20
Algebra
San Ramon Valley High School offers three types of algebra and pre-algebra courses:
• Transition to Algebra is a pre-algebra course, remedial in nature, designed to get
students who are two or more years below grade level ready to take Algebra 1. In
earlier years, the pre-algebra course was called Algebra 1A.
• Algebra 1B (which will be called Algebra 1 next year) is the State mandated
algebra course.
• Standards Algebra is a less rigorous algebra course, accessible only to juniors and
seniors who have not passed Algebra 1B.
Algebra and Pre-Algebra Enrollment
Fall 2005 – 2006
Transitions to Algebra
Algebra 1B
Standards Algebra
Grade 9
119
218
0
Grade 10
32
121
0
Grade 11
2
32
17
Grade 12
0
3
7
Grade 9
127
200
NA
Grade 10
19
84
1
Grade 11
3
23
8
Grade 12
NA
1
6
Grade 9
109
253
NA
Grade 10
NA
105
NA
Grade 11
NA
30
11
Grade 12
NA
4
12
Grade 9
121
236
NA
Grade 10
NA
94
NA
Grade 11
NA
25
NA
Grade 12
NA
1
NA
2004-2005
Algebra 1A
Algebra 1B
Standards Algebra
2003-04
Algebra 1A
Algebra 1B
Standards Algebra
2002-03
Algebra 1A
Algebra 1B
Standards Algebra
Percentage of Ninth Graders Taking a Course below Algebra
2002-2003
2003-2004
2004-2005
2005-2006
24%
24%
23%
22%
Report Card Analyses
Percentage of Students with D’s and F’s for the Past Three Semesters
Grade
2003-04
Semester 2
2004-05
Semester 1
2004-05
Semester 2
% of Students with at
least 1 D
9th
10th
11th
12th
% of Students with at least 1 F
9th
10th
11th
12th
11
14
17
12
7
7
11
4
23
23
21
19
8
9
8
5
23
23
27
26
12
8
10
4
21
Completion Rates
Graduation rates have remained high over the past four years and in 2005, 96% of the
graduating seniors planned on attending college.
Graduation Rate
Year
Graduation Rate
2001-02
2002-03
2003-04
2004-05
100%
99.8%
99.8%
99.5%
Post Graduation Plans
2003
2004
2005
Going to College
94%
94%
95%
Four Year College
60%
63%
67%
Two Year College
34%
31%
28%
Vocational School
1%
1%
2%
Military/Working/Undecided
2%
3%
2%
Notes: Special education and foreign exchange students were not
surveyed. See the Appendix for list of colleges attending.
Supplemental Data
Student Participation in Co-Curricular and Extra-Activities
2002-03
2003-04
2004-05
Fall 2005-06
Male
Female
Male Female
Male
Female
Male
Female
Athletics
622
477
599
487
652
518
227
213
Vocal music
60
156
64
151
69
133
67
144
Instrumental music
127
96
107
64
126
70
128
58
Theatre Arts
34
77
35
84
36
87
44
83
Dance
0
165
0
160
0
181
0
190
Speech/Oral Interp
36
23
40
32
41
37
38
46
Leadership
19
67
12
62
31
64
13
71
Newspaper
20
18
16
15
9
17
6
19
Yearbook
6
14
3
27
3
26
4
25
Mock Trial
3
13
4
12
6
12
10
8
Cheerleading
0
42
0
39
0
39
0
58
Robotics
*
*
17
0
19
1
19
4
Model U N
*
*
22
27
30
42
25
37
Note: Some students are counted twice because they participate in more than one activity.
Activity
National Merit Scholars
2002-03
2003-04
2004-05
Finalists
3
3
4
Semi-Finalists
3
3
4
Commended
15
5
15
22
Process and Perception Data
As a part of the self-study process, the San Ramon Valley High School staff developed a
survey for students, a survey for staff, and a survey for parents. Each survey has over forty
questions designed to draw out perceptions about the school and its programs. Administered
and tabulated using an online survey tool, these three surveys provide critical insights into
how stakeholders view the school. The results from the three surveys are on the school’s web
site for the entire school community to review. Survey results indicate that shareholders have
a positive perception of the school. The following bullet points highlight some of the key
findings from the three surveys. Please see the Appendix for a full analysis of the three
surveys.
Student Survey Summary
Areas of Strength – Over three-fourths of the students surveyed agreed with the following
statements:
• My teachers are well prepared.
• My classes are challenging.
• I feel safe on the SRVHS campus.
• The administration provides good leadership.
• My teachers assign a wide variety of activities such as presentations, projects, group
assignments, and written reports.
• My teachers help me develop academic skills such as writing, reading comprehension,
and research.
• I am able to effectively communicate with my teachers.
• I feel safe on the SRVHS campus.
Areas for Improvement – Over a third of the students surveyed did not agree with the
following statements:
• I am familiar with the Expected Schoolwide Learning Results (ESLRs).
• My classes prepare me for all standardized tests (PSAT, SAT, AP, STAR, and the
California High School Exit Exam).
• My teachers provide me with enough time to complete my assignments.
• I am able to effectively communicate with the administration.
• The SRVHS campus is clean.
Staff Survey Summary
Areas of Strength – Over two-thirds of the staff surveyed agreed with the following
statements:
• The curriculum in my classes is based on state standards.
• Classes at SRVHS are challenging.
• Students have fair access to honors and advanced placement courses.
• I review tests to help students improve knowledge and skills.
• I have sufficient opportunity to collaborate with my colleagues.
Areas for Improvement – Over one-half of the staff surveyed did not agree with the
• The school has enough staff to meet the needs of all students.
• The school’s facilities are sufficient to meet the needs of all students.
• The school has sufficient materials to meet the needs of all students.
• My department evaluates and uses STAR testing results when creating curriculum.
23
Parent Survey Summary
Areas of Strength – Over three-fourths of the parents surveyed agreed with the following
statements:
• Teachers at SRVHS act professionally.
• The administration provides good leadership.
• I understand the sequencing of courses and graduation requirements.
• The grading systems used by teachers are fair.
• I am able to effectively communicate with teachers.
Areas for Improvement – Over one-third of the parents surveyed did not agree with the
• The school’s facilities are sufficient to meet the needs of my student.
• I am familiar with the school’s Expected Schoolwide Learning Results (ESLRs).
• My student is receiving good preparation for all standardized tests (PSAT, SAT, AP,
STAR, & the California High School Exit Exam).
• Teachers provide sufficient feedback on student achievement.
*Please see the Appendix or the school web page for a full analysis of the three surveys.
24
-
Chapter 2
Summary of Profile Data
Analysis
Chapter 2
Summary of Profile Data Analysis
General Implications of the School Profile Data
During the 2004-2005 school year, San Ramon Valley’s WASC focus groups spent several weekly
meetings and one in-service day reviewing the profile data that is presented in Chapter 1. After the
focus groups conducted a detailed analysis of the profile data, they drew a wide range of general
conclusions, some positive and some negative.
General Conclusions: Areas of Strength
Findings
Evidence*
Students achieving at high levels.
• API of 857
• Statewide Rank of 10
• CAHSEE pass rate for 10th Graders – 98%
• SAT I: 559 Verbal and 588 Math
• AP pass rate over 80%
Students are academically
motivated with college
matriculation rates remaining high.
•
•
•
•
Staff is well qualified.
•
•
•
•
•
Curriculum is challenging.
•
•
•
•
•
Graduation rate 99%
93% U.C. eligible
College matriculation rate 95% (Four-year and
community college)
AP program has 426 students
92% of teachers meet “highly qualified teacher”
requirements of NCLB
All teachers instructing within credentialed area
38 staff members have advanced degrees
Well-developed program of in-service training
2005 School Climate Survey: 78% of the parents and
78% of the students surveyed indicated that the staff is
“well qualified.”
Majority of classes are college preparatory
17 AP courses, several with multiple sections
Growing number of academic electives
New academic academies
2005 School Climate Survey: 91% of the parents and
83% of the students surveyed indicated that SRVHS
classes are “challenging.”
*Findings based on 2005 data.
25
Chapter 2
General Conclusions: Areas for Improvement
Findings
Evidence*
Math performance needs improvement.
• 55% of students taking Algebra I CST
testing basic or below
• 44% of students taking Geometry CST
• 64% of students taking Algebra II CST
A significant number of students are struggling
• Over 20% of students in all grades
to meet the basic expectations of the school’s
receiving at least one D
college preparatory curriculum.
• Approximately 10% of 9-11th graders
receiving at least one F
• Focus group meeting minutes: All focus
groups emphasized the need to improve
critical reading skills across the
curriculum.
*Findings based on 2005 data.
Identification and Analysis of the Critical Academic Needs
Based on the profile data and the general conclusions drawn by the focus groups, the WASC
Leadership Team identified three critical academic needs:
Develop critical reading skills across the curriculum.
Improve performance in mathematics.
Provide support to reduce the number of students earning D, F, and Incomplete grades.
To better understand these critical academic needs, each department completed a comprehensive
analysis of student work: they analyzed a wide array of student assignments, completed classroom
observations and conducted student interviews. The departments used this information to draw
conclusions about student reading skills, student math skills, and the reasons behind the significant
number of students who earn a D, F, or Incomplete grade. 1 After each department completed its own
analysis of student work related to the critical academic needs, the findings were brought to the focus
groups for further discussion and clarification. During these focus group meetings, staff members
raised several key questions related to the critical academic needs:
•
•
•
•
•
•
•
•
Will the staff recognize that all departments are responsible for improving student math and
reading skills?
Are there sufficient resources for more academic remediation programs?
How can the school meet the needs of struggling students without compromising the college
preparatory curriculum?
Are the majority of struggling students having trouble understanding the academic material or
is it predominately a study skills issue?
Should the school revive the AVID program? Will there be enough interest?
Reading skills were identified as a key issue during the last WASC self study. Why does this
issue continue to emerge?
Since the school’s API score is relatively high, why should the school make any significant
adjustments to the academic program?
How will the administration’s plans for increased collaboration help address the critical
academic needs?
1 The departmental reports on the critical academic needs, along with samples of student work, are in the WASC evidence room.
26
Chapter 2
The analysis of profile data and student work enabled the staff to draw important conclusions and
raise key questions. The staff used these conclusions, as well as the questions, to help them
development the school’s Action Plan (Chapter 5).
27
-
Chapter 3
Progress Report
Chapter 3
Significant Developments
San Ramon Valley High School has experienced several significant developments since the
school completed its most recent WASC accreditation process in the spring of 2000. Some
of these developments have presented challenges to the students and staff while others have
served to strengthen the school. The following section details these developments:
Students and Staff
• Expanded enrollment: 183 additional students over past five years
• Administration: new Principal and three new Assistant Principals
• Counseling: two new counselors
• Teaching staff: forty-six new teachers
• Position of Student Support Counselor created
Academic Program
• Received Digital High School Grant to install computer network and bring technology into
the classroom
• Developed academic academies
• Expanded AP program
• Added academic electives
• Dropped AVID program, Woodshop, Computer Assisted Design, Microsoft Office, and
Microbiology
• Extended school day by 30 minutes
• Revised Expected Schoolwide Learning Results
Physical Plant
• Community passed $270 million bond to fund school construction and renovation
• New Performing Arts Center
• New track and field installed
• Start of construction for new library-media center, student cafeteria, student commons, and
vocal and instrumental music building
• Planned construction of two-story classroom building and gymnasium
• Thirteen portables installed on campus to handle classroom needs until construction complete
Honors
• Named a California Distinguished High School
• Named a National Blue Ribbon High School
28
Chapter 3
Progress Report
Action Plan Item #1
San Ramon Valley High School will develop an assessment program that measures student
achievement of all ESLR’s and utilizes available and developing sources of data to modify
curriculum.
Correlating ESLRs:
• ESLR #1: San Ramon Valley High School students will demonstrate curricular knowledge
and skills
• ESLR #2: San Ramon Valley High School students will demonstrate creative and complex
thinking.
• ESLR #3: San Ramon Valley High School Students will demonstrate effective
communication.
• ESLR #4: San Ramon Valley High School student will demonstrate integrity and
responsibility.
Key Steps:
• School’s stakeholders revised the Expected Schoolwide Learning Results and indicators.
• Administration provided annual reports on standardized testing results to the staff.
• Departments analyzed testing results and made appropriate curricular modifications.
• Departments expanded the use of grading rubrics and made them more effective.
During the 2004-2005 school year, the staff at San Ramon Valley High School decided to revise the
school’s seven ESLRs. The staff viewed the seven ESLRs as too numerous and vague. After
reviewing extensive input from students, parents, and all of the departments, the WASC Leadership
Team unanimously recommended that San Ramon Valley High School replace the seven old ESLRs
with the four ESLRs detailed in Chapter 1 of this report. The WASC Leadership Team presented the
four proposed ESLRs to the staff in March of 2005, and in April the staff voted to accept the revised
ESLRs. To ensure that all stakeholders were aware of the new ESLRs, the staff and students from the
Leadership program took the following steps: placed ESLRs on the back of the student identification
cards, posted the ESLRs on the school web page, put ESLR posters in every classroom, introduced
the new ESLRs in parent newsletters, discussed the ESLRs in new teacher support meetings, and
discussed the new ESLRs during the morning video bulletin.
Over the past six years, San Ramon Valley’s in-service program incorporated the analysis of testing
data to determine if students were achieving the ESLRs and meeting state academic standards. The
disaggregation and analysis of testing data, along with the increased use of grading rubrics enabled
the staff to identify curricular needs and implement improvements. During the first staff development
day of each academic year, the administration presents an annual report on standardized testing
results. Departments receive results from specific portions of the STAR tests in order to make
appropriate modifications to the curriculum. Over the past two years, the English and Math
Departments have received test results broken down by teacher in order to conduct closer analysis.
The administration also makes annual presentations to the school’s PTSA and Academic Boosters to
inform them of testing results. The expansion of testing data analysis to measure attainment of the
ESLRs was one of the critical areas of follow up recommended by the 2000 WASC visiting team.
Grading rubrics play a vital role as teachers work to assess student achievement of the ESLRs and
state standards. For example, in the Performing Arts Department, teachers use rubrics to assess
student musical and dramatic performances, and in the Social Studies Department, teachers regularly
use rubrics to assess student writing and presentations. The English Department uses an array of
rubrics for the different types of writing assignments they require. During scheduled collaboration
times, usually the last Tuesday of each month, teachers often meet to refine grading rubrics. While
29
Chapter 3
Progress Report
there is extensive collaboration on rubrics, teachers tend to individualize rubrics to meet specific
course requirements.
The growth target for this Action Plan item was to have 10% of the students identified in the limited
achievement category move into the competency category. San Ramon Valley High School has not
witnessed a 10% increase in the number of students testing “Proficient” and “Advanced” on the CST;
however, San Ramon Valley High School students have made significant gains on standardized tests.
Combined SAT I scores rose 35 points over the past five years and the school’s API score reached
857, an increase of 45 points since 2000.
30
Chapter 3
Progress Report
Action Plan Item #2
San Ramon Valley High School will increase student achievement by improving student
accountability.
Correlating ESLRs:
and skills.
• ESLR #4: San Ramon Valley High School students will demonstrate integrity and
responsibility.
Key Steps:
• Spent staff development time addressing accountability issues
• Took steps to address attendance problems
• Promoted good study habits and organizational skills
• Involved parents in promoting student accountability
• Developed Personal Learning Plans (These plans later modified)
Recognizing that increased student accountability leads to increased student achievement, the staff
spent several in-service days and Tuesday morning meetings over the past six years addressing a wide
range of issues related to student accountability. Two of the key accountability issues addressed
during department meetings were cheating and attendance. During the 2004-2005 school year, the
Social Studies and English Departments held extensive conversations about cheating and these
departments took steps to reduce plagiarism. Teachers now spend more time discussing plagiarism
and they tailor writing assignments to help prevent plagiarism. Teachers in these two departments
also use Turnitin.com, an Internet service that checks student papers for plagiarism. There has been
schoolwide training on Turniton.com and teachers in other departments are starting to use it.
To address problems with cuts and tardiness, an attendance committee was formed. Taking
suggestions from all of the school’s stakeholders, this committee took steps to improve the school’s
attendance policies. A new attendance agreement was put in place and the school established more
significant consequences for students who are habitually tardy. Consequences include, but are not
limited to detention, Saturday school, and a loss of school privileges. A more effective hall pass
system was also introduced. With the new attendance system, cuts and tardiness have been reduced,
and with the new student hall pass system, there are fewer students roaming the halls.
To further promote student accountability, students now attend an annual assembly that addresses
issues such as attendance, cheating, and harassment. This assembly is held during the first week of
the school year. An accountability issue that has yet to be fully addressed is the problem of parents
excusing students from school on the day of an exam. The principal addressed this issue in the
electronic bulletin and in the Principal’s Newsletter, but it remains a problem.
As a means to promote academic accountability, the San Ramon Valley staff took steps to help
freshman students develop effective study habits and organizational skills. In ninth-grade classes
such as Geography, English, and Physical Science, students learn basic pre-reading, note-taking, and
time-management strategies. Freshmen are also introduced to the school’s extensive after-school
tutoring system and are encouraged to take advantage of it. To promote organizational skills among
all students, the school provides planners so students can keep track of their assignments. A majority
of the teachers also utilize the school’s web site to post grades, assignment calendars, and important
academic links. With the implementation of the Digital High School program, teacher web sites have
played an increasingly important role in helping students keep track of assignments and academic
progress.
31
Chapter 3
Progress Report
Over the past six years, the San Ramon Valley staff has worked to involve parents in the effort to
foster student accountability. With the annual Building Bridges program, counselors introduce
eighth-grade parents to all facets of the San Ramon Valley program. The PTSA and Academic
Boosters Association also help inform parents about issues such as attendance, cheating, and study
skills. The daily web bulletin, the school’s web site, the Principal’s newsletter, and the PTSA’s Link
newsletter serve as key avenues of communication between the school and parents. The daily web
bulletin alone reaches over 1800 families. To help reduce confusion about expectations within
specific courses, a growing number of teachers require parents to sign course policy sheets. While
the staff agrees that there are ample opportunities for the parents to learn about the school’s policies,
there is a concern that there are not enough opportunities for teacher-parent dialogue. The school
needs to create more opportunities for parents and staff to dialogue about student accountability.
In accordance with San Ramon Valley’s 2000 Action Plan, the school established personal learning
plans for every student. The goal was for students and parents to use these plans to set academic
goals and track progress. The plans were originally kept in the Career Center; however, maintaining
separate academic files outside of the Counseling Department proved to be logistically difficult, and
few students and parents utilized these separate files. For these reasons, the Counseling Department
replaced the personal learning plans with a more effective academic planning and monitoring system.
The following bullet points highlight the key components of this system:
• Eighth Grade – Counselors host “Building Bridges”: a series of meetings with the
eighth-grade parents to introduce the high school program, graduation requirements,
and college entrance requirements. During spring registration, the counselors meet
with eighth-grade students to draft a four-year academic plan tailored to the student’s
goals. Parents have the opportunity to review these plans.
• Ninth Grade – An evening meeting is held for parents to review requirements for
graduation and college admission. Counselors meet with students to review their
graduation status report and revise academic goals if necessary.
• Tenth Grade – An evening meeting is held for parents to review requirements for
graduation and college admission. Counselors meet with students to complete a twoyear plan for graduation and, when appropriate, a two-year plan for college
admission. Students also review their graduation status report and return a copy
signed by their parents.
• Eleventh Grade – An evening meeting is held for parents to review requirements for
graduation and college admission. Counselors meet with students to review their
graduation status reports and explore college options. When meeting with eleventhgrade students and their parents, counselors emphasize the need to register for the
SAT and/or ACT.
• Twelfth Grade – An evening meeting is held to review requirements for graduation
and college admission. Counselors meet with seniors to review graduation status
reports and college applications. Special conferences are held for seniors who are at
risk of failing courses required for graduation.
The establishment of personal learning plans was part of the 2000 Action Plan, but the system
outlined above has served as a more effective alternative.
32
Chapter 3
Progress Report
Action Plan Item #3
San Ramon Valley High School will improve student achievement by increasing the focus on
academic and intellectual activities.
Correlating ESLRs:
and skills
thinking.
communication.
Key Steps:
• Expanded academic electives
• Investigated alternative scheduling
• Expanded academic presentations, but not academic extracurricular activities
• Promoted cross-curricular collaboration
• Developed common course finals
• Reduced interruptions of instructional time
• Reinforced the importance of standardized testing
One of the key strategies for increasing the academic focus at San Ramon Valley High School was
the addition of academic electives. Over the past six years, the staff instituted three academic
academies, developed several new courses, and added new sections of existing academic electives.
Most of the new classes are for accelerated students; however, a number are open to the general
student body. The following list contains the courses added since 2000:
• Digital Photo (Currently not offered
• AP Physics
due to staffing and budget constraints)
• Accelerated Biology
• Drafting (Currently not offered due to
• Integrated Science I (Physical
staffing and budget constraints)
Science)
•
Robotics
• Integrated Science II (Life
Science)
• Art and Animation
• AP Spanish
• Web Design
• Latin
• New sections for AP United States
History, AP Economics, and AP
• The History of the Vietnam War
Government
• The History of Rock ‘n Roll
•
The Academy for Careers in
• The History of the Civil War
Education (ACE)
• Great Political Thinkers
• The International Studies Academy
• The History of World War II
(ISA) / AP Comparative Politics
• AP European History
•
The Environmental Engineering
• AP Music Theory
Academy (E2A) / AP Environmental
• Theater Arts III
Science
• Sun Java
• Video Production
33
Chapter 3
Progress Report
During the 2003-2004 school year, an Alternative Scheduling Committee was formed to investigate
various scheduling options. One of the key goals of this committee was to find a scheduling option
that reduced the level of stress felt by students and staff. The 2003 School Climate Survey indicated
that the pace and pressure of the school day was causing a significant amount stress. The committee
had sixteen members: nine teachers, two students, three parents, and two administrators. Before
bringing a proposal to the staff, the committee took the following steps: reviewed the pedagogical
literature on scheduling, visited schools with non-traditional schedules, and brought in guest speakers
to inform the staff about alternative scheduling options. After a year of investigation, the Alternative
Scheduling Committee proposed a modified block schedule to the staff. The committee prepared a
report summarizing the pros and cons of the modified bock schedule and the staff spent two inservice days as well as prep-period meetings investigating the issue. 1 In the fall of 2005, a vote was
held to see if San Ramon Valley High School should adopt a modified block schedule. The twothirds majority required for ratification was not reached and the school retained its traditional
schedule.
The number of academic extracurricular activities at San Ramon Valley has remained constant over
the past few years. At the core of the academic extracurricular program are Mock Trial, Speech and
Debate, and Model United Nations. These programs continue to attract a large number and diverse
array of students, but there is a desire to expand the number of academic extracurricular options.
Academic Decathlon is one program being considered by the staff. In addition to school-sponsored
academic extracurricular activities, several student clubs address academic issues: Art Club, Book
Club, French Club, Spanish Club, and the Technology Club.
The number of academic presentations increased over the past six years. Most of speakers are
veterans who come to speak to history and English classes that are studying the wars or reading warrelated literature. Every year veterans from World War II, Korea, Vietnam, and the Gulf Wars share
their experiences with the students. Speakers typically visit one classroom at a time; however, they
occasionally give presentations in the Performing Arts Center to accommodate a large number of
students. Academic presentations were also provided by visiting professors, the Muslim Speakers
Bureau, and the Swedish consulate sent a representative to discuss international relations.
Interdisciplinary collaboration played a key role in improving the school’s academic program over the
past six years. Teachers found time during prep periods, before school, and after school to
collaborate with colleagues from other departments; however, finding sufficient time for
collaboration was difficult. In response to this problem, the administration set aside an hour every
fourth Tuesday for collaboration and teachers were given wide latitude on how to collaborate with
colleagues. The following list details some of the ways staff members engaged in interdisciplinary
collaboration:
• General education teachers working with resource teachers to modify curriculum
• 504 annual reviews
• Teachers in the three academic academies spend time coordinating curriculum
• Visual and Performing Arts teachers coordinate art, drama, dance, instrumental music and
vocal music curricula to produce the annual musical: Anything Goes in 01-02, Lucky Stiff in
03-04, and Oliver in 04-05.
• Art teachers work with video production and English teachers to produce sets and covers for
literary collections
• French teachers working with social studies teachers to prepare a cross-curricular unit on the
French Revolution
• French teachers working with English teachers on Sartre and Camus in original text
1
A complete copy of the Alternative Scheduling Report is in the WASC evidence room.
34
Chapter 3
•
•
•
Progress Report
AP Environmental Science teacher working with English and Social Studies on
interdisciplinary lesson
AP English and AP Biology teachers collaborating on post AP exam project
Social studies teachers and Biology teachers working on interdisciplinary project
San Ramon Valley was designated a Digital High School in 2001 and was able to use the grant
money to install a state of the art computer network. As a result, the staff is able to easily share ideas,
lesson plans, and resources via the computer network.
As one of their critical areas of follow up, the 2000 WASC visiting team recommended that San
Ramon Valley explore a variety of ways to assess student achievement. In response to this
recommendation, the staff primarily focused on the use of common finals. Several departments
embraced the concept of common finals while other departments spent time discussing and debating
the best way to approach common assessment. The following list details how each department
addressed the issue of common assessment:
• Math developed common finals for Algebra 1A, Algebra 1B, Geometry, Algebra II, AP
Statistics, Trigonometry, Calculus, Honors Math Analysis, and Advanced Algebra II.
• Science developed common finals for Biology, Accelerated Biology, AP Biology, Physical
Science, and Chemistry.
• English developed a common final for the grammar component of their curriculum.
• Physical Education developed common assessments in Dance and Health.
• Foreign Language worked on developing a common final for each course.
• Social Science held extensive discussions and debates about common finals, but did not make
a final decision about implementation. There are currently no common finals in Social
Science.
• In the other departments, specific courses are taught by a single teacher so collaboration on
common assessments was not necessary.
The San Ramon Valley staff took several effective steps to reduce class interruptions:
• Established a sixth-period Sports Conditioning class so athletes will not miss a core
academic class when leaving early for competition.
• Targeted student athletes during registration to try and avoid scheduling their core
academic classes during 6th period.
• Revised transportation schedules so student athletes are in class as long as possible.
• Reduced the frequency of announcements over the public address system.
• Reduced the number of rallies and moved the rallies to after school to avoid disrupting the
school day.
The staff still considers the early dismissal of student athletes to be a major disruption and continues
to search for a solution to this problem.
Over the past six years, the staff implemented a variety of strategies to reinforce the importance of
mandated tests and increase the number students taking the SAT and AP exams:
• Prior to the CST exams, administrators visit classes to explain the importance of the exams.
• Students from the Leadership program visit classes to help motivate their peers for CST
testing.
• Parents receive CST testing information via newsletters, the web page, and e-Bulletin.
• Counselors and the Career Center inform students and parents about the SAT and ACT.
Seventy-one more students took the SAT in 2005 than 2001.
35
Chapter 3
•
Progress Report
For students preparing for the SAT, San Ramon Valley instituted the POINTS class: an oncampus SAT preparation course. Over the past five years, SAT verbal and math scores have
increased.
The staff expanded AP course offerings. Over the past three years, the number of AP exams taken by
San Ramon Valley students increased by 253.
36
Chapter 3
Progress Report
Action Plan Item #4
San Ramon Valley High School will strengthen and enhance the role of the Department
Chairs and the Steering Committee.
Correlating ESLRs:
The goal of this action plan item was to promote a more effective leadership structure and promote all
four ESLRs
and skills
thinking.
communication.
responsibility.
Key Steps:
• Instituted an improved shared decision-making model
• Established a common release period for department coordinators
• Educated staff about the decision-making model
• Improved communication between school leadership and staff
After the previous WASC accreditation visit, the academic departments and the Steering Committee
spent in-service time researching and discussing potential improvements to the school’s decisionmaking model. Changes were proposed in 2003, but there was considerable disagreement about how
schoolwide decisions should be made and a vote was never taken. During the ensuing years, a new
administrative team was hired and there were significant changes to the school’s organizational
structure. The Steering Committee was dissolved and replaced with a new leadership committee
comprised of department coordinators, the principal, an assistant principal, a counselor, and a
representative from the classified staff. This Leadership Team helps guide school policy and
monitors the school’s Action Plan; however, major changes require approval by two-thirds of the
staff. This model was utilized to adopt the Digital High School program, ratify the new ESLRs, and
reject alternative scheduling. The staff did not amend the school’s by-laws to reflect this new
decision making model, but this is an issue that needs to be addressed in the future.
Department coordinators receive a common prep period in order to attend bi-monthly meetings of the
Leadership Team. The district cut funding for a release period, so department coordinators receive a
stipend and have to balance their leadership responsibilities with a full-time teaching load.
For new teachers, support meetings are held two times a month. The focus of these meetings has
been to foster a sense of professional community and address issues related to classroom
management. These meetings have also served as venues for new teachers to learn about the
organizational structure of San Ramon Valley High School. To facilitate better communication
between the school’s Leadership Team and the rest of the staff, the Leadership Team began emailing
minutes of their meetings to the entire staff. Department meetings serve as the key venue for the
staff to discuss schoolwide issues and make suggestions for school improvement. Department
coordinators bring staff comments and suggestions to the Leadership Team’s meetings for discussion
and possible action.
37
Chapter 3
Progress Report
Action Plan Item #5
San Ramon Valley High School will improve student achievement in reading and writing
skills across the curriculum.
Correlating ESLRs:
and skills
thinking.
communication.
Key Steps:
• Dedicated staff development days to promote student reading and writing skills
• Developed reading and writing activities across the curriculum
• Explored new English curricula
Recognizing the importance of reading and writing across the curriculum, San Ramon Valley High
School dedicated significant staff development time and resources to promoting language arts skills.
The success of the school’s efforts in this area can be seen in the growing number of ninth, tenth, and
eleventh graders testing “proficient” or “advanced” on the English Language Arts portion of the CST.
The following list highlights some of the steps the school took to promote reading and writing skills
across the curriculum:
•
•
•
•
•
•
•
Presentation to the staff by Kate Kinsella, “Instructional Front-Loading: Expository Reading
and Writing Support across the Secondary Curricula.”
English Department led a staff workshop on how to increase student reading comprehension.
San Ramon Valley received the Digital High School grant and there have been numerous
staff development opportunities on using technology to improve literacy skills. More
teachers are utilizing discussion boards, conducting online editing, and teaching students how
to evaluate Internet resources for accuracy and bias.
Teachers in the Environmental Engineering Academy, Careers in Education Academy, and
International Studies Academy spent staff development time collaborating about reading and
writing skills.
Presentation to the Social Studies Department on how to improve student reading
comprehension.
Biannual staff development days collaborating with middle-school teachers on curricular
issues.
Presentation to the staff on how to use Turnitin.com, an Internet based anti-plagiarism tool.
The staff developed a greater awareness of the connection between reading skills and success in all
academic disciplines. As a result there has been an increase in the amount of reading and writing
assignments across the curriculum. The following list highlights just some of the ways all of the
school’s departments have incorporated reading and writing assignments:
•
Visual and Performing Arts: Art students write critiques; drama students read scripts and
write short plays; video students write and review scripts; and choir members write critiques
of performances.
38
Chapter 3
•
•
•
•
•
•
•
•
Progress Report
Applied Arts and Technology: Students in the various computer classes create PowerPoint
presentations with extensive written material, they learn MLA biographic format, and they
learn how to evaluate web sites for accuracy and bias.
Foreign Language: Students learn strategies for reading a textbook and they complete
projects such as culture reports, recipe books, and biographies. In the advanced classes,
students write extensively and they read literature in the target language.
Math: Students learn how to dissect word problems, they learn strategies for textbook
reading, and they complete written projects in Algebra 1B and Statistics.
Physical Education: Dance students complete written critiques of performances, Yoga
students write a fitness plan, and the ninth-grade Health students learn basic note-taking skills
and complete written reports.
Science: Lab write-ups and research projects are common throughout the department.
Students also learn the Cornell strategy for taking notes.
Special Education: In is common for students with IEPs to bring their written assignments to
the Resource Department for assistance.
Social Studies: Teachers developed a writing skills ladder that includes formal writing
assignments ranging from simple paragraphs to research projects.
English: This department lies at the core of the school’s effort to foster reading and writing
skills. They have served as a tremendous resource to the other departments, especially in the
areas of reading comprehension, source citation, and pre-reading strategies.
San Ramon Valley High School did not develop a formal interdisciplinary program to assess reading
and writing skills; however, the school did hire an Academic Intervention Coordinator to help
develop remediation programs for students struggling with basic skills. 2 Teachers continue to rely on
their own assessments, as well as results from standardized tests to gage student performance in the
language arts. The English Departments also utilizes the “District Write” assessment to monitor
student progress.
The English Department discussed, but did not adopt any new elective courses; however, they did
adopt new techniques, materials, and programs to enhance literacy skills. In 2003, they adopted the
Reading Renaissance Program, and after a comprehensive review of the California State Standards
and Benchmarks they adjusted their curriculum to place a greater emphasis on grammar and nonfiction reading techniques.
2
San Ramon Valley no longer maintains the position of Academic Intervention Coordinator, but has added a
Student Support Counselor. See Chapter 4 for more details about this new position.
39
Chapter 3
Progress Report
Action Plan Item #6
San Ramon Valley High School will provide additional opportunities for students in order to
meet them at their level of academic readiness.
Correlating ESLRs:
and skills
thinking.
communication.
Key Steps:
• Examined the effectiveness of course offerings and investigated possible electives
• Expanded tutoring opportunities
• Held articulation meetings with middle-school staff
• Implemented AVID (two years only)
At least once a year, departments reexamine their course offerings and discuss the possibility of
adding new courses. The process usually begins at the midpoint of the academic year and continues
through the spring semester. Departments use Tuesday morning meeting time and staff development
days to address these issues. Over the past six years, departmental review of the curriculum has led to
both adjustments within existing courses and the addition of new electives:
• English revised the grammar curriculum.
• Math increased the number of honor and AP courses to meet student demand. The
department also created new courses to help students meet CAHSEE requirements including
Information Geometry, Math Explorations, and Standards Algebra.
• Social Studies increased the number of AP courses to meet student demand.
• Science reviewed student performance and decided to change the department’s sequence of
courses so Chemistry preceded Biology. Due to mandated standardized testing changes
however, the department had to switch back to the original sequence.
• P.E. added a sixth-period Athletic P.E. course to reduce the number of students missing
academic classes due to afternoon competition.
• Opportunities were increased for students to take Diablo Valley College classes because of
scheduling conflicts. Courses include Sign Language, Introduction to Business, AP Spanish
5, U.S. History, U.S. Government, Astronomy and Geology.
The following electives were added to the San Ramon Valley curriculum over the past six years:
• AP Physics
• Accelerated Biology
• Integrated Science I (Physical Science)
• Integrated Science II (Life Science)
• AP Spanish
• Latin
• The History of the Vietnam War
• The History of Rock ‘n Roll
• The History of the Civil War
• Great Political Thinkers
• The History of World War II
• AP European History
• AP Music Theory
40
Chapter 3
•
•
•
•
•
•
•
•
•
•
•
•
Progress Report
Theater Arts III
Sun Java
Video Production
Digital Photo (Currently not offered due to staffing and budget constraints)
Drafting (Currently not offered due to staffing and budget constraints)
Robotics
Art and Animation
Web Design
New sections for AP United States History, AP Economics, and AP Government
The Academy for Careers in Education (ACE)
The International Studies Academy (ISA) / AP Comparative Politics
The Environmental Engineering Academy (E2A) / AP Environmental Science
The San Ramon Valley High School Academic Boosters played a key role in funding the expansion
of tutoring services. Beginning in the 2004-2005 academic year, the core academic departments
began offering after-school tutoring 2-4 days a week. Students and parents were made aware of these
tutoring services through a variety of channels: teacher referrals, counselor referrals, flyers around
campus, parent newsletters, the web site, Back-to-School Night, and parent-teacher conferences.
According to the 2005 School Climate Survey, 61% of parents surveyed indicated that their student
has sufficient access to academic tutoring. The staff would like to see this percentage increase and
recognizes that parents and students must continually receive information about tutoring
opportunities. The school also established the Academic Intervention Coordinator position. This
person plays a key role in identifying students who might benefit from extra academic help to pass
core classes and the CAHSEE. San Ramon also began offering the POINTS class which is designed
to prepare students for the SAT. There is also a small amount of peer tutoring offered through the
National Honors Society. The staff has indicated an interest in expanding peer tutoring, and there has
also been interest in creating a student writing lab.
As part of the effort to improve articulation, San Ramon Valley High School and its feeder middle
schools began biannual articulation meetings during the spring in-service day. The teachers address a
wide variety of issues during these meetings; however, there has been an ongoing focus on clarifying
the academic expectations for students making the transition from middle to high school. The school
district also organizes regular meetings between middle and high school teachers to clarify standards
and benchmarks, adopt textbooks, and facilitate collaboration. One of the more successful aspects of
the articulation program has been the work of the district-wide Math Task Force. This committee
works on textbook adoption and the coordination of the math curriculum for the 6th-12th grades. The
librarians from all of the district’s middle schools and high schools meet once a month to collaborate
on a wide range of issues such as database management and research strategies for students.
During the fall of the 2000-2001 school year, San Ramon Valley High School launched an AVID
program for freshman, sophomores, and juniors. While there was some degree of success, especially
in the areas of study skills, student and parent interest in the class waned. The staff found that the
AVID class was competing with other elective courses and there were not enough students to
maintain the program. The administration cancelled the AVID course after the 2001-2002 school
year, but there is currently discussion about reviving the program with modifications to attract a
sufficient number of eligible students.
41
Chapter 3
Progress Report
Action Plan Item #7
San Ramon Valley High School will reexamine the criteria used to determine placement of
students in college preparatory, honors, and advanced placement courses in order that
greater access to higher-level courses can be created and encouraged.
Correlating ESLRs:
and skills
thinking.
communication.
Key Steps:
• Examined the effectiveness of AP admission policies
• Developed AP admission policies that promote access and maintain high academic standards
During the 2001-2002 school year, administrators, counselors, and all of the AP instructors began a
series of meetings to examine a wide range of issues related to the AP program at San Ramon Valley
High School. This examination of the AP program was in response to a recommendation by the 2000
WASC visiting committee. The underlying goal of these AP Committee meetings was to develop
policies that would expand the AP program while maintaining its high academic standards. Similar
meetings were not held with teachers of honors classes: the AP program is larger and the issues
surrounding the AP program were perceived as more pressing. During the first few AP Committee
meetings, participants discussed the effectiveness of the various admission procedures for each AP
class. Teacher recommendations, prerequisite courses, essay tests, and multiple-choice tests were
some of the procedures used by the AP teachers to determine student eligibility. AP Committee
members did not express any interest in developing uniform admission procedures; however, several
committee members suggested that AP teachers use more than one variable when determining student
eligibility. These committee members believed that using just one measure of student achievement
was an ineffective method of determining eligibility for an AP class: they wanted AP teachers to use
multiple measures. Another key topic of discussion during this series of AP meetings was the use of
AP waivers. If a student did not initially qualify for a particular AP class, the student and their
parents could complete a waiver form and bypass the regular admission process. While some
teachers believed that the waiver process was a valuable method of keeping the AP program open to a
wide range of students, other teachers believed the waiver process allowed unqualified students into
AP classes. Before the AP Committee made any concrete decisions on admission procedures or the
waiver process, school district officials and the Board of Education indicated that they were
beginning the process of developing district-wide admission policies for AP courses. With the news
of pending district-wide policies, the AP Committee decided to wait for district action before making
any site specific decisions.
With input from the three comprehensive high schools in the San Ramon Valley Unified School
District, the school-board ratified Board Policy 6141.5a on honors and AP eligibility. The following
points summarize this policy statement:
• The district encourages student participation in challenging curriculum through honors and
AP courses.
• The number of students participating in honors or AP classes will not be determined by a
quota or percentage system.
• Qualification procedures shall be designed to encourage successful participation rather than
limiting the number of students in the course.
42
Chapter 3
•
•
•
Progress Report
There will be three types of admission criteria:
o Open enrollment
o Prerequisite coursework
o Student completion of one of the following criteria: qualifying score on a
standardized test or essay; qualifying score on a portfolio or audition; teacher
recommendation; a qualifying GPA; or completion of other criteria that indicates
successful student participation.
An entrance exam shall not be the sole criteria used for admission to an honors or AP course.
Students and parents may request in writing an exemption to the stated placement criteria and
these requests will be granted on a space available basis.
Ratified in the spring of 2001, Board Policy 6141.5a has served as the guide for determining
admission into an honors or AP class at San Ramon Valley High School. Under this policy, the AP
program at San Ramon Valley continues to grow and the success rate on the AP exams remains high:
• Between 2001 and 2005, San Ramon Valley added the following AP courses: AP Physics,
AP Environmental Science, AP European History, AP Comparative Politics, AP Music
Theory, and AP Spanish.
• New sections of AP United States History were added.
• There are 426 AP students at SRVHS, an increase of 46 over 2002 levels.
• The passing rate for all AP exams remains over 80%.
The AP Committee continues to meet 3-4 times a year to discuss issues related to the school’s AP
program. Agenda items include summer assignments, scheduling conflicts, and the reasons why
some students take an AP course but do not take the AP exam. The underlying goal of this committee
continues to be expansion of the AP program while maintaining high academic standards.
43
Chapter 3
Progress Report
Action Plan Item #8
San Ramon Valley High School will clarify the process for implementing and monitoring the
Schoolwide Action Plan and to fully support its implementation.
Correlating ESLRs:
Implementation of the 2000 Action Plan promotes all of the ESLRs.
and skills
thinking.
communication.
responsibility.
Key Steps:
• Kept staff appraised of progress on the Action Plan
• Established WASC focus groups
• Developed yearly goals
• Monitored overall achievement of Action Plan items
As one of the critical areas of follow-up, the 2000 WASC visiting team recommended that the Action
Plan be clarified on a regular basis. In response to this recommendation, the administration spends a
portion of the August in-service day explaining the Action Plan and the procedures for its
implementation. During the 2000-2001 and 2001-2002 school years, Action Plan steps such as the
expansion of electives, development of after-school tutoring programs, standardized test result
analysis, development of common course finals, institution of academic intervention programs, and
the expansion of the AP program were primarily accomplished through the academic departments and
the Steering Committee. While the bulk of the Action Plan steps were addressed through academic
departments and the Steering Committee, the focus groups were maintained and they began to meet
again on a monthly basis during the 2002-2003 school year. This was the year of the school’s ThreeYear WASC Review and the focus groups spent much of their time evaluating progress on the 2000
Action Plan. The committees conducted an effective three-year review; however, several issues made
this task difficult:
• There had been substantial teacher and administrative turnover, including a new principal.
• New teachers (46 since 2000) were not fully briefed on the WASC process and some had
trouble understanding all of the steps in the 2000 Action Plan.
• The administration did not draft a work in progress chart. This was one of the steps in the
2000 Action Plan.
• Timelines for specific Action Plan steps were not adhered to nor revised.
During the 2003-2004 academic year, the staff spent a considerable amount of time on one item from
the 2000 Action Plan: an investigation of alternative scheduling. An Alternative Scheduling
Committee conducted research on the issue, departments debated the issue, staff members went on
visitations to other schools, educators were brought in to discuss the issue during staff development
time, a proposal was drafted, and a staff vote was held. The proposed alternative schedule did not
pass; however, there was general agreement among the Alternative Scheduling Committee members
that the issue was thoroughly investigated and staff members were given ample opportunities to learn
about and voice there opinions on the issue.
44
Chapter 3
Progress Report
In 2004, San Ramon Valley formed new focus groups to match the new criteria developed by WASC.
The key task of these new focus groups was to review and possibly revise the school’s Expected
Schoolwide Learning Results. After extensive investigation, discussion, and debate, the staff ratified
a new set of ESLRs in the spring of 2005. From that point on, the WASC focus groups have worked
almost exclusively on preparing the 2006 self-study report.
45
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Chapter 4
Self-Study Findings
Criteria Category A
Organization: Vision and Purpose, Governance, Leadership and
Staff, and Resources
Committee Members
Roberta Tong . . . . . . . . . . . . . . . . . . . . English/Committee Chair
Marika Beck. . . . . . . . . . . . . . . . . . . . . .
Lisa Blackwell. . . . . . . . . . . . . . . . . . . .
Ashley Cheung. . . . . . . . . . . . . . . . . . . .
Phil Childress. . . . . . . . . . . . . . . . . . . . .
Miriam Dominguez. . . . . . . . . . . . . . . .
Shannon Hancock. . . . . . . . . . . . . . . . .
Catherine Herdering. . . . . . . . . . . . . . . .
Kelly Hoover. . . . . . . . . . . . . . . . . . . . .
Heather Kellog . . . . . . . . . . . . . . . . . . .
Mark Kessler. . . . . . . . . . . . . . . . . . . . .
Dave Kravitz. . . . . . . . . . . . . . . . . . . . .
Eric Melvin. . . . . . . . . . . . . . . . . . . . . .
Tiffany Miller. . . . . . . . . . . . . . . . . . . . .
Julie Nevis. . . . . . . . . . . . . . . . . . . . . . .
Chuck Perryman. . . . . . . . . . . . . . . . . . .
Jan Peterson. . . . . . . . . . . . . . . . . . . . . .
Jon Rego. . . . . . . . . . . . . . . . . . . . . . . . .
Maureen Reschke. . . . . . . . . . . . . . . . . .
Sylvia Ryan. . . . . . . . . . . . . . . . . . . . . .
Lisa Sabatini. . . . . . . . . . . . . . . . . . . . . .
Pat Saunders. . . . . . . . . . . . . . . . . . . . . .
Allen Shotwell. . . . . . . . . . . . . . . . . . . .
Chris Van Wolbeck . . . . . . . . . . . . . . . .
Rick Zumbro . . . . . . . . . . . . . . . . . . . . .
English Teacher
Parent
Student
Mathematics Teacher
Foreign Language Teacher
Mathematics Teacher
Counselor
Social Studies Teacher
Student
Physical Education Teacher
Student
Visual & Performing Arts Teacher
Parent
English Teacher
Assistant Principal
English Teacher
Special Education Teacher
Science Teacher
Applied Arts/Technology Teacher
Mathematics Teacher
46
Chapter 4
Organization
A1. To what extent does the school have a clearly stated vision or purpose based on its
student needs, current educational research, and the belief that all students can achieve high
levels? To what extent is the school’s purpose supported by the Governing Board and the
central administration and further defined by expected schoolwide learning results and the
academic standards?
The vision statement of San Ramon Valley High School was written just prior to the 2000 WASC
self-study process. Since that time, the school has hired almost fifty new teachers and three new
administrators, including a new principal. In addition to these staff changes, the school is moving
toward developing professional learning communities. Professional learning communities will be
schoolwide collaborative efforts to answer three basic questions for every student in every class:
• What should students know and be able to do?
• How will we know if they are learning it, or can do it?
• What are we going to do if they do not learn it?
Establishing a collaborative environment where teachers can work together to answer these three
questions is one of the key goals of the school’s leadership. 1
With such significant staff turnover and the move to establish professional learning communities, the
staff will need to review and possibly revise the current vision statement. There is not a desire
however, to abandon the current statement’s core value. At the core of the current vision statement is
a belief that San Ramon Valley High School needs to be an educational community that enables all
students to learn. This belief will undoubtedly guide the staff as it reviews the current vision
statement and considers possible revisions.
San Ramon Valley’s high academic standards are supported by the governing board and the central
administration. The school’s purpose emphasizes providing a rigorous program which enables
students to be successful now and in the future. The ESLRs clearly support this purpose. One of the
key reasons there is strong support for the ESLRs is the fact that they were developed by school
stakeholders: teachers, counselors, students, parents, and administrators. 2 Further support for the
ESLRs is reflected in department goals, planning processes, and communication with parents. The
faculty has identified standards-based assessments as a means to measure the attainment of the
ESLRs. The faculty, in all content areas, has made significant progress in aligning courses to state
standards. While a strong relationship clearly exists between the ESLRs and the academic standards,
there is still work to be done to further connect the ESLRs with the achievement of the learning
standards.
A2. To what extent does the Governing Board have policies and bylaws that are aligned with
the school’s purpose and support the achievement of the expected schoolwide learning
results and academic standards based on data-driven instructional decisions for the school?
To what extent does the Governing Board delegate implementation of these policies to the
professional staff? To what extent does the Governing Board regularly monitor results and
approve the single schoolwide action plan and its relationship to the Local Educational
Agency (LEA) plan?
The Governing Board has policies that conform to California Government Code and California
Education Code and reflect the values and expectations of the community. The policies cover the
following areas: Philosophy-Goals-Objectives and Comprehensive Plans, Community Relations,
Administration, Business, Personnel, Students, Instruction, Facilities, and Board Bylaws. These
1
2
See Preface for details about professional learning communities.
See Chapters 1 and 3 for details about how stakeholders developed the current ESLRs.
47
Chapter 4
Organization
policies serve as the framework for developing both the District’s and Schools’ mission statements
and annual goals and objectives. The Superintendent has operational responsibility for
implementation and oversight. The Board approves its policies annually, approves the District’s
annual goals, and approves each school’s School Improvement Plans. It should be noted that the
Board’s Bylaws deal with operational and legal requirements of the Board only.
Student success and a focus on instruction and continuous improvement are embedded throughout the
Board’s policies. Section 0000 of the Board’s Policies addresses Philosophy, Goals, Objective, and
Comprehensive Plans; Section 5000 addresses Students; Section 6000 addresses Instruction. The
Board approves each school’s plans and our high school’s WASC Accreditation Reports. The
expected schoolwide learning results are an integral part of these documents.
Board Policy 6141 states (emphasis added):
The Governing Board accepts responsibility for establishing what students should learn. The
Board shall adopt a district curriculum which reflects district philosophy, responds to student
needs and abilities, and is consistent with the requirements of law. If possible, this curriculum
shall also reflect the desires of the community and the needs of society as a whole.
The Board considers continuous curriculum improvement to be a top priority for the district.
Curriculum development and evaluation will therefore be an ongoing process in the district,
routinely supported by planned allocations of resources and staff time.
The Board may establish a curriculum review cycle for comparing each area of the curriculum
against state model curriculum standards and Board policy.
The Board places strong emphasis on data driven decision-making. In addition, Board members have
participated as part of district-wide curriculum committees that have developed standards and
benchmarks for each curriculum area and the district-wide Assessment Task Force. Our schools’
improvement plans have included data for many years; furthermore, resources have been provided to
develop the ACHIEVE data system that will allow schools to disaggregate data from a variety of
testing instruments. Administrators are currently being trained on how to use this system.
The Board believes its responsibility is to approve policies for the District and to make informed
decisions. Operational decisions are the responsibility of the Superintendent or his designees. This
policy is stated throughout the district manual.
The Board approves each high school’s WASC Accreditation Report and schoolwide improvement
reports. The ESLRs are imbedded in these documents. Regular monitoring of the ESLRs is
delegated to the school site administration team. The Board approves the single schoolwide action
plan at a regularly scheduled Board meeting. The plan is reviewed by Board members prior to the
meeting to ensure that it is aligned with the District’s (LEAs) plan. It must be based on schoolwide
performance data.
A3. To what extent, based on student achievement data, does the school leadership and staff
make decisions and initiate activities that focus on all students achieving the expected
schoolwide learning results and academic standards? To what extent does the school
leadership and staff annually monitor and refine the single schoolwide action plan based on
analysis of data to ensure alignment with student needs?
Based on student achievement data, the school leadership and staff make decisions and initiate
activities that focus on all students achieving the ESLRs and academic standards. Furthermore, the
school leadership and staff annually monitor and refine the single schoolwide action plan based on
analysis of data to ensure alignment with student needs.
48
Chapter 4
Organization
Monitoring and refining the school’s Action Plan is one of the key responsibilities of the school’s
Leadership Team. 3 Comprised of department coordinators, the principal, an assistant principal, a
counselor, and a representative from the classified staff, the Leadership Team meets bi-monthly to
help guide school policy and monitor the school’s Action Plan. These meetings are commonly
referred to as Department Coordinator Meetings, but Department Coordinators only comprise part of
this group. Major changes to the Action Plan or any facet of the school program require approval by
two-thirds of the staff. This voting model was utilized to adopt the Digital High School program,
ratify the new ESLRs, and reject alternative scheduling. Department coordinators receive a common
prep period in order to attend the bi-monthly meetings of the Leadership Team. To facilitate better
communication between the school’s Leadership Team and the rest of the staff, the Leadership Team
emails meeting minutes to the entire staff. Department meetings serve as the key venue for the staff
to discuss schoolwide issues and make suggestions for school improvement. Department
coordinators bring staff comments and suggestions to the Leadership Team’s meetings for discussion
and possible action. Recent agenda items from the Leadership Team meetings have included the
following:
• New course approvals
• Student waivers for honors and AP classes
• Prerequisites for classes
• Collaboration
• Anti-plagiarism software, i.e. Turnitin.com
The School Site Council meets monthly and is comprised of teachers, administrators, staff members,
students, parents, and community members. Council members monitor progress on the Single Plan
for Student Achievement. They analyze disaggregated testing data so they can make revisions to the
plan when necessary. The School Site Council also determines the School Improvement Program
(SIP) budget. Members discuss and allot the money to maximize student achievement and success.
The following list contains key items from the current SIP budget:
• Tutorial Program
• Librarian Assistant salary
• Staff Development
• Transitions Math class
• Student Support Counselor
A4. To what extent does a qualified staff facilitate achievement of the academic standards
and the expected schoolwide learning results through a system of preparation, induction, and
ongoing professional development?
San Ramon Valley High School has several programs that enable new teachers to become strong
instructional leaders with classroom environments that support learning. The district requires all new
teachers to participate in its Beginning Teacher Support and Assessment (BTSA) program. In the
BTSA program, teachers with preliminary credentials can clear their credentials by collaborating with
an experienced teacher, called a support provider, for two years using an approved plan of formative
assessment. There are currently fourteen first-year teachers and seven second-year teachers involved
in BTSA. Each credentialed teacher has a BTSA mentor who works with them throughout the twoyear program with a focus on lesson planning and addressing the California Standards for the
Teaching Profession.
Not all new hires are eligible for BTSA, but they may need support with classroom management and
help developing a closer connection to the school community. New teachers had expressed a feeling
of isolation and disconnect at times within their own departments. To address these needs and to
build a network of teachers who focus on the same goals of professional learning communities, the
3
These Leadership Team meetings are commonly referred to as Department Coordinator Meetings; however,
representatives from administration, counseling and the classified staff attend.
49
Chapter 4
Organization
New Teacher Program was established. Initially, lunchtime meetings were held twice a month; once
with just teachers and once with an administrator present to answer questions. From these meetings
and the end of the year evaluation, two key needs were addressed: help with classroom management
and a more positive sharing of experiences in the classroom. This year, every new teacher hired has
been required to attend a four-hour training session on classroom management. These training
sessions were given by a Saint Mary’s College professor. Second-year teachers, who had received a
brief version of this training the previous spring, attended a follow-up training session.
All teachers new to the San Ramon Valley campus are given classroom supplies and SRVHS items to
make them feel welcome. In addition, all new teachers to San Ramon receive an “Insider’s Survival
Guide.” Written by a veteran San Ramon Valley teacher, this guide introduces new teachers to San
Ramon Valley and provides advice designed to help a new teacher through the first few years in the
profession. 4
A5. To what extent are leadership and staff involved in ongoing research or data-based
correlated professional development that focuses on identified student learning needs?
The San Ramon Valley High School leadership is actively involved in promoting a variety of
professional development activities that develop a sense of community, promote effective
collaboration, and foster commitment to a focus on learning. Professional development activities
occur during Tuesday morning meetings, staff development days (3 per year), and off-campus courses
and conferences.
To foster community, monthly staff meetings begin with “celebrations”: an open forum in which staff
members announce a recent piece of good news or acknowledge other staff members with a public
“thank you” and the gift of a rose. Following this open forum, a staff member makes a “best
practices” presentation. By beginning all staff meetings with these activities, the school leadership
hopes to move the staff (of which there were 39 new hires in the past two years) toward a stronger
sense of community.
To promote collaboration, a major portion of the staff development fund has been spent on two
efforts: (1) Providing substitutes so teachers can spend extended time collaborating and (2) Sending
staff members to conferences on the development of Professional Learning Communities.
The third component of the professional development plan is fostering commitment to a focus on
learning. At the core of this focus on learning are three essential questions:
• What do we want students to know?
• How do we know if they have learned?
• What do we do when they don’t learn it?
As of November, the staff began working on the first question by reviewing grade level standards and
benchmarks. Once these learning goals are understood, teachers can use data such as STAR and
CAHSEE to drive curricular decisions.
A6. To what extent are the human, material, physical, and financial resources sufficient and
utilized effectively and appropriately in accordance with the legal intent of the program(s) to
support students in accomplishing the academic standards and the expected schoolwide
learning results?
4
A copy of the “Insider’s Survival Guide” is in the WASC evidence room.
50
Chapter 4
Organization
Human Resources
San Ramon Valley High School has a highly qualified staff. Ninety-two percent of the teachers at
San Ramon Valley have met the highly qualified teachers’ requirements of No Child Left Behind
legislation and no teachers are instructing outside their credentialed area. Thirty-eight employees
have advanced degrees, including two with doctorates and there are thirty-eight teachers with a
CLAD certification. In addition to the teaching staff, San Ramon Valley has four full-time
administrators, five counselors and fifty-six classified employees. Among the classified employees
are maintenance staff, office support staff, cafeteria staff, campus safety monitors, and
paraprofessional educators.
Financial and Material Resources
The San Ramon Valley Unified School District provides over $6,600 for each student at San Ramon
Valley High School and this funding is sufficient for the school’s basic educational needs; however,
San Ramon Valley provides an education that extends well beyond basic classroom instruction. The
school is extremely fortunate to have a strong parent community that supports students through a
variety of booster clubs. Raising over $375,000 in 2004-2005, the Academic Boosters pay for class
sections to help reduce class size. Through a grant process, the Academic Boosters provide
enrichment materials such as computers, software, LCD projectors, books, videos, art supplies, and
science equipment. The PTSA funds after school tutoring sessions in all core academic areas and
they disperse over $50,000 in grants each year. Annually, the San Ramon Valley Education
Foundation offers grant opportunities for teachers to request instructional materials and equipment.
During the 2004-2005 school year, the Athletic Boosters contributed over $140,000 to help San
Ramon Valley High School maintain its excellent athletic program. The music support group, Wolf
Tones, along with the Performing Arts Association, also contribute money for teacher needs. In
addition to parent-funded programs, GATE funds are used by teachers with identified GATE students
to buy advanced instructional materials that can also be used by all students. GATE monies have
been spent on software, video tapes, audio laser discs, DVDs, supplementary textbooks, and
professional development for teachers.
The School Site Council monitors the School Improvement Plan (SIP) funds, which are used to
address the needs of students who are testing “basic or below” on statewide assessment tests. The
SIP funds provide a library assistant, a tech support person, staff development, partial funding for the
Student Support Counselor, new teacher orientation, testing prep workshops, and a section of noncollege prep math. 5 State funds for special education students are used to address the student’s
specific learning disabilities and curriculum needed to assist with their regular education courses.
San Ramon Valley High School was designated a Digital High School by the State of California in
2001. This recognition was the result of the successful implementation of a state grant with matching
district funds that totaled more than one-million dollars. Networked computers and printers were
placed in each classroom, servers, backup devices, and the switches and wiring/fiber to run the
network were installed. Staff trainings were held, and teachers and students were held accountable to
a series of agreed upon goals, objectives, and benchmarks. 6 As the financial fortunes of the state
changed, all funding to continue the DHS program stopped. Since then, support staff has been
drastically reduced (from 3.2 FTE to 1.6 FTE) and no new significant purchases of equipment have
been possible. Despite the inability of the state to continue funding the Digital High School program,
a number of changes and improvements have occurred and teachers have continued to utilize
technology to enrich instruction and provide powerful learning opportunities for students. Below are
highlights of technologies that have enhanced teaching and learning and greatly improved
communication between all stakeholders:
5
6
See Appendix for current SIP Budget
Complete information on DHS is at: http://www.srvhs.org/news/dhs/dhs.html.
51
Chapter 4
•
•
•
•
•
•
Organization
The SRV Network: The computer network, overbuilt at its inception, is now being utilized to
near full capacity. Traffic is charted, storage is monitored and it will not be long before
upgrades are essential. Students are asked to keep storage below 100 Mb. Each network user
is given an email account and has access to their home directory from any computer linked to
the Internet via Outlook Web Access.
Email: Administrative and faculty communications are nearly paperless as Outlook email has
become the norm. The daily bulletin and the PTSA newsletter are transmitted to staff,
students, and parents via email.
Daily Bulletin: The daily bulletin is broadcast via closed-circuit TV.
Grade programs: Most teachers now utilize electronic grade books and post grades to the web
with Micrograde. All teachers report quarter and semester grades via computer using
IntegradePro.
Web: The San Ramon Valley web site has evolved into an excellent high school web site.
Each teacher has a web presence and many teachers post grades, assignments and make
worksheets available through their web page. (http://www.srvhs.org)
Attendance: Teachers report all absences and tardiness electronically with ClassXP. Through
this application teachers can also access student information including contact numbers,
schedules and grade history.
The Contra Costa Times newspaper supports student learning throughout the year by offering
educational programs. These programs address curricular knowledge, skills, communication, and
creative thinking. Not only do they donate the daily newspaper to all classes who request them, but
they also deliver specific packets and lesson plans emphasizing history, politics, constitutional law,
and newspaper production. These informational packets support classroom learning. Additionally,
guest speakers from a variety of departments at the newspaper come to our campus to help students
understand and contemplate careers in journalism.
Facilities
San Ramon Valley High School has seen an increase in its student population. In just eight years the
population has gone from approximately 1,800 students to 2,133 students. Classroom space is at a
premium. Construction has begun on two new buildings. One will house the new library, media
center, cafeteria, and student commons, and the other will house the vocal and instrumental music
program. As a result, classroom space has been temporarily lost. Fifteen portables now stand on the
outdoor basketball courts and one is located in the back parking lot. 7 Due to the increased student
population and lack of space, there are teachers who have to move from one to three times during the
school day. This has caused stress among the staff as they attempt to “commute” to classes with their
materials and then be prepared for the next period. As a result of teachers sharing classrooms, it is
difficult for them to take care of school related tasks while on their prep.
The San Ramon Valley High Library is a clean, safe, quiet place for students to utilize library
resources or to study. No food or drink is allowed. The Library is staffed by one full-time Library
Media Teacher and one half-time clerk. Normal library hours are from 7:15 a.m. until 3:30 p.m.
Students may use the library before school, during brunch and lunch, and after school. During school
hours, teachers sign their classes up for library time on a first-come, first-served basis. When a
teacher is signed up for a class period, that teacher’s class has priority over library resources,
including computers. Individual student may visit the library during class if they have a pass from
their teacher, but accommodation is subject to the discretion of the library staff.
The Career Center offers a variety of opportunities for students and parents to access information
about college and career planning. All freshmen visit the Career Center for an orientation during one
of their Health classes. Students meet Career Center staff; learn about the variety of materials and
7
Please see Chapter 1 for a detailed list of campus facilities and construction plans.
52
Chapter 4
Organization
resources available to them and they learn about the value of continuing their education past high
school. Career Center staff encourages students to do well in their classes, be involved in school and
community activities, and visit a wide variety of college campuses so they find the school that is the
best fit for them. In addition, the Career Center hosts representatives from colleges, vocational
schools, and the military. Students meet these representatives and have the opportunity to hear about
their programs and ask questions. During the fall of 2005, the Career Center hosted 38
representatives.
The Career Center also coordinates a biannual Career Day for all junior and senior students. In 2005,
approximately 40 speakers participated. Speakers included an author, a fire chief, an executive
museum director, a FBI special agent and a photojournalist. Speakers are encouraged to not only talk
about what makes their jobs exciting and what a typical day is like, but also to share some personal
history and life lessons.
Communication and Input by all Stakeholders
Stakeholders at San Ramon Valley High School have the opportunity to give input through various
sources. The Student House of Representatives meets with the principal weekly to hear about
upcoming issues and events that may impact students. This is also a venue for students to present
their concerns to the administration. Students also talk with the Principal about how they can support
the school. An example of students taking ownership is the Leadership program’s campus
beautification project.
Using the PTSA as a conduit, parents can express concerns and ask questions. These concerns and
questions are presented to the Principal by the PTSA’s Priorities Committee. The Administration and
Department Coordinators respond to these questions to keep parents fully informed. The staff wants
the parents to be apprised of all facets of the school’s program. Parents are also provided information
about the school through the monthly e-Link and through the daily e-Bulletin. The e-Bulletin reaches
over one-thousand families each school day.
Teachers meet as a group at staff meetings on the first Tuesday of each month. Information is shared
and concerns are discussed. These meetings provide the opportunity for teachers to share “best
practices” that are used in the classroom, discuss student body concerns such as attendance or school
events, and to review state assessment results. Teachers also meet each month for departmental
meetings. (Some departments meet more often.) During the department meetings, teachers
collaborate on curriculum development, course requirements, and they discuss current trends in
education and new materials to be used.
Another level of communication is the Leadership Team meeting, commonly referred to as the
Department Coordinator’s meeting. Administrators, counselors, classified staff, and the department
coordinators attend these bi-monthly meetings. A variety of educational issues are discussed. This
year the primary focus is on collaboration and the development of professional learning communities.
Department Coordinators share with their departments this information and seek their input.
The administration team and counselors hold regular meetings to discuss a variety of schoolwide
issues such as at-risk students, teacher concerns, teacher evaluations, academic performance,
attendance, and long-range plans for the school. The following bullet points detail the schedule of
meetings for the administrators and counselors:
• Principal and assistant principals meet weekly
• Assistant principals and counselors meet weekly
• Principal, assistant principals, and counselors meet bi-weekly
53
Chapter 4
Organization
EVIDENCE
•
•
•
•
•
•
•
•
•
•
•
•
•
Vision statement and ESLRs (See Chapter 1)
Board Policies (See district web site: www.srvusd.k12.ca.us)
Leadership Team meeting (Department Coordinator’s meeting) minutes
School Site Council meeting minutes
BTSA guidelines
New teacher manual: “Insider’s Survival Guide.”
Professional development plans
Staffing statistics (See Chapter 1)
Budget statistics (See Chapter 1)
Career Center
PTSA Agenda
PTSA Priorities Committee Agenda
Staff meeting agendas
Strengths and Prioritized Areas for Improvement
Strengths
• School Site Council is committed to funding staff development
• PTSA has funds to sponsor programs that support student achievement
• Staff is highly qualified
• High-achieving school
• School is successful in preparing students for college
• School seeks to achieve the state standards on a very thorough level
• Strong parent support base that the school integrally uses in its operation
• The Student Leadership program is highly successful
• Renaissance Program continues to be important in supporting student achievement
• The administration continues to be highly supportive of students and teachers
Prioritized Areas for Improvement
•
•
•
•
Revise school’s vision statement
Clarify what students need to know by grade level
Increase teacher collaboration
Increase effectiveness of professional development
54
Criteria Category B
Standards-based Student Learning: Curriculum
Committee Members
Echo Hamilton . . . . . . . . . . . . . . . . . . . Social Studies/Committee Chair
Ken Abrams . . . . . . . . . . . . . . . . . . . . .
Paula Alm . . . . . . . . . . . . . . . . . . . . . . .
Rich Ault . . . . . . . . . . . . . . . . . . . . . . . .
Aaron Becker . . . . . . . . . . . . . . . . . . . .
John Blake . . . . . . . . . . . . . . . . . . . . . . .
Tim Brown . . . . . . . . . . . . . . . . . . . . . .
BK Crocker . . . . . . . . . . . . . . . . . . . . . .
Gene Csider . . . . . . . . . . . . . . . . . . . . . .
Jeff Davis . . . . . . . . . . . . . . . . . . . . . . .
Cindi Egan . . . . . . . . . . . . . . . . . . . . . . .
Debra Gliozzi . . . . . . . . . . . . . . . . . . . .
Julianne Grinstead . . . . . . . . . . . . . . . . .
John Hildebrand . . . . . . . . . . . . . . . . . .
Alex Jones . . . . . . . . . . . . . . . . . . . . . . .
Lyn Meadows . . . . . . . . . . . . . . . . . . . .
Julie Miles . . . . . . . . . . . . . . . . . . . . . . .
Ray Morris . . . . . . . . . . . . . . . . . . . . . .
Danika O'Neil . . . . . . . . . . . . . . . . . . . .
Craig Ritts . . . . . . . . . . . . . . . . . . . . . . .
Rick Steen . . . . . . . . . . . . . . . . . . . . . . .
Matthew Stephens . . . . . . . . . . . . . . . . .
Hannah Ulbrich . . . . . . . . . . . . . . . . . . .
Zoya Zilberman . . . . . . . . . . . . . . . . . . .
Speech Therapist
English Teacher
Mathematics Teacher
Parent
Science Teacher
Science Teacher
Student
Student
Parent
Mathematics Teacher
Student
Counselor
English Teacher
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Chapter 4
Curriculum
B1. To what extent do all students participate in rigorous, relevant, and coherent standardsbased curriculum that supports the achievement of the academic standards and the expected
schoolwide learning results? [Through standards-based learning (i.e., what is taught and
how it is taught), the expected schoolwide learning results are accomplished.]
As supported by the evidence listed below, the vast majority of students at San Ramon Valley
participate in a rigorous, relevant, and coherent standards-based curriculum that supports the
achievement of the academic standards and the Expected Schoolwide Learning Results.
Teachers develop curriculum based upon the California Frameworks and State Standards in order to
ensure that all students are learning the appropriate material and achieving the ESLRs. In order to
maintain standards-based curriculum, teachers are encouraged to collaborate on many levels.
Teachers collaborate within subject area, by department, or inter-departmentally at least three times a
month during the school’s Tuesday morning meetings. Over the past year, staff collaboration time
has focused on what students should know by course and grade level. In addition to the collaboration
among the San Ramon Valley staff members, there is annual articulation with the district’s other
comprehensive high schools as well as the feeder middle schools. Finally, the district organizes
periodic meetings with high school departments to collaborate and promote the district’s academic
standards.
Another way that San Ramon Valley High School incorporates rigorous, relevant, and standardsbased curriculum is through the creation of academies. There are currently two academies at San
Ramon Valley High School: the International Studies Academy (ISA) and the Environmental
Engineering Academy (E2A). Students who choose to participate in these academies are offered
standards-based instruction with an emphasis on the students’ personal interests in either international
affairs or the environment. The academies foster integration between disciplines for both students and
teachers. 1
An examination of the master schedule, student work, and the results of standardized test scores from
the past three years, reveals that students are making progress in achieving the Expected Schoolwide
Learning Results and meeting the demands of standards based education. The master schedule lists
the variety of courses offered at San Ramon Valley High School. (See Appendix) San Ramon Valley
moves beyond the traditional curriculum to offer additional courses that will allow success for all
types of students. The school offers remedial, college preparatory, and advanced courses in many
subject areas. In addition, academic departments create electives that will motivate students to look
deeper into specific subject matter.
To meet the needs of students requiring special educational services, the school has a strong Special
Education Department that provides teachers and students with the support services necessary for
student success. There are currently three levels of special education services at San Ramon Valley.
The Resource Department and the Special Day Classes serve students who have mild to moderate
learning differences and the Transitions Program serves students with more severe learning
disabilities.
There is an ever-growing body of students who participate in the challenges of Advanced Placement
and honors courses. The increased number of AP and honors classes that are offered demonstrates
that more and more students are taking part in rigorous curricula. The number of AP and honors
classes offered has increased to more than sixty. In the fall of 2002 there were 744 students in honors
and AP classes; however, there are currently 909 students in these accelerated classes. To meet the
1
Specific descriptions of these academies can be found on the school web site.
56
Chapter 4
Curriculum
needs of gifted and talented students, San Ramon Valley has a Gifted and Talented Education
(GATE) program that supports teachers and students with challenging curriculum.
While the master schedule lists the variety of courses offered, student work best demonstrates the
extent to which students participate in rigorous, relevant, and coherent standards-based curriculum.
As the staff collected representative samples of student work for the self study, it became evident that
all departments are providing a challenging curriculum. In addition, the 2005 School Climate Survey
reveals that 83% of the students and 91% of the parents surveyed view the courses at San Ramon
Valley High School as challenging.
The results of state mandated assessments and school statistics further demonstrate the successful of
integration of standards into the curriculum at San Ramon Valley High School. The school’s
Academic Performance Index (API) scores have risen from a score of 842 in 2003 to a score of 857 in
2005. There has also been improvement in the school’s California Standards Test (CST) results in
English, Science, and Social Studies. All members of the class of 2005 passed the California High
School Exit Exam (CAHSEE). Over 90% of the graduating students from the class of 2005 completed
the “a-g” requirements of the University of California.
EVIDENCE
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced Placement and honors program statistics
ROP meetings
Math Task Force (District)
Literacy Leaders (District)
Special Education guide
Performing Arts Collaborative Annual Assembly and Performance
District mandated Fall/Spring writes (based on standards) are taken each year by all English
students (grades 9-11)
Common Final Exams are administered by Math, Spanish and English Departments
International Studies Academy
Environmental Engineering Academy
See Appendix for full Master Schedule
GATE Program (See school website)
2005 School Climate Survey (See Appendix)
Profile data (See Chapter 1)
B2. To what extent do all students have access to the school’s entire program and the
assistance with a personal learning plan to prepare them for the pursuit of their academic,
personal, and school-to-career goals?
San Ramon Valley High School provides all students with information regarding the school’s many
programs and all students receive assistance as they pursue academic, personal, and school-to-career
goals. Counselors visit the feeder middle schools each spring to introduce the programs offered at San
Ramon Valley High School to the eighth-grade students. Following this introduction, students and
parents will continue to receive information and assistance as they plan academic, personal, and
school-to-career goals. Information is also provided to parents through a variety of annual academic
nights, including the Building Bridges Academic Night for parents of incoming eighth graders. Every
spring, students are provided with an annotated list of courses; in addition, all courses and programs
are described on the school’s web page. 2 A team of four traditional counselors and one Student
Support Counselor (counselor for “at-risk” students) collaborate with teachers and parents to monitor
2
See Chapter 3, “Progress Report” and Chapter 4, “School Culture and Student Support,” for more details about
personal learning plans and counselor support.
57
Chapter 4
Curriculum
the progress of students and their goals. The counselors check in regularly with all students. If the
counselors, teachers, or parents feel that a student needs additional assistance in achieving academic
goals, the school provides four ways to address the students’ needs. The Student Study Team (SST)
and the 504 Program provide teachers, students, and parents with strategies to help individual
students. For special education students, Individualized Education Plans (IEPs) are implemented to
assist student. Finally, the GATE program provides additional opportunities for advanced students to
excel.
The school’s five counselors and the Career Center provide vital information to all students regarding
college and career planning. In addition to meeting one-on-one with many parents and students to
provide guidance, the Career Center coordinates presentations made by various college and alumni
representatives. The Career Center is also a resource for information about the following:
standardized test registration (PSAT, SAT, ACT and AP), test preparation, scholarships, and financial
aid. Academic Boosters has also arranged for a SAT test prep course to be offered to San Ramon
Valley students at a discounted price.
San Ramon Valley High School offers a wide variety of courses and programs that allow students to
pursue a full range of career and educational options. For example, the school encourages student
participation in challenging curriculum through honors and AP courses. No quota or percentage
system is used to determine access to these classes; instead, qualification procedures are designed to
encourage successful participation rather than limiting the number of students in the course.
Admission criteria include one of the following:
• Open enrollment
• Prerequisite coursework
• Student completion of one of the following criteria: qualifying score on a standardized test or
essay; qualifying score on a portfolio or audition; teacher recommendation; a qualifying
GPA; or completion of other criteria that indicates successful student participation.
Students and parents may also request in writing an exemption to the placement criteria described
above. If they complete this waiver form, access to a particular honors or AP course is granted on a
space available basis. According to the 2005 School Climate Survey, 88% of the students and 86% of
the parents agree that students have fair access to honors and AP classes.
San Ramon Valley High School also offers a range of classes that provide introductory training for
specific careers. For example, there are over eleven Regional Occupation Program (ROP) courses
offered on campus. Courses such as Newspaper, Photography, AP Environmental Science, Sun Java
Programming, Culinary Arts, Child Development, and Drafting introduce students to possible career
opportunities. 3 Students at San Ramon Valley can also take on-campus courses taught by faculty
from Diablo Valley College. Currently, Introduction to Business along with Advertising are offered
and Sign Language will be added this spring. Through the Work Experience Program, students
receive support and assistance while working at an off-campus job. According to exit surveys from
the past three years, 94% of the school’s graduating students are going to college or vocational
school. The remaining students either enlist in the military, work or wait to make a career decision.
EVIDENCE
•
•
•
•
•
•
3
Counseling Department’s program for helping plan and monitor student academic plans
IEPs
504s
SSTs
Academic Nights
Course catalog (online and hard copies)
Drafting is not currently offered due to staffing issues.
58
Chapter 4
•
•
•
•
•
•
•
•
•
•
•
•
•
Curriculum
Waiver process for AP/Honors Courses
Academic Nights
o AP Information Night
o Grade level parent nights
Presentation to feeder middle schools
Extra Class sections (17) provided by Academic Boosters
Student Support Counselor
Special Education
Resource Program
SST
504 Program
GATE Program
Career Center
Post graduation statistics (See Chapter 1)
B3. To what extent are the students able to meet all the requirements of graduation upon
completion of the high school program?
San Ramon Valley High School offers a variety of programs to assist all students in reaching the
requirements of graduation by providing a variety of academic and personal services. There are five
counselors on campus who monitor the progress of each student. These counselors maintain contact
with students, teachers, and parents to ensure that all students are receiving the help they need in
order to meet all academic requirements. The counselors and assistant principals also meet weekly to
develop strategies to help struggling students. In addition, San Ramon Valley has a variety of
programs that are used to identify “at risk” students who may need extra help to meet their academic
goals. These programs include the previously discussed SST, IEP, and 504 programs. In addition, the
district offers independent study courses through Venture High School and summer school classes for
remediation, allowing students to stay on schedule for graduation. By implementing these programs,
98.5% of the class of 2005 passed the course requirements for graduation. The 1.5% who did not
complete the graduation requirements by June, completed them by August at the Venture High
School summer school program. These students were then issued diplomas.
In addition to the school’s graduation mandates, all students are required by the state of California to
pass the California State High School Exit Exam (CAHSEE). All graduating students of the class of
2005 passed the CAHSEE by June of their senior year. San Ramon Valley begins to track students
who have not passed the exam by the end of their sophomore year and then offers workshops for
remediation. In addition, Math Explorations provides CAHSEE remediation.
EVIDENCE
•
•
•
•
•
•
•
•
•
•
•
•
Graduation and CAHSEE statistics (See Chapter 1)
Remedial CAHSEE testing workshops & classes
Counseling services including Student Support Counselor
SST program
504
Resource Program
Venture Concurrent Program
Extended Day Program
Summer School Program
Graduation Requirements (See Appendix)
Online grades (See website)
Parent communication via email (See website and teacher web pages)
59
Chapter 4
Curriculum
Strengths
•
•
•
•
•
•
•
•
Variety of courses
GATE program
Multi-tiered special education program
Counseling Departments Student Support Counselor
Career Center
Academies
Alternative Education programs to ensure graduation
Academic tutoring
•
•
•
•
•
•
More remedial classes
Lower number of students earning “D”s and “F”s
Additional vocational classes
More time for interdepartmental collaboration
Increase participation and accessibility to tutoring
Collaboration and articulation with feeder schools
60
Criteria Category C
Standards-based Student Learning: Instruction
Committee Members
Marna Chamberlain . . . . . . . . . . . .
Science/Committee Chair
Brian Botteen. . . . . . . . . . . . . . . . . . . . .
Chad Cochran. . . . . . . . . . . . . . . . . . . . .
Hans DeLannoy . . . . . . . . . . . . . . . . . . .
Jen Dirvianskis. . . . . . . . . . . . . . . . . . . .
Alissa Fiset. . . . . . . . . . . . . . . . . . . . . . .
Lorrie Harris. . . . . . . . . . . . . . . . . . . . . .
June Hermens. . . . . . . . . . . . . . . . . . . . .
Carolyn Hunt. . . . . . . . . . . . . . . . . . . . .
Catalina Sanint . . . . . . . . . . . . . . . . . . .
Alicia Johnson. . . . . . . . . . . . . . . . . . . .
Steve Johnson. . . . . . . . . . . . . . . . . . . . .
Jen Kessler. . . . . . . . . . . . . . . . . . . . . . .
Mickey McCann. . . . . . . . . . . . . . . . . . .
Sylvia Perri. . . . . . . . . . . . . . . . . . . . . . .
Bert Pinsky. . . . . . . . . . . . . . . . . . . . . . .
Marci Plummer. . . . . . . . . . . . . . . . . . .
John Raynor. . . . . . . . . . . . . . . . . . . . . .
Bill Rivera. . . . . . . . . . . . . . . . . . . . . . .
Cindi Sekera. . . . . . . . . . . . . . . . . . . . . .
Tiffany Setna. . . . . . . . . . . . . . . . . . . . .
Mike Slater. . . . . . . . . . . . . . . . . . . . . . .
Pam Spears. . . . . . . . . . . . . . . . . . . . . . .
Vivian Srouji. . . . . . . . . . . . . . . . . . . . .
Tim Stevens. . . . . . . . . . . . . . . . . . . . . .
Jeff Torquemada . . . . . . . . . . . . . . . . . .
Steve Wallace . . . . . . . . . . . . . . . . . . . .
Mary Wetzel . . . . . . . . . . . . . . . . . . . . .
Student
Student
English Teacher
Student
Science Teacher
English Teacher
At Risk Counselor
Parent
Science Teacher
Mathematics Teacher
English Teacher
Physical Education Teacher/Student Services
Mathematics Teacher
English Teacher
Counselor
Mathematics Teacher
Parent
61
Chapter 4
Instruction
C1: To what extent are all students involved in challenging learning experiences to achieve
the academic standards and the expected school-wide learning results?
San Ramon Valley High School offers a comprehensive and challenging curriculum to facilitate
student success. One of the key responsibilities of the staff is to assure appropriate classes are offered
for all levels of students. In addition to a wide array of honors and AP classes, San Ramon Valley
offers several electives developed by teachers who are passionate about a particular topic. Examples
include the History of Rock and Roll, Vietnam War, British Literature, Anatomy, and Physiology.
Students are served well by the variety of classes offered.
In order to ensure that students are challenged by the courses and building on previous courses,
teachers regularly collaborate with one another, giving feedback, developing lessons, and making
common assessments. According to the 2005 School Climate Survey, 83% of the students and 91%
of their parents agree that the school’s classes are challenging. Results from the School Climate
Survey also indicate that 78% of the students believe that the school offers fair access to honors and
AP classes.
There are also classes designed for students who struggle in the regular level class. Transitions
Algebra and Integrated Science are two classes that provide remediation. In the case of a student with
learning disabilities, San Ramon Valley has an extensive Special Education Program. Within the
Special Education program, the Resource Department and the Special Day Classes serve students
who have mild to moderate learning disabilities and the Transitions Program serves students with
more severe learning disabilities.
San Ramon Valley High School offers a wealth of opportunities for students to pursue interests
outside of the traditional core curriculum. According to the 2005 School Climate Survey, 71% of the
students agree that there are classes available to help them meet their career goals. Students often
pursue career interest in departments such as Visual and Performing Arts, and Applied Arts and
Technology. The drama, band, and choral music programs consistently win competitions and allow
students to challenge themselves. Technology offerings range from Auto Shop and Computer Digital
Art to Web Page Design. Students are often drawn to San Ramon Valley because of these classes.
Due to the high level of achievement and desire for inclusion, San Ramon Valley has a large number
of students enrolled in the athletics and Leadership programs. Over 1,100 scholar athletes participate
in the athletics program. Each year the school has athletic teams that reach or exceed the goal of an
overall grade point average of 3.0. According to the 2005 School Climate Survey, 86% of students
surveyed indicated that they are aware of opportunities to become involved in extracurricular
activities.
Each department utilizes a mix of traditional and more innovative teaching strategies. Most classes
that require note taking collaborate and use the Cornell Note format. Although traditional teaching
methods such as lecture and note taking can be useful in presenting the standard information, students
are taught in a variety of modalities. Each department utilizes technology in a variety of ways: web
pages for homework, posting lecture guides, power point lectures, student power point presentations,
field trips, and guest speakers. (The following section provides specific evidence about the variety of
opportunities students at San Ramon Valley have to learn in non-traditional ways.)
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Chapter 4
Instruction
EVIDENCE
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Please see teacher’s web pages (www.srvhs.org)
See Master Schedule for the specific classes
Expanding AP program (See Chapter 1 for enrollment statistics and course listing)
Drama -100 students
Choir - 200 students
Instrumental Music-283 Performing Students
Concert Band
48
Symphonic Band
60
Jazz Ensemble
25
Jazz Band
23
Orchestra
31
Marching Band 51
Leadership – 80 students
Athletics – over 1,100 students
Intramurals – 100 students
Collaboration worksheets
Copies of Cornell Notes
District Writes
2005 School Climate Survey for Students
o Question 12: 83% of the students feel their classes are challenging
o Question 15: 71% of the students agree that SRVHS offers the courses needed to
achieve my career goals.
o Question 16: 78% of the students feel SRVHS offers fair access to honors and
advanced placement courses.
o Question 17: 74% of the students agree the curriculum in classes is based on state
standards.
o Question 22: 77% of the students agree that teachers assign a wide variety of
activities such as presentations, projects, group assignments, and written reports.
2005 School Climate Survey for Parents
o Question 12: 91% of the parents agree that classes at SRVHS are challenging.
o Question 15: 86% of the parents agree that students have fair access to honors and
advanced placement courses
2005 School Climate Survey for Staff
o Question 12: 86% of the staff agree that classes at SRVHS are challenging.
o Question 22: 73% of the staff assign a wide variety of activities such as presentations,
projects, group assignments and written reports.
C2: To what extent do all teachers use a variety of strategies and resources, including
technology and experiences beyond the textbook and classroom, that actively engage
students, emphasize higher order thinking skills, and help them succeed at high levels?
Teachers at San Ramon consistently utilize a variety of methods to facilitate student comprehension
in an invigorating environment. Classes typically begin with a warm-up activity, followed by a short
period of direct instruction. The balance of the class period is usually spent working on some type of
collaborative assignment. In history classes students often spend class time preparing presentations,
students in science classes work together on labs, and English students frequently engage in class
debates. Foreign Language often has students work in groups to develop posters used for
presentations in class. Group work is essential in Foreign Language since students need to learn how
63
Chapter 4
Instruction
to communicate in the language. 1 In group projects and individual assignments, teachers often
incorporate technology. Teachers at San Ramon Valley recognize the importance of providing a wide
array of assignments. According to the 2005 School Climate Survey, 78% of the students agreed that
their teachers assign a wide variety of activities such as presentations, projects, group assignments,
and written reports.
Technology plays an integral role in instruction at San Ramon Valley. Seventy-two percent of the
students surveyed agreed that their teachers require the use of technology in a variety of assignments.
As a result of the Digital High School grant, the staff is able to use technology to develop
sophisticated web pages that provide access to the following: grades, homework, tutorial links, study
guides, writing rubrics, laboratory procedures, and content standards for the class. Students are often
required to research via the Internet and to write reports. In the English and Social Science
departments, students must turn their work in to their teachers with a report from Turnitin.com: an
Internet site that helps identify possible plagiarism. The other departments will be implementing this
program in the near future. The school recently adopted an updated version of MicroGrade so
students can access all of their grades online with only one password. Teachers are able to use
sophisticated programs such as PowerPoint and Excel; moreover, they have the ability to instruct
students to use these applications. All teachers have access to LCD projectors in order to utilize
PowerPoint, show student projects, and display relevant Internet sites. The following list includes
just some of the ways teachers incorporate technology into the curriculum:
•
•
•
•
•
•
•
•
1
In Foreign Language, recent textbook adoptions have enabled teachers to utilize CD ROM
tutorials on a regular basis to foster student learning, reinforcement, and remediation. In
addition, the Spanish classes utilize online workbook activities. Technology also allows the
foreign language students to hear proper pronunciation.
In Science, the students use internet textbooks and activities to help them reinforce concepts
and receive remediation. The Biology classes perform two scientifically technical labs with
DNA, gel electrophoresis, and bacterial transformation. Students learn how to use sterile
technique, micropipets, microcentrifuges and work with minute quantities of DNA. In other
Science classes, students use sophisticated tools for measuring and graphing.
As part of the P.E. department, Health teachers require Internet research.
Math is piloting a new Internet-based software system called ALEKS. This online system
provides tutorials, quizzes, and remediation activities. Math students are also required to
become adept at using graphing calculators and data loggers. Graphing is a skill that must be
used in Math, Science, and History. Students are often required to utilize Excel to graph and
give detailed analyses.
In Career Education and Technology, students in the Robotics class use a variety of tools and
technical equipment to build and program computers and robots. With their accomplishments
in the classroom, the Robotics students are qualified to compete in regional contests.
Social Studies teachers require Internet research, PowerPoint presentations, word processed
papers, and in Economics classes, students use Excel spreadsheets.
English teachers require use of word processing software and several teachers in the
department assign PowerPoint projects.
Visual and Performing Arts classes require that students become proficient at manipulating
and controlling the acoustic and sound systems, lighting, and video operations. Students also
develop DVDs that demonstrate mastery of the discipline as well as the technology. Several
classes are offered where students can master web creation, art manipulation, video, and
graphic design. Students in the Video Production classes are responsible for producing the
morning video bulletin that is sent to all classes at the beginning of Fourth Period.
Please see evidence folders for specific examples of collaborative assignments.
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Chapter 4
Instruction
Research projects, both individual and group based, require students to use the Internet, library and a
variety of other resources for information gathering. According to the 2005 School Climate Survey,
78% of the students responded that teachers help develop academic skills such as writing, reading
comprehension, and research. In English and Social Science classes, primary and secondary research
projects are assigned on a regular basis. All students are trained to use the Modern Language
Association’s format for citing sources. Many seniors and juniors are required to do a major research
project such as an “I Search” or “Siddhartha.”
The Library maintains a page on the San Ramon Valley website. It includes links to online databases,
Contra Costa County Library resources, and other frequently used sites. Freshmen are scheduled
through their English classes for both library orientation and an introduction to library research
databases. All students are taught to access, evaluate, and use library resources during scheduled
class time or as drop-ins on an individual basis.
The following list contains some examples of how San Ramon Valley students engage in challenging
learning experiences beyond the textbook and classroom:
• Spanish and French offer group field trips to Canada, Spain, and France. In addition, French
students participate in an exchange program.
• English students participate in a Slam Poetry assembly and go on a variety of field trips to
plays and museums.
• The journalism class visits a local television station.
• Algebra and Physics classes take trips to Marine World and Great America to engage in
hands-on application of mathematical concepts.
• AP Biology has guest speakers come to discuss sophisticated concepts with their students.
• Accelerated Biology students must create their own research project for a Science Fair with
an expert as a resource and guide.
• Anatomy and Physiology students dissect cat specimens during the year.
• AP Environmental Science classes do hands-on research on the creek by the school site. They
use data loggers to gather quantitative data about the water and soil conditions. They then
graph this information and connect the facts to real world inferences relating to the creek
community.
• In the Careers in Education class, students develop lesson plans and actually teach a class at
Montair Elementary School. Students are given several opportunities to practice the role of
teacher.
• Students in the AP Comparative Politics course participate in Model United Nations: a
program which allows students to perform in debates and act as ambassadors who discuss and
promote solutions for real world issues. Each year a group of students go to New York and
other cities for national conferences.
• The Business Education Roundtable connects San Ramon Valley students to the community.
Students produce work in various curricula such as photography, art, and poetry. Community
members meet to assess and rank the competitors. Students exhibit their work in a local
gallery.
• Another community competition is the Rotary Club Business Web Design contest. Groups of
students form a “company” and have a teacher serve as an advisor. The group competes with
other student groups to design a web page and to sell their product. The finalists actually
make a web page for a business in the community.
• In the music program, students are involved in community performances and workshops.
These students often work closely with others beyond the school campus in order to compete
successfully.
Please see the evidence folders for more examples of students working beyond the traditional
classroom experience.
65
Chapter 4
Instruction
EVIDENCE
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Teacher web pages
Yoga written reports for group presentations
Cat dissection labs
Business Education Roundtable samples
Rotary Club Business Web Design contest samples
Papers, projects, PowerPoint presentations and debates from Social Studies
Food Court Project, President’s Dilemma, and Stock Project from Economics
“I Search” and Siddhartha projects from English
Foreign Language DVDs about trips abroad
Gallery in Swing
Poster projects from Foreign Language
Copies of Foreign Language online worksheets and oral activities
Copies of activities in Math that require use of graphing calculators
Math projects
Math outlines and assessment
Instrumental performance DVDs
Guest Speaker guidelines
Field trip sheets for assessment?
Model United Nations forms
Renaissance Program flyer
Lessons with the data loggers
Poetry Slam examples
Copies of Web pages
Copy of Bulletin
3D art or video clips
2005 School Climate Survey for Students
o Question 12: 83% indicated that their classes are challenging.
o Question 12: 71% indicated that SRVHS offers the courses needed to achieve career
goals.
o Question 22: 77% of the students indicated that their teachers assign a wide variety of
activities such as presentations, projects, group assignments, and written reports.
o Question 23: 72% indicated that their teachers require the use of technology in a
variety of assignments.
o Question 26: 67% indicated that teachers make connections between different subject
areas.
o Question 27: 78% indicated that teachers help them develop academic skills such as
writing, reading comprehension, and research.
Strengths
•
•
•
•
•
•
•
•
A large variety of AP classes
Study partners during reviews for tests
Success with exit exams and after-school remediation program (100% passing rate with
those in the after school program)
High honors and awards for Arts, Music, Sports and the Debate and Mock Trial
New teacher support groups
Per department: support for curriculum, classroom management and feeling of community
College matriculation rates
Technology and support training
66
Chapter 4
•
•
•
•
•
•
Instruction
Several alumni teach at the school
School pride
Teachers are highly qualified
Large variety of special education classes
Curriculum is challenging, teachers are allowed to move at a fast pace to prepare students for
college
Variety of opportunities for each child to succeed and gain a sense of community: sports, fine
arts and student clubs
•
•
•
•
•
•
•
•
More non-college prep classes
Industrial Arts / Vocational program
Internship/mentorship program
Independent Study for more than athletics
Need a Senior Project elective class
Need to offer credit for tutoring
Need study skills class for freshman
Further develop teacher websites with homework calendars and online grades
67
Criteria Category D
Standards-based Student Learning: Assessment and Accountability
Committee Members
Jessica Lawrence. . . . . . . . . . . . . . . . .
Foreign Language/Committee Chair
Karen Bonnar. . . . . . . . . . . . . . . . . . . . .
Donna Boyle. . . . . . . . . . . . . . . . . . . . .
Sylvie Caplier. . . . . . . . . . . . . . . . . . . . .
Ken Castleman. . . . . . . . . . . . . . . . . . . .
Diane Frantzich. . . . . . . . . . . . . . . . . . .
Andrew Gardner. . . . . . . . . . . . . . . . . . .
Robin Groch. . . . . . . . . . . . . . . . . . . . . .
Valarie Helgren-Lempesis. . . . . . . . . . .
Chuck Herndon. . . . . . . . . . . . . . . . . . .
Tim Hunter. . . . . . . . . . . . . . . . . . . . . . .
Lynda Legacy. . . . . . . . . . . . . . . . . . . . .
Carol MacPhail. . . . . . . . . . . . . . . . . . .
Bill Morones. . . . . . . . . . . . . . . . . . . . .
Jeanne Mullowney. . . . . . . . . . . . . . . . .
Lindsay Reimer. . . . . . . . . . . . . . . . . . .
Deepti Sabella. . . . . . . . . . . . . . . . . . . .
Carey Shaw. . . . . . . . . . . . . . . . . . . . . .
Hillary Struthers. . . . . . . . . . . . . . . . . . .
Kenon Willis. . . . . . . . . . . . . . . . . . . .
Marge Yeargan. . . . . . . . . . . . . . . . . . . .
English Teacher
Social Studies Teacher/ Tech Coordinator
Science Teacher
Parent
Science Teacher
Assistant Principal
English Teacher
Student
Student
Student
Math Teacher
Math Teacher
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Chapter 4
Assessment and Accountability
D1. To what extent does the school use a professionally acceptable assessment process to
collect, disaggregate, analyze, and report student performance data to the parents/guardians
and other shareholders of the community?
Each fall, the San Ramon Valley High School administration spends time during the first staff
development day presenting a detailed report on student performance on the Advanced Placement
exams, California High School Exit Exam, and California Standards Tests. The administration also
provides information on the school’s AYP. In addition to this presentation, the administration
prepares detailed reports on standardized testing data for use in department meetings. These reports
include information about scores from the AP exams, SAT, and CAHSEE; however, the bulk of the
information is about performance on the CST. During the first few department meetings of the year,
individual departments spend time discussing testing results in order to identify program strengths
and weaknesses, and to develop improvement plans to enhance student learning. Over the past two
years, the English and Math Departments have received test results broken down by individual
teacher in order to conduct closer analysis. Testing results are also analyzed by the PTSA, Academic
Boosters, and the School Site Council. Recent analysis of CST testing data revealed that over 50% of
the students taking the General Mathematics, Algebra I, and Algebra II exams were testing at the
“Basic” level or below. This information led the staff to identify improved performance in
mathematics as one of the school’s critical academic needs. The San Ramon Valley Unified School
District is in the process of training administrators on the Achieve software program: a database
system that will streamline the disaggregation process and provide more focused reports on student
learning. San Ramon Valley High School will begin utilizing this program in 2006.
Parents, guardians, and other stakeholders are made aware of the school’s testing performance via
PTSA meetings, the school web site, the district websites, the Principal’s Newsletter, and the PTSA
newsletter, The Link. Individualized test scores are also mailed home. With the recent improvement
on the school’s API scores, the staff honors the hard work of the students with an annual extended
lunch. Seventy percent of the parents who participated in the 2005 School Climate Survey strongly
agree that the district provides timely access to standardized test results.
EVIDENCE
• Annual PowerPoint presentation on testing results
•
Departmental reports on standardized testing results
•
D2. To what extent do teachers employ a variety of assessment strategies to evaluate student
learning? To what extent do students and teachers use these findings to modify the
teaching/learning process for the enhancement of the educational progress of every student?
During the self-study process, the San Ramon Valley High School staff conducted a schoolwide
analysis of the school’s programs, including assessment strategies. One of the key conclusions from
the self-study is that San Ramon Valley teachers employ a variety of assessment strategies to evaluate
student learning. The teachers at San Ramon Valley work both individually and collaboratively to
develop effective assessment strategies. The following list details some of the key strategies teachers
at San Ramon Valley use to formally assess student progress: multiple choice testing, student
presentations, essays, debates, lab reports, collaborative projects, written reports, listening
comprehension and speaking assessments, portfolios, speeches, and performances in drama, music,
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Chapter 4
and dance. Informal assessment strategies, typically used on a daily basis include: classroom
discussions, journal writing, and homework questions. Departments use both district and state
standards as a guide when developing assessments strategies. According to the 2005 School Climate
Survey, 73% of the teachers stated they use a variety of assignments to assess student learning, but
only 63% of the students agreed with this statement.
Grading rubrics play a key role in helping both students and teachers identify areas for improvement.
The extent to which teaches utilize rubrics varies by department; however, rubrics are becoming more
common. Expanding the use of grading rubrics was one of the Action Plan items from the 2000
WASC Self-Study Report. Teachers in the Social Studies Deportment regularly use rubrics to assess
student essays and presentations. The English Department has developed an array of rubrics to assess
different types of writing assignments. In the Performing Arts Department, teachers use rubrics to
assess dramatic performances, musicals, and dance performances. During scheduled collaboration
times, usually the last Tuesday of each month, teachers often meet to refine grading rubrics. While
there is extensive collaboration on rubrics, teachers tend to individualize rubrics to meet specific
course requirements. 1
The San Ramon Valley staff regularly uses classroom assessment results as a catalyst for curricular
modifications. If students do not demonstrate mastery of a particular topic, teachers often re-teach a
particular section of the unit, provide review exercises, or collaborate with colleagues to design a
more effective unit. For students who regularly struggle on assessments, San Ramon Valley offers an
extensive after-school tutoring program. Funded through the Academic Boosters parent organization,
this tutoring program provides after-school assistance in all of the core disciplines. The school
informs students and parents about tutoring opportunities through a variety of channels: teacher
referrals, counselor referrals, campus flyers, parent newsletters, the web site, Back-to-School Night,
and parent-teacher conferences. In addition to the after-school tutoring program funded by the
Academic Boosters, individual teachers also offer tutoring before school, during lunch, and after
school. According to the 2005 School Climate Survey, 61% of the parents and 65% of the students
surveyed, indicated that the school provides sufficient access to academic tutoring.
As mentioned earlier, collaboration plays a key role in the development of assessment strategies at
San Ramon Valley. During the monthly collaboration time or during department meetings, teachers
meet to develop specific assessments and remediation steps for students who do not demonstrate
mastery. Over the past two years, there has been a concerted effort in several departments to develop
common finals. The use of common finals is not an official policy at San Ramon Valley; however,
several departments have adopted or are actively investigating this practice:
•
•
•
•
•
•
•
Science: common finals for Biology, Accelerated Biology, AP Biology, Physical Science,
and Chemistry. 2
Math: common finals for Algebra 1A, Algebra 1B, Geometry, Algebra II, AP Statistics,
Trigonometry, Calculus, Honors Math Analysis, and Advanced Algebra II.
English: common final for the grammar component of the curriculum.
Physical Education: common assessments in Dance and Health.
Foreign Language: working on developing a common final for each course.
Social Science: held extensive discussions and debates about common finals, but did not
make a final decision about implementation.
In the other departments, specific courses are taught by a single teacher so collaboration on
common assessments was not conducted.
1
Please see Chapter 3, “Progress Report on the 2000 Action Plan,” for more details about the
expanded use of rubrics.
2
Accelerated Biology and AP Biology are singletons at SRVHS. Common finals have been developed with
teachers from other SRVUSD high schools.
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Chapter 4
Special Education teachers collaborate with general education teachers to provide appropriate
assessments and accommodations for those students served by this program. For these students
served by the Special Education Department, individualized assessment strategies are developed
using information from the student’s IEP or 504 plan. Accommodations might include taking an untimed test, using a word processor to type answers, or having a paraprofessional educator read test
questions aloud. Student Study Teams also play a role in developing assessment accommodations.
These teams consist of the school psychologist, counselors, an administrator, special education
specialist, classroom teacher(s), the student, and his/her parent(s). All new teachers at San Ramon
Valley receive information about the Special Education program in their “New Teacher Binder.”
This information includes techniques and strategies for working with students with learning
disabilities, the process of Special Education placement, and information about key laws governing
Special Education services. The Department Coordinator for Special Education gives periodic
presentations at staff meetings to keep the staff informed about developments within the department.
Teachers, counselors and administrators at San Ramon Valley High School use a variety of strategies
to help students and parents monitor academic progress. The following list details some of the key
strategies:
• Online grades through Web Grade: http://sc.webgrade.classmanager.com/SanRamonVlyHS/
• Mid-quarter progress reports, quarter report cards and semester report cards sent home via
U.S. mail
• Online homework and lectures via teacher web pages www.srvhs.org and
www.schoolnotes.com
• Email correspondence with parents
• Parent/Teacher/Student conferences
• Tutoring schedules
• Weekly progress reports are offered through the Counseling Office for students and
parents/guardians to monitor academic progress.
• Special Education students are requested by their Case Manager to check on academic
progress weekly
EVIDENCE
•
Science: Period Table (individual project); Design an Ecosystem (PowerPoint technology
group project); Ecology and Plants (AP Biology); an AP Biology cumulative group project
and presentation; Honors Chemistry culminating lab on molarity.
•
Performing Arts: Marching Band competition results; Improv Show; and Dance 3, 4, & 5
essays, rubric, and assignment description. The Spice of Life dance performances program
and DVD.
•
Foreign Language: Spanish 1 country group research project; Spanish 4 Honors Valencia
research and essay; Spanish 3 oral report; French 3 group newspapers
•
Social Studies: U.S. History research paper; Social Contract Essay: Comparing and
Contrasting Thomas Hobbes and John Locke (American Government); World History Roots
of Democracy Museum Exhibits; Economics Food Court; World History Multiple Choice
Exam; World History Quiz; World History Reflection journals.
•
Special Education: Free-Write journal entries; World History Hinduism/Buddhism poster;
English Tissue Box written and oral report; Special Day Class paragraph writing; Special
Education section of the New Teacher Binder
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Chapter 4
•
English: Portfolio, Journalism – Wolfprint (school newspaper); Speech and Debate
tournament results – Persuasive, Improvisation, Prose and Poetry, Outside Reading
Assignment; Fall Write Rubrics
•
Physical Education: 2005 Physical Fitness Test Summary Report for school and District;
Aerobics and Yoga heart rate monitoring assignment; Aerobics report; performance rubric for
the 1 mile run; written responses to a discussion prompt; and Health class unit quiz.
•
Mathematics: Geometry quiz; Guidelines on how to access grades online; Computer 1 Java
assessment, Taijitu Project; AP Statistics culminating project.
•
Career Education: Internet Essentials Quiz; Child Development student safety books; Auto:
Industry Standards; Robotics PowerPoint presentation.
•
•
Common finals
D3. To what extent does the school with the support of the district and community have
assessment and monitoring systems that determine student progress toward achievement of
the academic standards and the expected schoolwide learning results?
State standardized testing results and school accountability report cards are published on both the
district and school websites. Individual testing results are sent via U.S. mail to parents/guardians and
a record is kept in the student’s cumulative file in the Registrar’s office. Partially disaggregated test
results are provided by the administration and discussed at the first staff development day of the year.
The Counseling Department has an extensive academic planning and monitoring system that involves
students and parents. For parents of eighth graders, the counselors host “Building Bridges”: a series
of meetings with the eighth-grade parents to introduce the high school program, graduation
requirements, and college entrance requirements. During spring registration, the counselors visit the
feeder middle schools to meet with eighth-grade students and draft a four-year academic plan tailored
to the student’s goals. Parents have the opportunity to review these plans. This is a service no other
high school in the district provides to middle-school students. Prior to course registration at San
Ramon Valley, counselors visit English or Social Studies classes in all grade levels to give class
presentations about graduation requirements and college admission criteria. They also meet with
students individually to review graduation status reports and review academic goals. In addition to
meeting with the students, counselors host a series of evening meetings so parents can stay informed
about graduation and college admission requirements. During the meetings for tenth and eleventh
grade students and parents, counselors emphasize the importance of registering for the PSAT, SAT
and/or ACT. Special conferences are held for seniors and their parents if there is the possibility of the
student failing a course required for graduation.
Individual teachers report student academic progress on several occasions throughout the school year.
At Back to School Night, teachers are able to touch base with parents/guardians at the beginning of
the academic year. Within the first six weeks of each quarter, student progress reports are sent home
via U.S. mail. Quarter and semester grades are also sent home via U.S. mail. A number of teachers
report their grades online and maintain web sites where they post their syllabi, weekly calendars,
lectures, homework, course expectations, contact information, and other information important to the
course. Individual teachers also report on student progress via telephone, email, and parent-teacher
conferences. SST, 504, and IEP meetings serve as venues for teachers, parents, counselors,
administrators and students to discuss academic progress. Student achievement is recognized and
celebrated through CSF, academic awards nights, sports banquets, the school newspaper, daily
bulletin, e-Bulletin, The Link, Renaissance awards, and the Principal’s newsletter. The “Student of
the Month” program has served as an effective means for honoring achievement in academics and
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Chapter 4
citizenship. Each teacher is given the opportunity to nominate one student by completing a
computerized form explaining why the Leadership Program should choose their particular nominee.
EVIDENCE
•
•
•
•
•
•
•
•
•
•
Graduation status report
Building Bridges program guide
Course syllabi
Teacher web pages: www.srvhs.org
Online grades through Web Grade:
http://sc.webgrade.classmanager.com/SanRamonVlyHS/
PTSA’s Link Newsletter
e-Bulletin
Back to School Night syllabi and PowerPoint presentations
Tutorial schedules
Please visit http://www.srvusd.k12.ca.us and http://www.srvhs.org for testing results.
D4. To what extent does the assessment of student achievement in relation to the academic
standards and the expected schoolwide learning results drive the school’s program, its
regular evaluation, and improvement and usage of resources?
As detailed above, the staff at San Ramon Valley High School spends significant staff development
time, especially in the fall, analyzing standardized testing results to better understand the strengths
and weakness of the school’s program. The staff’s desire to continue improving the school’s
assessment results is one of the key forces driving school improvement efforts.
On the schoolwide level, assessment results have led to several recent improvements to the school’s
program. Report card analysis and standardized testing analysis reveal that a significant number of
students struggle to succeed in the school’s college preparatory curriculum; therefore, there was a
move to create a comprehensive after-school tutoring program. Funded through monies from the
Academic Boosters, the tutoring program offers after-school tutoring in all core academic disciplines.
Assessments results also serve to shape the decisions of the School Site Council (SSC). One of the
stated purposes of the SSC is to provide assistance to students testing “basic and below” on the CST.
The actions and budget allocations of the SSC are designed to bring to help bring all students into the
“proficient and advanced” categories. For example, to help develop remediation plans for students
struggling on standardized tests, the SSC allocated funds for San Ramon Valley to create the position
of a Student Support Counselor.
Report card analysis reveals that freshmen are a subgroup in need of extra academic support. This
conclusion led to a reduction in the size of freshman English and Math classes: the goal has been to
maintain a student-to-teacher ration of 20:1 in these classes. Concerns about freshman performance
have also led to regularly scheduled articulation with the feeder middle schools.
The staff has identified staff collaboration as a key tool in the effort to improve student performance,
and there has been an effort over the past two years to increase collaboration opportunities. For
example, the fourth Tuesday meeting of each month is now dedicated to teacher collaboration.
Presentations on collaboration are given to the staff; in addition, staff members have attended
conferences on how to build a Professional Learning Communities
On the departmental level, assessment results have also led to several recent efforts to improve the
school’s program. The following list details just some of the recent curricular modifications the staff
has made after reviewing assessment results:
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After assessment analysis, the Science Department modified the freshman science curriculum
to include Integrated Science I (Physical Science) and Integrated Science II (Life Science). 3
The department anticipates improved test scores as a result of this modification.
•
United States History CST results were not as high as anticipated, especially in the World
War I section of the test; therefore, teachers collaborated and developed stronger lesson plans
on this unit.
•
In an effort to improve student performance, the English Department developed stronger
grammar units and developed common finals in this area.
•
Analysis of testing results helped lead the Math Department to develop remedial Algebra
courses: Transitions to Algebra and Standards Algebra.
EVIDENCE
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Tutoring schedule
School Site Council: meeting minutes and annual itemized budget
Collaboration forms from Tuesday meetings
Course syllabi from Integrated Science I and II
United States History World War I lesson
Common grammar final in English
Course syllabi from remedial algebra courses
Strengths
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Parent support
Wide variety of assessment instruments
Dedicated teachers
Student data drives curriculum
Grade level meeting and collaboration
Ability to generate new classes
Tutoring – volunteer and paid
Sense of school community and pride
Financial support for new textbooks
Release time for professional development
SIP and PTSA financial support for conferences, collaboration and resources
Parents have access to grades and assignments online
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Career education for non-college bound students
Change culture: Environmental cleanliness and student ownership
Further develop teacher web sites
More collaborative time to develop common assessments and rubrics
More effective modifications for students earning D’s, F’s, and Incompletes
Growing reliance on parent funding
More involvement with Special Education process
Materials translated for non-English speakers
3
At the end of the 05-06 school year, the Science Department will drop Integrated Science II and adopt the
regular Life Science curriculum to meet the NCLB requirements.
74
Criteria Category E
School Culture and Support for Student Personal and
Academic Growth
Committee Members
Deb Beyers . . . . . . . . . . . . . . . . . . . . . Special Education/Committee Chair
Nancy Conti. . . . . . . . . . . . . . . . . . . . . .
LuAnne Devere. . . . . . . . . . . . . . . . . . .
Lisa Dewar. . . . . . . . . . . . . . . . . . . . . . .
Kris Donovan. . . . . . . . . . . . . . . . . . . . .
Pam Farahani. . . . . . . . . . . . . . . . . . . . .
Cheryl Yee Glass. . . . . . . . . . . . . . . . . .
Jesse Hansen. . . . . . . . . . . . . . . . . . . . .
Lloyd Harrich. . . . . . . . . . . . . . . . . . . . .
Cliff Hatch. . . . . . . . . . . . . . . . . . . . . . .
Eric Henze. . . . . . . . . . . . . . . . . . . . . . .
Geraldine Herron. . . . . . . . . . . . . . . . . .
Betsy Hoffmann. . . . . . . . . . . . . . . . . . .
Paul Horvath. . . . . . . . . . . . . . . . . . . . .
Jon Leach. . . . . . . . . . . . . . . . . . . . . . . .
John McMorris. . . . . . . . . . . . . . . . . . . .
Molly Nolan. . . . . . . . . . . . . . . . . . . . . .
Gabbie Parisella. . . . . . . . . . . . . . . . . . .
Ryan Pickett. . . . . . . . . . . . . . . . . . . . . .
Carrie Pike. . . . . . . . . . . . . . . . . . . . . . .
Leanna Pohlis. . . . . . . . . . . . . . . . . . . . .
Susan Regalia. . . . . . . . . . . . . . . . . . . . .
Bonnie Schar. . . . . . . . . . . . . . . . . . . . .
Joan Ward. . . . . . . . . . . . . . . . . . . . . . .
Janet Willford . . . .. . . . . . . . . . . . . . . . .
Lina Woo . . . . . . . . . . . . . . . . . . . . . . . .
Counselor
Parent
Student
English Teacher
Science Teacher
Mathematics Teacher
Science Teacher
Assistant Principal
Mathematics Teacher
Student
School Psychologist
English Teacher
Student
Mathematics Teacher
Parent
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Chapter 4
School Culture and Student Support
E-1 To what extent does the school leadership employ a wide range of strategies that
encourage parental and community involvement, especially with the teaching/learning
process?
San Ramon Valley High School prides itself on its accessibility to all of the school’s stakeholders
through a wide range of strategies that encourage involvement. Communication is one of the school’s
key strengths and it occurs through a variety of avenues:
•
•
•
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Parent Handbook: The Parent Handbook is given free of charge to each family registering
their student at San Ramon Valley High School. The handbook contains the following
information: the school’s vision and Expected Schoolwide Learning Results; an
administrative and staff directory; district information; campus map; listings of parent
organizations; avenues of communication; attendance and academic policies; campus rules
and regulations; and health, safety, and security information.
e-Bulletin: The SRVHS e-Bulletin is sent daily to all parents, students, and community
members who subscribe: approximately 85% of the parent community subscribes. The eBulletin is filled with pertinent information about San Ramon Valley; it keeps the students,
parents, and the community informed, so they can be involved. Parents can also access the eBulletin by visiting the school website. The e-Bulletin contains the following categories:
o “New to the e-Bulletin TODAY – Students!”
o “New to the e-Bulletin TODAY – Parents!”
o “New to the e-Bulletin TODAY – Career Center!”
o “This Week at SRVHS” – calendar, sports, after school activities, club meetings, etc.
o “Ongoing Student News and Information”
o “Ongoing Parent News and Information”
o “Ongoing Career Center News and Information”
o It also contains links to: The PTSA e-LINK newsletter, after school tutoring
calendar, PTSA-Parent information, eSCRIP information, the school website, and the
monthly school calendar.
Principal’s e-Bulletin: The Principal’s e-Bulletin is a new, yet highly effective, avenue of
communication with the parent community. Sent out via email on an “as-needed” basis, the
bulletin provides information about school achievements, schedule changes, drug and alcohol
awareness, safety concerns, standardized testing, and a host of other issues of importance to
the parent community.
San Ramon Valley High School Website (www.srvhs.org): The school’s website contains
information about the following aspects of the school’s program:
o Academics: Academic Planning, Assessment Results, Course listings, Departments,
Environmental Engineering Academy, Graduation Requirements, Grades on-line,
International Studies Academy, Renaissance Program, Staff Directory, Turnitin.com,
and After-School Tutoring.
o Athletics and Activities: Athletics, Clubs, Community Service, Dance, Drama,
Instrumental Music, Leadership, Performing Arts, Robotics, and Vocal Music.
o College Information: Career Center, College Admission, College Application
PowerPoint presentations, College Checklists, and Counseling.
o Parent Information: Academic Boosters, Athletic Boosters, Classes of 2006, 2007,
2008 and 2009 information, Detention and Dress Code Policy, Grad Night, Parent Ed
Opportunities, Performing Arts Association, PTSA, Renaissance Program, Reporting
Student Absence, Tutoring, and WolfTones.
o Publications: College Connection, e-Bulletin, Parent Handbook, Student Handbook,
The LINK and e-LINK newsletter.
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Chapter 4
Resources: SRVHS e-mail, AP PowerPoint presentation, FAQ’s, G.A.T.E., Grad
Night, Library, Site Map, SRVUSD web site, Technology Help, Turniton.com,
Tutoring, and Webmaster.
o Teacher web sites: There are 93 staff members who have a website for curricular use.
Over half of the staff currently uses their website to post course information. Over a
third of the staff post online grades using the MicroGrade service at
http://sc.webgrade.classmanager.com/SanRamonVlyHS/. The administration would
like to see even more teachers post grades online.
Marquee and Mail: The school updates the outdoor marquee daily with student birthdays,
school events and important announcements. Periodic letters are also sent home from the
Administration and Counseling Department.
o
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Parents have a variety of opportunities to get involved at San Ramon Valley High School:
• Academic Boosters: A service organization of parents that works to improve the academic
environment at SRVHS for all students. Last year, the Academic Boosters raised $375,000.
The Boosters provide financial support for the following:
o Additional class sections
o Class size reduction
o Free after-school tutoring
o Classroom materials
o Computers
o Student directory
o Extended Career Center hours
o Academic letter program
o PSAT preparation classes
o Competition entry fees for all of the school’s academic teams
o Publishes the “College Connection”, a quarterly newsletter that is sent to families of
seniors
o Offers two scholarships each year.
o Student Support Counselor (Partial funding)
• PTSA: This organization consists of approximately 1,800 members from the parent, teacher,
staff, and student population at San Ramon Valley High School. The PTSA has supported the
school for over 60 years by providing volunteer services and funding for programs and
projects that support student learning at all grade levels. They also honor the faculty with two
annual staff luncheons. The annual Ski Swap provides over $30,000 for school related
opportunities. It is the largest parent organization on campus. The PTSA’s “Priorities”
subcommittee consists of leaders within the PTSA who meet with the Principal monthly to
address various issues of concern.
• Performing Arts Association: This group has supported the Dance, Drama, and Vocal
Music programs for 19 years, utilizing the expertise and talents of parental volunteers.
• WolfTones: This parent group offers support to the Instrumental Music Program through
parental and community involvement.
• Athletic Boosters: These boosters are dedicated in their support of the men’s and women’s
athletic programs offered at San Ramon Valley High School. Their financial commitment
has become a significant factor; it bridges the gap between the costs associated with the
athletic programs and insufficient funds generated by participation fees. The Boosters have
historically contributed in excess of $100,000 annually and, during the past two years, the
financial commitment was just under $140,000. The Boosters’ contribution to the general
athletic fund constitutes approximately one-third of the Athletic Department’s operating
budget.
• Grad Night: Grad Night is an all-night “safe and sober” graduation party with games,
music, dancing, crafts, food, and prizes. This positive send off to the graduating class is
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•
organized by the Senior Class parents. They transform the gym using an annual theme. Other
class parents volunteer to work in several shifts. The senior parents spend a year in the
planning process for what is always a very successful event.
Invitation to Participate in the WASC Self-Study Process: Parents are given the
opportunity to join a WASC committee that includes staff, students, administration, and
community members. Parents currently serve on all focus groups and on the WASC
Leadership Team. Parents provide critical input as all stakeholders engage in a
comprehensive analysis of the school’s entire program.
Community involvement occurs in many ways:
• Political Oversight and Political Advocacy: Following the passage of the Measure D school
bond, the San Ramon Valley Unified School District became one of the first school districts
statewide to assemble a “Citizen’s Advisory Committee.” This committee advises the
District on all bond-related projects and expenditures.
• San Ramon Valley Education Foundation: Community members help operate this 501c3
not-for-profit organization as it works to provide supplemental funding to local schools. The
Ed Foundation also acts as the umbrella organization for more that fifteen school affiliated
foundations in the district. The Education Foundation is involved in many partnerships that
involve the educational community, the parent community, and the local business
community. One example is the “Primo’s Run for Education”, a 5K/half-marathon run that
involves more than 4,000 runners and hundreds of parent, student and community volunteers.
The Run for Education raises over $50,000 each year for the local schools.
• Career Day: Community members play a critical role as guest speakers during the school’s
bi-annual Career Day for juniors and seniors.
• Academic Competitions: Two competitions which connect San Ramon Valley to the
community are Business Education Roundtable and Rotary Club Business Web Design
contest. In the first competition, students produce work in various curricula such as
photography, art, and poetry. Community members meet to assess and place the competitors.
Students exhibit their work in a local gallery. In the Rotary Club Business Web Design
contest. Groups of students form a “company” and have a teacher as an advisor. The group
competes with other student groups to design a web page and to sell their product. The
finalists actually make a web page for a business in the community
• Student Leadership Program: The student Leadership program provides a large number of
opportunities to encourage parental and community involvement: students participate and
present monthly reports to PTSA, Academic Boosters, SRVUSD Board meetings, Athletic
Boosters, and the School Site Council. The Leadership program coordinates with the PTSA
for assistance with various community service activities. Students use the e-Bulletin to
communicate the need for parent help when necessary. The elected class officers meet
weekly with the class parents and class representatives in order to plan and organize class
events including dances, class trips, and fundraisers.
EVIDENCE
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Parent Handbook
e-Bulletin
Principal’s e-Bulletin
School Website – http://www.srvhs.org
Marquee
PTSA
WolfTones
Athletic Boosters
Grad Night 2006
ISA Brochure
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Performing Arts
Business Round Table
Peres Elementary School
Budget for PTSA
Copy of “Inside Your Schools”
District Website http://www.srvusd.k12.ca.us/
Career Day brochure and questionnaire
Back to School Night program
YMCA Youth and Government brochure
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Chapter 4
E-2 To what extent is the school a safe, clean and orderly place that nurtures learning? To
what extent is the culture of the school characterized by trust, professionalism, high
expectations for all students, and a focus on continuous school improvements?
San Ramon Valley High School is a safe and orderly environment that nurtures learning; however,
the school has struggled with maintaining a clean environment. According to the 2005 School
Climate Survey, only 37 % of the students and 30% of the staff agree that the “SRVHS campus is
clean.” The issue with campus cleanliness is not due to a lack of effort by campus leaders. The
Leadership classes at San Ramon Valley have implemented the “Captain Planet” campaign to assiste
with campus beautification. Students have painted bathrooms and work with staff volunteers to clean
up the hallways, especially following brunch and lunch. In addition, if students participate and take
pride in the San Ramon Valley campus they will be awarded Captain Planet shirts. Students are also
working to expand the school’s recycling program with the addition of twenty-three new recycling
bins. Students and staff have expressed overwhelming support for this program to keep the San
Ramon Valley campus clean.
Safety has been addressed through the establishment of the district-level Climate Control Committee.
This committee recommended that the campus monitor program be established. Funded through Carl
Perkins Site Safety funds, campus safety monitors supervise San Ramon Valley student activity and
address any non-district employees or students who are on campus during school hours. According to
the 2005 School Climate Survey, 85% of the students, 89% of parents, and 99% of the staff agreed
that the campus is safe. As described earlier in Chapter 1, the annual rate of serious incidents
involving students has remained relatively constant, with an average of approximately 40 per year.
Most of these incidents involve the use or possession of drugs or alcohol. San Ramon Valley High
School is considered a community shelter in case of a regional emergency. This responsibility
necessitates that the school safety plan be updated annually along with the appropriate procedures and
equipment.
An antidiscrimination video, “Prevent and Protect” has been produced and viewed by students and
staff. Posters have been placed in all classrooms indicating a zero tolerance policy for discrimination.
The poster provides a telephone number that may be called to report discrimination or harassment.
Through in-service training, the staff continues to be made aware of their legal obligation to assist
students who are exposed to inappropriate comments or actions.
A set of student behavioral guidelines is laid out in the student handbook: this handbook is distributed
to all students at the beginning of each school year. At that time of distribution, administrators review
key sections to ensure student understanding. Individual teachers also set aside time to address
classroom expectations regarding behavior and respect for all students. One of the school’s ESLRs
directly addresses the issue of respect:
ESLR #4
San Ramon Valley High School students will demonstrate integrity and responsibility.
Students will be able to. . .
• adhere to district, school, and classroom policies.
• respect diverse cultures, lifestyles, and ideas.
• take personal responsibility for educational goals.
• display academic integrity and honesty.
• exhibit positive citizenship at school and in the community.
ESLR posters are located in all of the school’s classrooms and athletic facilities.
Color coded evacuation maps are placed in each classroom. The procedures for evacuations are
included in the green teacher handbook that is distributed to all teachers at the beginning of each
school year. The procedures include fire drills, earthquake drills, and campus intruder drills.
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Chapter 4
EVIDENCE
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Campus Monitor
Campus Safety Supervisor
Anti-harassment posters
Antidiscrimination Video
Best practices – Staff Meeting Agenda
In-Service Training on Anti-Discrimination – Staff Meeting Agenda
Anti-harassment in the Teacher Handbook
Parent Handbook
“Building Bridges” evening
e-Bulletin
Meet the Principal – Noted in Parent Communication Letter
Student assembly to review policies and procedures
Student Handbook
Annual Parent Information Pamphlet
Evacuation routes posted in classrooms
Strong Performing Arts program that competes regionally
ESLRs posted in classrooms
Test Scores- http://srvhs.org/assessment_results.html
Department Collaboration- One Tuesday a month from 7:30am- 8:30am
California Standards for the Teaching Profession
Teacher Evaluation forms
E-3 To what extent do students receive appropriate support along with an individualized
learning plan to help ensure academic success?
Students of varying skill levels are given academic support through tutoring and access to enrichment,
counseling, and intervention programs. Class size is limited to 20 or less for English 9, Advanced
English 9, Transitions to Algebra, Algebra 1, and Standards Algebra. This ensures one-on-one time
for teachers to provide students individual attention to promote success. Students who have an active
Individual Education Plan (IEP) receive special education services in the form of academic or
Resource tutorial classes. These students may receive special education services for 1-5 periods a
day. Based on psycho-educational testing, specific IEP goals and objectives are developed. An
educational plan is tailored to promote academic success for these students in a comprehensive high
school setting.
The following list details some of the key techniques and programs the San Ramon Valley staff
employ to support all students:
• 20:1 ratio in Algebra 1, Transitions to Algebra, Standards Algebra, English 9, and Advanced
English 9 classes.
• After-school tutoring program is in place for Science, Math, English, Social Science, and
Foreign Language.
• National Youth Leadership forum for students interested in medicine, law or government.
• Special Education students have specific Individual Education Programs that address specific
Special Education needs. These IEPs are monitored by the Special Education staff.
• Creation of “Evening with the Principal”: This program occurs in the spring of each
academic year and is for parents of students who will attend San Ramon Valley in the fall.
Parents are able to ask questions and receive clarification regarding the school’s programs.
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Chapter 4
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All students have access to the Career Center as they plan for their future. Specific
information about the Career Center may be found at http://www.srvhs.org/ and accessing
the college link. 1
There is a mandatory 6 period day for all students. This mandate was approval in December
of 2004 by the San Ramon Valley Board of Education.
Attendance and behavioral contracts are individually developed for students with attendance
and behavioral issues.
A Student Support Counselor was added to support students identified by staff or parents as
having academic problems. This counselor receives referrals from various sources: teachers,
parents, counselors, and administrators. Sometimes students refer themselves or their friends.
The Student Support Counselor acquires names of students who have received D’s, F’s or
Incomplete grades on their most current report card. The Student Support Counselor is on the
San Ramon Valley campus Mondays, Wednesdays, and Fridays and works with students
individually and in groups.
Students with ESL needs are placed in classes where teachers are CLAD certified. An ESL
class was also created during the Fall semester of 2005. Approximately 37% of the San
Ramon Valley High School staff is CLAD certified.
The vocational education component of the school’s curriculum is not as large as it once was,
but the school has added Robotics and two Diablo Valley College business classes that are
taught on the San Ramon Valley campus. An on-campus DVC Sign Language class will be
offered in 2006.
Orientation for Eighth Graders: For parents of eighth graders, the counselors host “Building
Bridges”: a series of meetings with the eighth-grade parents to introduce the high school program,
graduation requirements, and college entrance requirements. During spring registration, the
counselors visit the feeder middle schools to meet with eighth-grade students and draft a four-year
academic plan tailored to the student’s goals. Parents review these plans. This is a service no other
high school in the district provides to middle-school students.
Academic Planning Assistance: Prior to course registration for current San Ramon Valley students,
counselors visit English or Social Studies classes in all grade levels to give class presentations about
graduation requirements and college admission criteria. They also meet with students individually to
review graduation status reports and review academic goals.
Parent Meetings: Counselors host evening meetings so parents can stay informed about graduation
and college admission requirements. During the meetings for tenth and eleventh grade, counselors
emphasize the importance of registering for the PSAT, SAT, and/or ACT. Special conferences are
held for seniors and their parents if there is the possibility of the student failing courses required for
graduation. 2
EVIDENCE
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Course catalog
IEP – Individual Education Plan
National Youth Leadership Forum – Student thank you notes.
Tutoring Schedule for 2005-2006
College Link Information: http://srvhs.org/resources/cc/index.html
Attendance and Behavioral contracts
1
See Section A and Section B of Chapter 4 for more details about the Career Center.
Please see Chapter 3 and Sections B and C of Chapter 4 for more details about services provided by the
Counseling Department.
2
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Chapter 4
E-4. To what extent do students have access to a system of personal services, activities,
and opportunities at the school and within the community?
San Ramon Valley High School provides a wide array of personal support services as well as
curricular and co-curricular activities. The student support services staff includes four guidance
counselors, a full-time school psychologist, a speech therapist, two part-time Career Center advisors,
one Student Support Counselor, a part-time school nurse, and a psychologist intern. Counselors may
also refer families to the Discovery Center where private counseling is offered throughout the year.
The school psychologist provides a wide array of psychological support services. In addition to
testing responsibilities, the psychologist meets with individual Special Education students, runs social
skills groups, consults with teachers and students on the SST team, and attends IEP meetings.
Each school counselor carries a caseload of approximately 550 students from all grade levels. The
general objective of the Counseling Office is to provide academic, social, emotional, and career
services to students that enable them to realize their potential. The Counseling Office has an open
door policy and students are encouraged to seek individual help through the department. In an effort
to increase the accessibility of the counselors, the school administration reduced the number of
general campus supervision hours for counselors; this allows them to be available for students during
break, lunch, and before or after school. Services provided by the Counseling Office include the
following:
• Academic program planning
• Review of graduation status reports
• Assistance with Student Study Team, IEP and 504 meetings
• College entrance test interpretation
• Financial aid information
• Vocational and career guidance
• Personal counseling
The Counseling Department also facilitates the annual Honors and Advanced Placement Information
Night for students and parents. The assistant principals and counselors meet weekly to develop
assistance plans for students who are having academic or behavioral issues. The assistant principals,
counselors, and Principal meet twice a month to discuss schoolwide issues.
Incoming freshmen receive critical support to help with the adjustment to high school. As mentioned
above, the counselors hold informational meetings at the feeder middle schools and host the Building
Bridges meeting. To help introduce the various arts programs at San Ramon Valley, there is an
annual Fine Arts assembly for students from the feeder middle schools. The Link Crew program
matches every freshman student with an upper-class “buddy” to help with the transition to high
school. The program also sponsors the Freshman Orientation held the Friday before school begins.
During the school year Link Crew reaches out to freshmen and new students to help them connect to
the school.
San Ramon Valley High School’s Career Center is open during school hours, at lunch, and after
school. The center is designed to assist students in every phase of the college application process,
including financial aid and scholarships. There are a number of test preparation books for all of the
standard college entrance examinations and there is a collection of college guidebooks, as well as
computer programs, that help students hone in on the right college. Representatives from
approximately fifty universities come to the center each year to deliver presentations to San Ramon
Valley students. The Career Center staff, working with the other district high schools, helps
coordinate an annual College Night: an opportunity for parents and students to collect information on
a wide variety of colleges, make contact with admission staff, and also gather information about
opportunities in the military and the vocations. There were 135 colleges represented at this fall’s
2005 College Night. Career Center personnel from each high school work on varying aspects of this
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event and many parent volunteers are utilized to ensure a successful evening. The center also
arranges meetings with students and their parents to coordinate and plan for the student’s future
academic and career goals. A list of student tutors is maintained as well as a binder of private tutors
who are available in the community. Current employment opportunities are posted on the job board
and in the spring, materials are accessible which cover the wide array of summer programs available
to students.
The Career Center organizes a bi-annual Career Day for juniors and seniors. The staff organizes this
event with the support of many parent volunteers. In April 2005, approximately forty speakers from
the community visited all junior and senior English and history classes. The goal was to expose
students to careers they might never have thought of or knew little about. Some of the speakers were
alumni or were the parents of current or former students. Measures of success for the day were
determined by a questionnaire given to teachers hosting speakers in their classes as well as anecdotal
input from students and parents.
An integral part of student support is helping students maintain regular attendance. The assistant
principals work with the counselors, attendance office staff, campus monitors, and teachers to ensure
consistent attendance. Three full-time classified staff members process the attendance information
and the school initiated an automated phone system that telephones students’ homes with absence
information. Two campus monitors assist with tardy referrals and chronic attendance problems. In
cases of severe truancy the Student Attendance Review Board (SARB) meets with students and their
parents to develop a proactive plan. The SARB meetings are facilitated administrators and personnel
from the district. Habitual tardiness can lead to consequences such as morning detention or Saturday
school. This process helps ensure that students are given every opportunity to be successful and
responsible learners. The attendance rate currently stands at 97%.
San Ramon Valley High School provides additional student support through the use of the Internet.
The school webpage allows parents to stay informed about school events. Many teachers have
developed their own web pages and feature online grades and calendars to keep parents and students
connected with important dates for projects and tests. Email is used extensively between teachers and
parents to support open communication linking school and home. There is an e-Bulletin, Principal’s
Bulletin, and a bi-weekly televised bulletin that provides school related information to students and
parents.
Teacher involvement at San Ramon Valley reflects the high level of commitment the staff has to
nurturing the mind, body, and spirit of the students. Many members of the staff attend school events,
not as a part of their duties, but to support the students outside of the classroom. Teachers frequently
allocate time during lunch as well as before and after school to assist students. Teachers are also
regular participants in 504, IEP, and Student Study Team meetings.
Co-curricular and extracurricular activities help foster a positive learning environment at San Ramon
Valley High School. Currently, San Ramon Valley hosts over thirty clubs as well as Yearbook,
Newspaper, Speech and Debate, Science Fair, Drama, Instrumental Music, Robotics, Model United
Nations, Vocal Music, Video Production, Dance, and Mock Trail. The wide variety of co-curricular
and extracurricular activities support the diverse student interests and provide the students with
opportunities beyond the classroom. The staff is constantly seeking ways to implement new
programs so all students have a program that best suits their interests.
San Ramon Valley High School has an active and effective Leadership program. The goal of the
Leadership program is to develop the skills necessary for student officers to fulfill the duties of their
offices and to become effective leaders. This Leadership classes give students the opportunity to work
with their peers, school staff, and community members in order to promote a positive school
experience and develop a strong school community. Six years ago San Ramon Valley was only able
to offer one Leadership class. Today the school offers two classes, giving eighty students the
83
Chapter 4
opportunity to employ leadership skills on a daily basis. The Principal meets with the Leadership
students once a month to discuss campus issues. There is also a regular House of Representatives
meeting that serves as a forum to address student concerns.
Leadership students promote school unity, pride, and involvement by setting high leadership
standards and working proactively with all students, staff, and the community. Under the direction of
the Activities Director, the Leadership classes are responsible for schoolwide student activities
including facilitation of all clubs and activities on campus. The following list contains some of the
activities sponsored by the Leadership program: Homecoming, Spirit Weeks, Greek Games, Red
Ribbon Week, the Renaissance Assembly, the Fine Arts Assembly, intramural contests, after-school
dances, club carnivals, Battle of the Bands, the Mr. GQ contest, rallies, assemblies, staff appreciation
week, Kick Butts week (tobacco education), and lunchtime entertainment
One of Leadership’s most important programs is “Every 15 Minutes.” This two-day program
challenges students to think about drinking, driving, personal safety, the responsibility of making
mature decisions, and the impact these decisions have on family, friends, and the community. The
“Every 15 Minutes” program is very dramatic and emotional. San Ramon Valley High School began
the first “Every 15 Minutes” program in the District in 2001 and repeated the program in 2004. The
program rotates between the three high schools in the San Ramon Valley Unified School District. It
brings together a broad coalition of interested local agencies such as the California Highway Patrol,
Danville Police, local hospitals, emergency medical responders, and community leaders for the goal
of reducing alcohol-related incidents among youth. The program takes between eight and ten months
of careful planning with a cost of approximately $10,000.
Students in the Leadership program place a strong emphasis on community service. San Ramon
Valley has partnered with Peres Elementary School in Richmond, a school that has a large percentage
of students from disadvantaged backgrounds. Each year, Leadership students provide every Peres
student with school supplies in the fall, a gift for the holiday season and a new book. Leadership also
sponsors several blood drives and canned food and clothing drives during the year. Leadership
students respond to world disasters as the need arises. Recently, buckets for loose change were placed
in classrooms to encourage students to make donations for the Hurricane Katrina/Rita efforts; the
school raised over $6,800.00.
In addition to these activities, the Leadership program works to recognize students for achievement
through its Renaissance Program. The objective of this program is to motivate individual students to
achieve excellence in the areas of attendance, academics, and citizenship. Renissance rewards all
students who receive one of the following:
• 4.0 grade point average
• 4 outstanding citizenship marks per quarter
• .5 grade point averge improvement
• Attendance rate of 97%
• 3.5 gradepoint average while participating in athletics or advanced Fine Arts
• Student of the Month
• Teacher of the Month
Rewards include public recognition, t-shirts, small gifts, and coupons. The number of students
recognized by the Renaissance Program has improved 13% since the 2002-2003 school year.
Renaissance also partners with the Oakland Athletics in the “Stay in School Challenge.”
San Ramon Valley High School has an exceptional Visual and Performing Arts program that is
available to the entire student body. There is a wide variety of Fine Arts classes at San Ramon
Valley: Vocal Music, Instrumental Music, Theater Productions, Drama, Dance, Digital Photography,
Photography (35mm black and white), all levels of Art, Video Production, Graphic Design, and Oral
84
Chapter 4
Interpretation. All programs have competed and won prestigious awards such as the CMEA Music
Festival, the Northern California Golden State Choral Competition, Lenea Festival, California Speech
and Debate State Tournament, and the Business Roundtable. The school also has a CanCan and
Dance Line competition teams that compete twice a year in Los Angeles. The Fine Arts teachers are
experts in their respective fields and are regularly asked to be guest directors and clinicians. The
Instrumental Music Director is the President-elect of the California Music Education Association and
the Vocal Music Director is the President-elect of the California State American Choral Director’s
Association. The Speech and Debate teacher is the President of the Golden Gate Speech Association.
The new four-hundred seat Performing Arts Center is used by both the school and the community.
Construction is under way for a new Instrumental and Vocal Music building. The school honors
Scholar Performers with a Fine Arts letter and students are recognized for outstanding performances
at the annual Wolfie Awards.
San Ramon Valley students have been heavily involved in the Youth and Government program.
Run through the YMCA with help from San Ramon Valley parents and community volunteers,
the program provides sophomores, juniors, and seniors the opportunity to participate in a handson learning program. San Ramon Valley has participated in this program for over ten years.
Coordinated by an administrator and teacher, the Model United Nations program brings together
teachers, parents, and students in a weekly seminar to study world issues. Parents, community
members, professionals and even Mayors Brown and Newsom have been involved either as speakers
or as program supporters. The issues addressed in this program correlate directly with the curriculum
in AP Comparative Politics and World and Cultural Geography. Students in the school’s
International Studies Academy play a key role in the school’s Model United Nations program.
San Ramon Valley High School is very proud of its sports program, especially its ability to foster
teamwork and build self-esteem. Twenty-seven boys and girls sports teams are in place at San
Ramon Valley and they each have different levels. Throughout the course of an academic year,
over 1,100 students participate on one of the interscholastic teams. San Ramon Valley is
committed to the highest standards of sportsmanship, teamwork, scholarship, and citizenship. In
order to participate in athletics, students must have a grade point average above a 2.0 and
maintain that average throughout the season. All coaches work closely with the administration to
ensure both the academic and athletic success of the students on their teams. In the San Ramon
Valley High School Athletic Department, staff and students work closely with each other to
create a safe and supportive, yet highly challenging and rewarding environment. All varsity level
teams have the potential to participate in North Coast Section Championships. In conjunction
with the Leadership program, the Athletic Department provides students with the opportunity to
play intramural sports during lunch.
EVIDENCE
•
•
•
•
•
•
•
•
•
•
•
•
Discovery Center Information
District Anti-Harassment Training Program
Student work on Anti-Harassment Activity
Student Study Team Information (SST)
Individual Education Plan Information (IEP)
504 Plan Information
List of Support Staff – found in Teacher Handbook.
Parent Handbook
Student Assignment Notebook
Link Crew Information
Attendance and Behavioral contracts
School Web Page – www.srvhs.org
85
Chapter 4
•
•
•
•
•
•
•
•
•
•
•
SRVHS Calendar
504 Plan information
Co-curricular activities found in SRVHS Course Description Newspaper: Speech and Debate,
Yearbook, Newspaper, Drama program, Instrumental Music, Vocal Music, Video Production,
and Dance.
Renaissance Program handout
Red Ribbon Week
Blood Drive
Katrina/Rita efforts
Captain Planet Program
Fine Arts Programs from concerts
Staff Appreciation Day
Clubs and Activities handouts
Strengths
•
•
•
•
•
•
•
•
•
Opportunities for extra-curricular and co-curricular activities
Electronic communications within school community
Career Center
After-school tutoring
Fine Arts Program
School safety for students and staff
Parental involvement
Opportunities for professional growth
Communication between teacher and student
•
•
•
•
•
•
•
•
•
•
•
Non-college preparatory and vocational education opportunities
Campus cleanliness
Student ownership of school
Class size
Need a detention center
Student to counselor ratio
Alumni relations
Use of community professionals for educational enrichment
Physical plant and after-hours security
Opportunities for teachers to meet with students
Parking
86
-
Chapter 5
Schoolwide Action Plan
Chapter 5
Action Plan Item #1: Increase the educational opportunities for all students.
Rationale: Student performance data and WASC focus group reports indicate that a significant
number of students are struggling to meet the basic expectations of the school’s college preparatory
curriculum.
Growth Target: Increase the number of students meeting the University of California’s a-g
requirements by 2-4% over the next five years.
ESLRs Addressed: #1, #2 & #3
Specific
Steps
1) Provide
staff training
in
differentiated
instruction.
2) Pilot noncollege
preparatory
classes in
core academic
disciplines.
Person/Group
Responsible
Administration
Resources
Needed
Department
Coordinators
School
Improvement
Plan (SIP)
funds
School Site
Council
In-service
meeting time
District Office
Guest
Speakers
Administration
Meeting time
Department
Coordinators in
core academic
disciplines:
English, math,
science, and
social science
Funding for
new materials
Counseling
Timeline
Ways to Assess
Progress
Fall 06 –
Spring 09
Staff collaboration
forms
Department
Coordinator
Conference
Summer 06
Staff Survey
Staff Dev.
Day
sessions 3
times per
year:
August,
November,
and May
Prepare
06-07
District
approval
Spring 07
Implement
Fall 08
Methods to
Report Progress
Staff meetings
Department
meetings
Administrative
observations –
formal and
informal
School Site Council
meetings
Student and parent
interest as
expressed through
signups
Staff meetings
Feedback from
student, parents,
and teachers
School Site Council
meetings
PTSA meetings and
parent
communications 1
Department
meetings
PTSA meetings and
parent
communications
1
Parent communications include the e-Bulletin, the e-Link, the Principal’s Newsletter, and periodic mailings
from Counseling and the Administration.
87
Chapter 5
Specific
Steps
3) Expand
academic
electives.
4) Investigate
academic
extracurricular
programs.
Person/Group
Responsible
Resources
Needed
Timeline
Department
Coordinators
Release time
for planning
Prepare
Spring and
Fall 06
Counseling
Classroom
space
District Office
(Course
approval)
District and
UC
approval
Fall 06
Individual
teachers
Implement
Fall 07
Staff sponsors
Student leaders
Funding from
ASB
Leadership
Fund
2006-2007
Administration
Meeting time
Counseling
Evaluations
from previous
AVID
program
Interested
teachers
Investigate
06-07
Staff meetings
Student and parent
interest as
expressed through
signups
Department
meetings
Student interest as
expressed through
signups
Report from
investigating team
Staff meetings
Student Leadership
Class
Daily Student
Bulletin
Staff meetings
Department
meetings
Potentially
implement
Fall 07
School Site Council
meetings
PTSA meetings and
parent
communications
Administration
Meeting time
Technology
team to design
survey
Survey tool:
online and
mail
ROP Teachers
School Site Council
meetings
PTSA meetings and
parent
communications
Feeder middle
school staff
6) Conduct a
parent and
student
survey to
determine
interest in
vocational /
career
education
classes.
Methods to
Report Progress
Master schedule
Teacher and
Leadership
evaluation
Meeting
space
5) Investigate
reinstating the
AVID
program.
Ways to Assess
Progress
Spring 07
Review survey data
Staff meetings
Department
meetings
School Site Council
meetings
PTSA meetings and
parent
communications
88
Chapter 5
Specific
Steps
7) Conduct
research on
what similar
high schools
offer in terms
of vocational
/ career
education
programs to
see if
potential
programs
match student
and parent
interest.
8) Formalize
an academic
study skills
unit to be
taught to
Freshmen.
Person/Group
Responsible
Administration
Resources
Needed
Timeline
Ways to Assess
Progress
Release time
Investigate
07-08
Report from
investigating team
Methods to
Report Progress
Staff meetings
Department
Coordinators
Department
meetings
Career
Technology staff
School Site Council
meetings
PTSA meetings and
parent
communications
English and
Social Science
Departments
Administration
Collaboration
time
Develop
Spring 06
Implement
Fall 06
Assess
Spring 07
Student
performance data
Teacher, student,
and parent survey
Staff meetings
Department
meetings
School Site Council
meetings
PTSA meetings and
parent
communications
89
Chapter 5
Action Plan Item #2: Strengthen student achievement through staff collaboration that focuses on
three essential questions:
• What do we want the students to know?
• How do we know if they learned it?
• What do we do when they don’t learn it?
Rationale: Data from the 2005 School Climate Survey and reports from the WASC focus groups
indicate a desire to foster effective collaboration as a means to increase student performance. Intra
and interdepartmental collaboration will play a key role as San Ramon Valley High School moves to
develop Professional Learning Communities.
Growth Target: Strengthen student achievement as indicated by San Ramon Valley High School
meeting and / or exceeding API growth target scores.
ESLRs Addressed: All ESLRs
Specific Steps
1) Provide staff
development on
different types of
collaboration.
Person/Group Resources
Responsible
Needed
Timeline
Ways to Assess
Progress
Methods to Report
Progress
Administration
Begin
Spring 06
Staff surveys
Teacher evaluation
conferences
Department
Coordinators
In-service
days
Administrative
observations –
formal and
informal
Guest
speakers
District Office
Staff meetings
Department meetings
School Site Council
meetings
PTSA meetings and
parent
communications 2
2) Investigate
methods similar
schools use to
foster
collaboration.
Administration
Meeting
and
conference
expenses
Spring
2006
Report on findings
Staff meetings
Department meetings
School Site Council
meetings
PTSA meetings and
parent
communications
2
90
Chapter 5
Specific Steps
Person/Group Resources
Responsible
Needed
Timeline
Ways to Assess
Progress
Methods to Report
Progress
3) Revise the
meeting schedule
to provide more
time for intra and
interdepartmental
collaboration.
Administration
Spring 06
Revised calendar
Staff meetings
4) Expand and
improve site
support for
beginning
teachers. 3
Administration
N/A
Staff collaboration
log sheets
Experienced
teachers
Funding for
training
2006-2007
Release
time
New teacher
survey
Teacher evaluation
conferences
Staff retention rate
New teacher meetings
with mentor
BTSA
Coordinators
5) Develop an
effective
accountability
tool to track staff
collaboration. 4
Administration
Department
Coordinators
New teacher
handbook
Meeting
time
Develop
Spring 06
Implement
Fall 07
Effective use of
new collaboration
form
Staff meetings
Collaboration
planning worksheets
Staff meetings
Department meetings
3
4
Not all staff members that are new to SRVHS qualify for BTSA.
See Appendix for current staff collaboration form.
91
Chapter 5
Action Plan Item #3: Through standards-based practices in mathematics, sustain the academic growth
of high performing students and increase the achievement of lower performing students.
Rationale: Results from the 2005 CST indicate that over 50% of the students are testing at the basic or
below level in General Mathematics, Algebra I, and Algebra II. On the Geometry CST, 44% of the
students tested at the basic or below level. During the 2003 and 2004 cycle of testing, there was a
similar level of student performance on the math sections of the CST.
Growth Target: Over the next three years, raise the percentage of students testing proficient and
advanced by 3% and reduce the number of students testing basic and below by 5%.
ESLRs Addressed: #1and #2
Specific Steps
Person/Group
Responsible
Resources
Needed
1) Revise the
Algebra courses
to better prepare
students for
standards-based
testing and the
demands of
higher level
math courses.
Math
Department
Release time
2) Purchase new
Algebra II
textbooks that
align more
closely with the
state standards.
District Office
Feeder middle
school staff
Timeline
2006-2007
Funding for
new
resources (if
necessary)
Ways to Assess
Progress
Methods to
Report Progress
Student
performance data,
including data
common final
Department Meeting
Survey data
District Office
Funding
District Math
Department
Pilot new
textbooks
06-07
Student
performance data
Department Meetings
Survey data
Implement
new
textbooks
07-08
3) Provide
additional staff
development
time for the
Math
Department to
analyze
disaggregated
test results.
Administration
Release time
District Office
Conference
funding
4) Examine
prerequisite
policies to make
sure students
are being placed
in the proper
class.
Administration
ACHIEVE
Database for
student
performance
data
Release time
2006-2007
Student
performance data
Department Meetings
Survey data
Ongoing
Student
performance data
Counseling
Math
Department
Number of students
on the D, F, and
Incomplete list
Feeder middle
school staff
Survey data
Department meetings
PTSA meetings and
other
communications 5
5
92
Chapter 5
Specific Steps
Person/Group
Responsible
Resources
Needed
Timeline
5) Increase
peer-tutoring
opportunities in
math.
Math
Department
Release time
for staff
coordinator
Investigate
Spring and
Fall 06
Student
Leadership Class
Classroom
space
Implement
Spring 07
Ways to Assess
Progress
Student
participation data
Methods to
Report Progress
Staff meetings
Department meetings
Student
performance data
School Site Council
meetings
CSF Coordinator
PTSA meetings and
parent
communications
6) Organize
interdepartmental
collaboration to
better understand
math-related
standards in other
departments’
curricula.
Administration
Department
Coordinators
Meeting
time
Fall 06
Student
performance data
Staff meetings
Department meetings
93
Chapter 5
Action Plan Item #4: Improve the campus climate.
Rationale: Data from the 2005 School Climate Survey and the reports from the WASC focus groups
indicate a desire to achieve the following:
• Improve the physical appearance of the campus
• Develop a stronger sense of community on the campus
• Increase student responsibility for improving campus life
• Develop a stronger sense of community service
A positive campus climate, one characterized by respect, a sense of community, and student
responsibility, will increase opportunities for student success.
Growth Target: Improved perception of campus climate as indicated through multiple surveys:
District Online Climate Survey, Healthy Kids Survey, and SRVHS Climate Survey.
ESLRs Addressed: #4
Specific Steps
Person/Group
Responsible
Resources
Needed
Timeline
1) Establish a
Campus
Climate
Committee
Administration
Meeting
time
Spring 06
Ways to Assess
Progress
Meeting minutes
Staff Meeting
Discipline statistics
Student Leadership
Class
School and District
Climate Surveys
Healthy Kids
Survey
2) Expand
student-led
campaign to
clean up
campus.
Campus
Climate
Committee
Supplies
Fall 06
Methods to Report
Progress
PTSA meetings and
parent
communications 6
Campus appearance
Staff meetings
Survey data
PTSA meetings and
parent communications
Survey data
Staff meetings
Student Clubs
Administration
PTSA Campus
Beautification
Committee
3) Survey
students and
meet with
student focus
groups on
methods to
improve school
climate.
Campus
Climate
Committee
Meeting
time
Survey tool
20062007
PTSA meetings and
Technology
team for online
survey
6
94
Chapter 5
Specific Steps
Person/Group
Responsible
Resources
Needed
Timeline
4) Investigate
senior project
and community
service
requirement.
Ad Hoc
Committee
consisting of
administrators,
interested staff,
students,
parents, and
community
members.
Release
time
20062007
5) Investigate
peer-to-peer
nonviolence
programs. 7
Ad Hoc
Committee
consisting of
administrators,
counselors,
interested staff,
students, and
parents.
Meeting
time
7
Ways to Assess
Progress
Report from
investigating team
Methods to Report
Progress
Staff meetings
Department meetings
Online
survey tool
Survey data
PTSA meetings and
20062007
Meeting minutes
Staff meetings
PTSA meetings and
Implementation pending funding.
95
-
Appendix
Appendix
2005 School Climate Surveys . . . . . . . . . . . . . . . . A1 – A48
Master Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . A49 – 51
Accountability Report . . . . . . . . . . . . . . . . . . . . . . A52 – A67
Graduation Requirements . . . . . . . . . . . . . . . . . . . A68
Approved Textbooks . . . . . . . . . . . . . . . . . . . . . . . A69
Budgetary Information . . . . . . . . . . . . . . . . . . . . . . A70
Collaborative Planning . . . . . . . . . . . . . . . . . . . . . .A71
Bell Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A72
Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A73
A1
Appendix
School Climate Survey ~ Staff
1. 1st Ethnic Code
Response Response
Total
Percent
African
American
0
0%
American
Indian/Alaska
Native
0
0%
Asian Indian
0
0%
Cambodian
0
0%
Chinese
1
1%
Filipino
0
0%
Guamanian
0
0%
Hispanic/Latino
2
2%
Japanese
0
0%
Korean
0
0%
Laotian
0
0%
Hawaiian
0
0%
Other Asia
0
0%
Pacific Islander
0
0%
Tahitian
1
1%
Vietnamese
0
0%
White (nonHispanic Origin)
84
84%
Decline to State
13
13%
Total Respondents
2.
101
2nd Ethnic Code
Respons Respons
e Total e Percent
African American
0
0%
American Indian/Alaska
Native
1
10%
Asian Indian
0
0%
Cambodian
0
0%
A2
Appendix
Chinese
0
0%
Filipino
0
0%
Guamanian
0
0%
Hispanic/Latino
0
0%
Japanese
0
0%
Korean
0
0%
Laotian
0
0%
Hawaiian
0
0%
Other Asia
0
0%
Pacific Islander
0
0%
Tahitian
0
0%
Vietnamese
0
0%
White (non-Hispanic
Origin)
3
30%
Decline to State
6
60%
Total Respondents
10
3. Grade
Response
Total
Response
Percent
Grade 9
76
23%
Grade 10
79
24%
Grade11
82
25%
Grade 12
79
24%
Transition
Class
18
5%
Total Respondents
4.
334
Gender
Response Response
Total
Percent
Male
39
39%
Female
61
61%
Total Respondents
100
A3
Appendix
5. e The administration provides good leadership.
Response Response
Total
Percent
Strongly Agree
19
19%
Agree
63
63%
Disagree
13
13%
Strongly Disagree
4
4%
Not Enough
Information
1
1%
Not Applicable
0
0%
Total Respondents
6.
100
Teachers at SRVHS act professionally.
Response Response
Total
Percent
Strongly Agree
22
22%
Agree
73
73%
Disagree
3
3%
Strongly Disagree
1
1%
Not Enough
Information
1
1%
Not Applicable
0
0%
Total Respondents
7.
100
Teachers at SRVHS are well qualified.
Response Response
Total
Percent
Strongly Agree
35
35%
Agree
58
59%
Disagree
0
0%
Strongly Disagree
0
0%
Not Enough
Information
6
6%
Not Applicable
0
0%
Total Respondents
99
A4
Appendix
8.
Teachers at SRVHS are well prepared.
Response Response
Total
Percent
Strongly Agree
26
26%
Agree
63
63%
Disagree
1
1%
Strongly Disagree
0
0%
Not Enough
Information
10
10%
Not Applicable
0
0%
Total Respondents
100
9. e The school has enough staff to meet the needs of all students.
Response Response
Total
Percent
Strongly Agree
7
7%
Agree
39
39%
Disagree
40
40%
Strongly Disagree
7
7%
Not Enough Information
6
6%
Not Applicable
0
0%
Total Respondents
99
10. The school’s facilities are sufficient to meet the needs of all students.
Response
Total
Response
Percent
Strongly Agree
1
1%
Agree
26
26%
Disagree
60
60%
Strongly Disagree
11
11%
Not Enough
Information
2
2%
Not Applicable
0
0%
Total Respondents
100
A5
Appendix
11. e The school has sufficient materials to meet the needs of all students.
Response Response
Total
Percent
Strongly Agree
0
0%
Agree
49
49%
Disagree
35
35%
Strongly Disagree
8
8%
Not Enough
Information
7
7%
Not Applicable
0
0%
Total Respondents
99
12. s Classes at SRVHS are challenging.
Response Response
Total
Percent
Strongly Agree
33
33%
Agree
52
53%
Disagree
4
4%
Strongly Disagree
0
0%
Not Enough
Information
6
6%
Not Applicable
4
4%
Total Respondents
99
13. I am familiar with the school’s Expected School-Wide Learning Results (ESLRs).
Response Response
Total
Percent
Strongly Agree
38
39%
Agree
44
45%
Disagree
7
7%
Strongly Disagree
2
2%
4
4%
Not Applicable
3
3%
Total Respondents
A6
98
Appendix
14. I make connections between what I teach and the ESLRs.
Response Response
Total
Percent
Strongly Agree
16
16%
Agree
47
58%
Disagree
13
13%
Strongly Disagree
2
2%
Not Enough
Information
3
3%
Not Applicable
16
16%
Total Respondents
97
15. SRVHS offers the courses that students need to achieve their career goals.
Response Response
Total
Percent
Strongly Agree
22
22%
Agree
55
56%
Disagree
16
16%
Strongly Disagree
1
1%
Not Enough
Information
4
4%
Not Applicable
1
1%
Total Respondents
99
16. Students have fair access to honors and advanced placement courses.
Response Response
Total
Percent
Strongly Agree
37
37%
Agree
47
47%
Disagree
7
7%
Strongly Disagree
1
1%
Not Enough
Information
3
3%
Not Applicable
4
4%
Total Respondents
99
A7
Appendix
17.
The curriculum in my classes is based on state standards.
Response Response
Total
Percent
Strongly Agree
48
49%
Agree
28
29%
Disagree
3
3%
Strongly Disagree
0
0%
1
1%
Not Applicable
18
18%
Total Respondents
18.
98
I inform the students of the content standards covered in my classes.
Response Response
Total
Percent
Strongly Agree
19
19%
Agree
39
40%
Disagree
19
19%
Strongly Disagree
4
4%
0
0%
Not Applicable
17
17%
Total Respondents
98
19. I understand the sequencing of courses and graduation requirements.
Response Response
Total
Percent
Strongly Agree
40
41%
Agree
44
45%
Disagree
3
3%
Strongly Disagree
0
0%
3
3%
Not Applicable
8
8%
Total Respondents
A8
98
Appendix
20. My classes prepare students for all standardized tests (PSAT, SAT, AP, STAR, and the California High
School Exit Exam).
Response Response
Total
Percent
Strongly Agree
28
28%
Agree
38
38%
Disagree
1
1%
Strongly Disagree
0
0%
2
2%
Not Applicable
30
30%
Total Respondents
99
21. o I provide sufficient feedback on student achievement.
Response Response
Total
Percent
Strongly Agree
45
46%
Agree
40
41%
Disagree
1
1%
Strongly Disagree
0
0%
0
0%
Not Applicable
12
12%
Total Respondents
98
22. I assign a wide variety of activities such as presentations, projects, group assignments, and written
reports.
Response Response
Total
Percent
Strongly Agree
35
36%
Agree
36
37%
Disagree
8
8%
Strongly Disagree
0
0%
0
0%
Not Applicable
19
19%
Total Respondents
A9
98
Appendix
23. I require the use of technology in a variety of assignments.
Response Response
Total
Percent
Strongly Agree
27
28%
Agree
34
35%
Disagree
13
13%
Strongly Disagree
2
2%
Not Enough
Information
0
0%
Not Applicable
22
22%
Total Respondents
98
24. Students feel comfortable asking questions in my classes.
Response Response
Total
Percent
Strongly Agree
42
43%
Agree
43
44%
Disagree
0
0%
Strongly Disagree
0
0%
Not Enough
Information
0
0%
Not Applicable
13
13%
Total Respondents
98
25. Students feel comfortable expressing ideas in my classes.
Response Response
Total
Percent
Strongly Agree
42
43%
Agree
39
40%
Disagree
2
2%
Strongly Disagree
0
0%
Not Enough
Information
0
0%
Not Applicable
15
15%
Total Respondents
98
A10
Appendix
26.
I make cross-curricular connections.
Response Response
Total
Percent
Strongly Agree
24
25%
Agree
47
48%
Disagree
6
6%
Strongly Disagree
1
1%
Not Enough
Information
0
0%
Not Applicable
19
20%
Total Respondents
27.
97
My curriculum addresses the development of learning skills such writing, reading comprehension, and
research.
Response Response
Total
Percent
Strongly Agree
35
36%
Agree
35
36%
Disagree
4
4%
Strongly Disagree
1
1%
0
0%
Not Applicable
22
23%
Total Respondents
97
28. I use a variety of tools to assess student achievement.
Response Response
Total
Percent
Strongly Agree
34
35%
Agree
46
47%
Disagree
4
4%
Strongly Disagree
0
0%
0
0%
Not Applicable
13
13%
Total Respondents
A11
97
Appendix
29. I provide timely notification of upcoming assignments.
Response Response
Total
Percent
Strongly Agree
55
57%
Agree
25
26%
Disagree
0
0%
Strongly Disagree
0
0%
Not Enough
Information
0
0%
Not Applicable
17
18%
Total Respondents
97
30. I provide timely notification of upcoming tests.
Response Response
Total
Percent
Strongly Agree
56
58%
Agree
21
22%
Disagree
0
0%
Strongly Disagree
0
0%
Not Enough
Information
0
0%
Not Applicable
20
21%
Total Respondents
97
31. I provide assessment results in a reasonable amount of time.
Response Response
Total
Percent
Strongly Agree
43
44%
Agree
34
35%
Disagree
4
4%
Strongly Disagree
0
0%
0
0%
Not Applicable
16
16%
Total Respondents
A12
97
Appendix
32. I review tests to help students improve knowledge and skills.
Response Response
Total
Percent
Strongly Agree
42
44%
Agree
31
32%
Disagree
5
5%
Strongly Disagree
0
0%
Not Enough
Information
0
0%
Not Applicable
18
19%
Total Respondents
96
33. I use test results to improve my instructional practices.
Response Response
Total
Percent
Strongly Agree
26
27%
Agree
45
47%
Disagree
4
4%
Strongly Disagree
0
0%
0
0%
Not Applicable
20
21%
Total Respondents
95
34. Standardized test results are important for improving student achievement.
Response Response
Total
Percent
Strongly Agree
4
4%
Agree
35
36%
Disagree
28
29%
Strongly Disagree
11
11%
5
5%
Not Applicable
13
14%
Total Respondents
A13
96
Appendix
35.
My department evaluates and uses STAR testing results when creating curriculum.
Response Response
Total
Percent
Strongly Agree
8
8%
Agree
35
36%
Disagree
11
11%
Strongly Disagree
3
3%
6
6%
Not Applicable
34
35%
Total Respondents
97
36. m I am able to effectively communicate with teachers.
Response Response
Total
Percent
Strongly Agree
32
33%
Agree
62
64%
Disagree
1
1%
Strongly Disagree
2
2%
Not Enough
Information
0
0%
Not Applicable
0
0%
Total Respondents
97
37. m I am able to effectively communicate with counselors.
Response Response
Total
Percent
Strongly Agree
37
38%
Agree
51
53%
Disagree
6
6%
Strongly Disagree
1
1%
Not Enough
Information
0
0%
Not Applicable
2
2%
Total Respondents
A14
97
Appendix
38. m I am able to effectively communicate with the administration.
Response Response
Total
Percent
Strongly Agree
29
30%
Agree
61
63%
Disagree
7
7%
Strongly Disagree
0
0%
Not Enough
Information
0
0%
Not Applicable
0
0%
Total Respondents
97
39. The SRVHS campus is clean.
Response Response
Total
Percent
Strongly Agree
3
3%
Agree
26
27%
Disagree
46
47%
Strongly Disagree
21
22%
1
1%
Not Applicable
0
0%
Total Respondents
97
40. It is easy to get around the campus.
Response Response
Total
Percent
Strongly Agree
2
2%
Agree
31
32%
Disagree
49
51%
Strongly Disagree
14
15%
0
0%
Not Applicable
0
0%
Total Respondents
A15
96
Appendix
41. el feel safe on the SRVHS campus.
Response Response
Total
Percent
Strongly Agree
33
34%
Agree
63
65%
Disagree
0
0%
Strongly Disagree
0
0%
Not Enough
Information
1
1%
Not Applicable
0
0%
Total Respondents
97
42. Students have sufficient access to academic tutoring at SRVHS.
Response Response
Total
Percent
Strongly Agree
32
33%
Agree
53
55%
Disagree
1
1%
Strongly Disagree
0
0%
Not Enough
Information
10
10%
Not Applicable
1
1%
Total Respondents
97
43. m I am aware that SRVHS offers support services through the school psychologist and nurse.
Response Response
Total
Percent
Strongly Agree
42
43%
Agree
51
53%
Disagree
1
1%
Strongly Disagree
1
1%
Not Enough
Information
1
1%
Not Applicable
1
1%
Total Respondents
97
A16
Appendix
44.
I have sufficient opportunity to collaborate with my colleagues.
Response Response
Total
Percent
Strongly Agree
20
21%
Agree
45
46%
Disagree
27
28%
Strongly Disagree
3
3%
Not Enough
Information
0
0%
Not Applicable
2
2%
Total Respondents
45.
97
I have sufficient opportunities to attend professional development.
Response Response
Total
Percent
Strongly Agree
18
19%
Agree
51
53%
Disagree
23
24%
Strongly Disagree
3
3%
Not Enough
Information
1
1%
Not Applicable
1
1%
Total Respondents
46.
97
I have sufficient time to provide individual help to students.
Response Response
Total
Percent
Strongly Agree
10
11%
Agree
46
48%
Disagree
27
28%
Strongly Disagree
9
9%
0
0%
Not Applicable
3
3%
Total Respondents
A17
95
Appendix
School Climate Survey ~ Students
1.
Primary Ethnic Code
Response Response
Total
Percent
African American
27
2%
American
Indian/Alaska Native
5
0%
Asian Indian
14
1%
Cambodian
8
1%
Chinese
73
6%
Filipino
18
1%
Guamanian
3
0%
Hispanic/Latino
68
5%
Japanese
16
1%
Korean
9
1%
Laotian
2
0%
Hawaiian
7
1%
Other Asia
8
1%
Pacific Islander
9
1%
Tahitian
5
0%
Vietnamese
7
1%
White (non-Hispanic
Origin)
924
75%
Decline to State
34
3%
Total Respondents
2.
1237
2nd Ethnic Code
Response
Total
Response
Percent
African American
14
3%
American
Indian/Alaska
Native
24
5%
Asian Indian
5
1%
Cambodian
4
1%
Chinese
16
3%
A18
Appendix
Filipino
13
3%
Guamanian
4
1%
Hispanic/Latino
32
6%
Japanese
18
4%
Korean
4
1%
Laotian
5
1%
Hawaiian
8
2%
Other Asia
6
1%
Pacific Islander
8
2%
Tahitian
4
1%
Vietnamese
6
1%
White (nonHispanic Origin)
280
56%
Decline to State
46
10%
3.
Total Respondents
497
(skipped this question)
741
Gender
Response Response
Total
Percent
Male
596
49%
Female
622
51%
Total Respondents
4.
1218
Grade
Response Response
Total
Percent
Grade 9
349
27%
Grade 10
321
25%
Grade 11
349
27%
Grade 12
244
19%
Transition Class
10
1%
Total Respondents
A19
1273
Appendix
5.
The administration provides good leadership.
Response Response
Total
Percent
Strongly Agree
81
7%
Agree
727
62%
Disagree
193
16%
Strongly Disagree
81
7%
Not Enough
Information
68
6%
Not Applicable
32
3%
Total Respondents
6.
1182
My teachers act professionally.
Response Response
Total
Percent
Strongly Agree
168
14%
Agree
824
70%
Disagree
116
10%
Strongly Disagree
38
3%
Not Enough
Information
18
2%
Not Applicable
20
2%
Total Respondents
7.
1184
My teachers are well qualified.
Response Response
Total
Percent
Strongly Agree
213
18%
Agree
709
60%
Disagree
172
15%
Strongly Disagree
48
4%
Not Enough
Information
26
2%
Not Applicable
10
1%
Total Respondents
1178
A20
Appendix
8.
My teachers are well prepared.
Response Response
Total
Percent
Strongly Agree
158
13%
Agree
755
64%
Disagree
179
15%
Strongly Disagree
56
5%
Not Enough
Information
21
2%
Not Applicable
11
1%
Total Respondents
9.
1180
The school has enough staff to meet my needs.
Response Response
Total
Percent
Strongly Agree
221
19%
Agree
693
60%
Disagree
154
13%
Strongly Disagree
61
5%
Not Enough
Information
22
2%
Not Applicable
19
2%
Total Respondents
1170
10. The school's facilities are sufficient to meet my needs.
Response Response
Total
Percent
Strongly Agree
121
10%
Agree
613
52%
Disagree
276
23%
Strongly Disagree
141
12%
Not Enough
Information
18
2%
Not Applicable
12
1%
Total Respondents
A21
1181
Appendix
11. The materials I receive at school are sufficient to meet my needs.
Response Response
Total
Percent
Strongly Agree
145
12%
Agree
715
60%
Disagree
217
18%
Strongly Disagree
68
6%
Not Enough
Information
21
2%
Not Applicable
16
1%
Total Respondents
1182
12. My classes are challenging.
Response Response
Total
Percent
Strongly Agree
279
24%
Agree
672
59%
Disagree
127
11%
Strongly Disagree
35
3%
Not Enough
Information
18
2%
Not Applicable
14
1%
Total Respondents
1145
13. I am familiar with the Expected Schoolwide Learning Results (ESLRs).
Response Response
Total
Percent
Strongly Agree
102
9%
Agree
440
39%
Disagree
310
27%
Strongly Disagree
170
15%
Not Enough
Information
93
8%
Not Applicable
27
2%
Total Respondents
1142
A22
Appendix
14. My teachers make connections between what they teach and the Expected Schoolwide
Learning Results (ESLRs).
Response Response
Total
Percent
Strongly Agree
69
6%
Agree
417
37%
Disagree
297
26%
Strongly Disagree
153
13%
145
13%
Not Applicable
55
5%
Total Respondents
1136
15. SRVHS offers the courses I need to achieve my career goals.
Response Response
Total
Percent
Strongly Agree
194
17%
Agree
615
54%
Disagree
207
18%
Strongly Disagree
82
7%
Not Enough
Information
23
2%
Not Applicable
17
1%
Total Respondents
1138
16. I have fair access to honors and advanced placement courses.
Response Response
Total
Percent
Strongly Agree
288
25%
Agree
609
53%
Disagree
143
13%
Strongly Disagree
63
6%
Not Enough
Information
19
2%
Not Applicable
15
1%
Total Respondents
A23
1137
Appendix
17. e The curriculum in my classes is based on state standards.
Response Response
Total
Percent
Strongly Agree
166
15%
Agree
668
59%
Disagree
93
8%
Strongly Disagree
31
3%
Not Enough
Information
150
13%
Not Applicable
22
2%
Total Respondents
1130
18. Teachers inform me of the content standards in each of my classes
Response Response
Total
Percent
Strongly Agree
101
9%
Agree
612
54%
Disagree
311
28%
Strongly Disagree
63
6%
Not Enough
Information
28
2%
Not Applicable
10
1%
Total Respondents
1125
Response Response
Total
Percent
Strongly Agree
339
30%
Agree
678
60%
Disagree
64
6%
Strongly Disagree
24
2%
Not Enough
Information
17
2%
Not Applicable
7
1%
Total Respondents
A24
1129
Appendix
20.
My classes prepare me for all standardized tests (PSAT, SAT, AP, STAR, and the California High
School Exit Exam).
Response Response
Total
Percent
Strongly Agree
129
11%
Agree
573
50%
Disagree
289
25%
Strongly Disagree
102
9%
Not Enough
Information
27
2%
Not Applicable
16
1%
Total Respondents
1136
21. My teachers provide me with sufficient feedback on my achievement.
Response Response
Total
Percent
Strongly Agree
85
8%
Agree
572
51%
Disagree
353
32%
Strongly Disagree
79
7%
14
1%
Not Applicable
12
1%
Total Respondents
22.
1115
My teachers assign a wide variety of activities such as presentations, projects, group assignments, and
written reports.
Response Response
Total
Percent
Strongly Agree
209
19%
Agree
647
58%
Disagree
187
17%
Strongly Disagree
51
4%
Not Enough
Information
10
1%
Not Applicable
8
1%
Total Respondents
A25
1112
Appendix
23. My teachers require the use of technology in a variety of assignments.
Response Response
Total
Percent
Strongly Agree
172
16%
Agree
624
56%
Disagree
249
22%
Strongly Disagree
42
4%
Not Enough
Information
11
1%
Not Applicable
9
1%
Total Respondents
24.
1107
I feel comfortable asking questions in class.
Response Response
Total
Percent
Strongly Agree
176
16%
Agree
620
56%
Disagree
203
18%
Strongly Disagree
78
7%
Not Enough
Information
15
1%
Not Applicable
13
1%
Total Respondents
25.
1105
I feel comfortable expressing ideas in class.
Response Response
Total
Percent
Strongly Agree
175
16%
Agree
588
53%
Disagree
244
21%
Strongly Disagree
84
8%
Not Enough
Information
10
1%
Not Applicable
8
1%
Total Respondents
A26
1109
Appendix
26.
My teachers make connections between different subject areas.
Response Response
Total
Percent
Strongly Agree
103
9%
Agree
639
58%
Disagree
252
23%
Strongly Disagree
59
5%
Not Enough
Information
33
3%
Not Applicable
14
1%
Total Respondents
27.
1100
My teachers help me develop academic skills such as writing, reading comprehension, and research.
Response Response
Total
Percent
Strongly Agree
171
15%
Agree
704
63%
Disagree
151
14%
Strongly Disagree
48
4%
Not Enough
Information
17
2%
Not Applicable
10
1%
Total Respondents
1101
28. My teachers provide me with enough time to complete my assignments.
Response Response
Total
Percent
Strongly Agree
73
7%
Agree
502
46%
Disagree
342
31%
Strongly Disagree
161
15%
16
1%
Not Applicable
9
1%
Total Respondents
A27
1103
Appendix
29. I have access to a school computer account.
Response Response
Total
Percent
Strongly Agree
450
41%
Agree
562
51%
Disagree
47
4%
Strongly Disagree
31
3%
Not Enough
Information
14
1%
Not Applicable
5
0%
Total Respondents
1109
30. I have sufficient access to computers on campus.
Response Response
Total
Percent
Strongly Agree
287
26%
Agree
611
55%
Disagree
136
12%
Strongly Disagree
48
4%
Not Enough
Information
13
1%
Not Applicable
9
1%
Total Respondents
1104
31. My teachers use a variety of ways to test my knowledge.
Response Response
Total
Percent
Strongly Agree
112
10%
Agree
580
53%
Disagree
301
28%
Strongly Disagree
75
7%
Not Enough
Information
14
1%
Not Applicable
9
1%
Total Respondents
1091
A28
Appendix
32. My teachers provide timely notification of upcoming assignments.
Response Response
Total
Percent
Strongly Agree
85
8%
Agree
593
54%
Disagree
294
27%
Strongly Disagree
94
9%
Not Enough
Information
16
1%
Not Applicable
11
1%
Total Respondents
1093
33. My teachers provide timely notification of upcoming tests.
Response Response
Total
Percent
Strongly Agree
107
10%
Agree
642
59%
Disagree
241
22%
Strongly Disagree
80
7%
Not Enough
Information
11
1%
Not Applicable
12
1%
Total Respondents
1093
34. My teachers provide me with my test grades in a reasonable amount of time.
Response Response
Total
Percent
Strongly Agree
95
9%
Agree
600
55%
Disagree
271
25%
Strongly Disagree
106
10%
Not Enough
Information
8
1%
Not Applicable
13
1%
Total Respondents
1093
A29
Appendix
35. My teachers review tests to help me improve my knowledge and skills.
Response Response
Total
Percent
Strongly Agree
92
8%
Agree
587
53%
Disagree
284
26%
Strongly Disagree
96
9%
Not Enough
Information
13
1%
Not Applicable
16
1%
Total Respondents
1088
Response Response
Total
Percent
Strongly Agree
101
9%
Agree
417
38%
Disagree
321
30%
Strongly Disagree
201
18%
Not Enough
Information
31
3%
Not Applicable
17
2%
Total Respondents
1088
37. e The grading systems used by my teachers are fair.
Response Response
Total
Percent
Strongly Agree
101
9%
Agree
667
61%
Disagree
203
19%
Strongly Disagree
96
9%
Not Enough
Information
12
1%
Not Applicable
11
1%
Total Respondents
1090
A30
Appendix
38. I am able to effectively communicate with my teachers.
Response Response
Total
Percent
Strongly Agree
140
13%
Agree
680
63%
Disagree
191
18%
Strongly Disagree
49
5%
Not Enough
Information
10
1%
Not Applicable
16
1%
Total Respondents
1086
39. I am able to effectively communicate with my counselor.
Response Response
Total
Percent
Strongly Agree
155
14%
Agree
578
53%
Disagree
203
19%
Strongly Disagree
96
9%
Not Enough
Information
19
2%
Not Applicable
32
3%
Total Respondents
1083
40. I am able to effectively communicate with the administration.
Response Response
Total
Percent
Strongly Agree
87
8%
Agree
479
44%
Disagree
296
27%
Strongly Disagree
150
14%
Not Enough
Information
30
3%
Not Applicable
39
4%
Total Respondents
1081
A31
Appendix
41.
I am aware of the ability to become involved in various extracurricular activities.
Response Response
Total
Percent
Strongly Agree
283
26%
Agree
644
60%
Disagree
81
8%
Strongly Disagree
36
3%
Not Enough
Information
18
2%
Not Applicable
15
1%
Total Respondents
42.
1077
The SRVHS campus is clean.
Response Response
Total
Percent
Strongly Agree
52
5%
Agree
399
37%
Disagree
353
33%
Strongly Disagree
245
23%
15
1%
Not Applicable
20
2%
Total Respondents
43.
1084
It is easy to get around campus.
Response Response
Total
Percent
Strongly Agree
124
12%
Agree
480
45%
Disagree
236
21%
Strongly Disagree
213
20%
8
1%
Not Applicable
14
1%
Total Respondents
A32
1075
Appendix
44. I feel safe on the SRVHS campus.
Response Response
Total
Percent
Strongly Agree
253
23%
Agree
675
62%
Disagree
80
7%
Strongly Disagree
42
4%
Not Enough
Information
9
1%
Not Applicable
22
2%
Total Respondents
1081
45. I have sufficient access to academic tutoring at SRVHS.
Response Response
Total
Percent
Strongly Agree
107
10%
Agree
595
55%
Disagree
213
20%
Strongly Disagree
67
6%
Not Enough
Information
39
4%
Not Applicable
57
5%
Total Respondents
1078
46. I am aware that SRVHS offers support services through the school psychologist and nurse.
Response Response
Total
Percent
Strongly Agree
82
8%
Agree
485
45%
Disagree
311
29%
Strongly Disagree
142
13%
Not Enough
Information
33
3%
Not Applicable
27
3%
Total Respondents
1080
A33
Appendix
School Climate Survey ~ Parents
1.
1st Ethnic Code
Response Response
Total
Percent
African American
5
1%
American
Indian/Alaska Native
3
0%
Asian Indian
7
1%
Cambodian
2
0%
Chinese
27
4%
Filipino
14
2%
Guamanian
1
0%
Hispanic/Latino
22
3%
Japanese
5
1%
Korean
1
0%
Laotian
1
0%
Hawaiian
0
0%
Other Asia
2
0%
Pacific Islander
0
0%
Tahitian
2
0%
Vietnamese
1
0%
White (non-Hispanic
Origin)
524
77%
Decline to State
65
10%
Total Respondents
A34
682
Appendix
2.
2nd Ethnic Code
Response Response
Total
Percent
African American
1
1%
American Indian/Alaska
Native
8
5%
Asian Indian
1
1%
Cambodian
2
1%
Chinese
13
8%
Filipino
1
1%
Guamanian
0
0%
Hispanic/Latino
23
15%
Japanese
5
3%
Korean
2
1%
Laotian
0
0%
Hawaiian
0
0%
Other Asia
1
1%
Pacific Islander
0
0%
Tahitian
0
0%
Vietnamese
0
0%
White (non-Hispanic
Origin)
69
45%
Decline to State
28
18%
Total Respondents
3.
154
Grade
Response Response
Total
Percent
Grade 9
243
29%
Grade 10
223
27%
Grade11
211
25%
Grade 12
147
18%
9
1%
Transition Class
Total Respondents
A35
833
Appendix
4.
Gender
Response Response
Total
Percent
Male
273
41%
Female
394
59%
Total Respondents
5.
667
The administration provides good leadership.
Response Response
Total
Percent
Strongly Agree
109
18%
Agree
406
66%
Disagree
43
7%
Strongly Disagree
7
1%
Not Enough
Information
46
8%
Not Applicable
1
0%
Total Respondents
6.
612
Teachers at SRVHS act professionally.
Response
Total
Response
Percent
Strongly Agree
106
17%
Agree
402
66%
Disagree
61
10%
Strongly Disagree
9
1%
Not Enough
Information
27
4%
Not Applicable
2
0%
Total Respondents
607
A36
Appendix
7. aTeachers at SRVHS are well qualified.
Response Response
Total
Percent
Strongly Agree
100
17%
Agree
368
61%
Disagree
65
11%
Strongly Disagree
9
1%
Not Enough
Information
59
10%
Not Applicable
3
0%
Total Respondents
604
8. aTeachers at SRVHS are well prepared.
Response Response
Total
Percent
Strongly Agree
86
14%
Agree
363
60%
Disagree
80
13%
Strongly Disagree
5
1%
Not Enough
Information
62
10%
Not Applicable
5
1%
Total Respondents
9.
601
The school has enough staff to meet the needs of my student.
Response Response
Total
Percent
Strongly Agree
45
7%
Agree
370
61%
Disagree
120
20%
Strongly Disagree
28
5%
Not Enough
Information
36
6%
Not Applicable
4
1%
Total Respondents
603
A37
Appendix
10.
The school’s facilities are sufficient to meet the needs of my student.
Response Response
Total
Percent
Strongly Agree
32
5%
Agree
278
46%
Disagree
203
34%
Strongly Disagree
68
11%
Not Enough
Information
19
3%
Not Applicable
3
0%
Total Respondents
603
11. The school has sufficient materials to meet the needs of my student.
Response Response
Total
Percent
Strongly Agree
37
6%
Agree
378
63%
Disagree
126
21%
Strongly Disagree
21
4%
Not Enough
Information
32
5%
Not Applicable
4
1%
Total Respondents
12.
598
Classes at SRVHS are challenging.
Response Response
Total
Percent
Strongly Agree
160
27%
Agree
378
64%
Disagree
36
6%
Strongly Disagree
3
1%
Not Enough
Information
8
1%
Not Applicable
4
1%
Total Respondents
589
A38
Appendix
13. I am familiar with the school’s Expected School-Wide Learning Results (ESLRs).
Response Response
Total
Percent
Strongly Agree
39
7%
Agree
226
39%
Disagree
159
27%
Strongly Disagree
42
7%
Not Enough
Information
110
19%
9
2%
Not Applicable
Total Respondents
585
14. SRVHS offers the courses my student needs to achieve career goals.
Response Response
Total
Percent
Strongly Agree
146
25%
Agree
380
65%
Disagree
34
6%
Strongly Disagree
8
1%
Not Enough
Information
12
2%
Not Applicable
5
1%
Total Respondents
585
15. Students have fair access to honors and advanced placement courses.
Response Response
Total
Percent
Strongly Agree
178
30%
Agree
327
56%
Disagree
30
5%
Strongly Disagree
10
2%
Not Enough
Information
21
4%
Not Applicable
20
3%
Total Respondents
586
A39
Appendix
16. Teachers base their curriculum on state standards.
Response Response
Total
Percent
Strongly Agree
75
13%
Agree
300
52%
Disagree
15
3%
Strongly Disagree
3
1%
179
31%
3
1%
Not Enough
Information
Not Applicable
Total Respondents
575
Response Response
Total
Percent
Strongly Agree
207
36%
Agree
320
55%
Disagree
35
6%
Strongly Disagree
1
0%
Not Enough
Information
14
2%
Not Applicable
5
1%
Total Respondents
582
18. My student is receiving good preparation for all standardized tests (PSAT, SAT, AP, STAR, & the
California High School Exit Exam).
Response Response
Total
Percent
Strongly Agree
68
12%
Agree
293
50%
Disagree
98
17%
Strongly Disagree
17
3%
Not Enough
Information
93
16%
Not Applicable
13
2%
Total Respondents
582
A40
Appendix
19. Teachers provide sufficient feedback on student achievement.
Response Response
Total
Percent
Strongly Agree
30
5%
Agree
272
48%
Disagree
210
37%
Strongly Disagree
43
8%
Not Enough
Information
13
2%
Not Applicable
4
1%
Total Respondents
572
20. Teachers assign a wide variety of activities such as presentations, projects, group assignments, and
written reports.
Response Response
Total
Percent
Strongly Agree
75
13%
Agree
388
68%
Disagree
64
12%
Strongly Disagree
14
2%
Not Enough
Information
30
5%
Not Applicable
3
1%
Total Respondents
574
21. Teachers require the use of technology in a variety of assignments.
Response Response
Total
Percent
Strongly Agree
61
11%
Agree
360
63%
Disagree
79
14%
Strongly Disagree
7
1%
Not Enough
Information
58
10%
Not Applicable
5
1%
Total Respondents
A41
570
Appendix
22. Teachers help students develop academic skills such as writing, reading comprehension, and research.
Response Response
Total
Percent
Strongly Agree
72
13%
Agree
359
63%
Disagree
95
17%
Strongly Disagree
19
3%
Not Enough
Information
24
4%
Not Applicable
2
0%
Total Respondents
571
23. Teachers provide enough time to complete assignments.
Response Response
Total
Percent
Strongly Agree
51
9%
Agree
416
73%
Disagree
57
10%
Strongly Disagree
12
2%
Not Enough
Information
30
5%
Not Applicable
3
1%
Total Respondents
569
24. Teachers use a variety of methods to assess students.
Response Response
Total
Percent
Strongly Agree
28
5%
Agree
273
48%
Disagree
105
19%
Strongly Disagree
20
4%
139
25%
3
1%
Not Applicable
Total Respondents
A42
567
Appendix
25. Teachers provide timely notification of upcoming assignments.
Response Response
Total
Percent
Strongly Agree
36
6%
Agree
405
71%
Disagree
68
12%
Strongly Disagree
5
1%
Not Enough
Information
50
9%
Not Applicable
4
1%
Total Respondents
567
26. Teachers provide timely notification of upcoming tests.
Response Response
Total
Percent
Strongly Agree
35
6%
Agree
413
74%
Disagree
48
8%
Strongly Disagree
5
1%
Not Enough
Information
56
10%
Not Applicable
4
1%
Total Respondents
561
27. Teachers provide test grades in a reasonable amount of time.
Response Response
Total
Percent
Strongly Agree
37
7%
Agree
368
66%
Disagree
85
15%
Strongly Disagree
16
3%
Not Enough
Information
51
9%
Not Applicable
4
1%
Total Respondents
A43
561
Appendix
28. Teachers review tests to help students improve knowledge and skills.
Response Response
Total
Percent
Strongly Agree
17
3%
Agree
198
35%
Disagree
134
24%
Strongly Disagree
40
7%
Not Enough
Information
165
30%
4
1%
Not Applicable
Total Respondents
558
Response Response
Total
Percent
Strongly Agree
41
7%
Agree
253
45%
Disagree
167
30%
Strongly Disagree
52
9%
Not Enough
Information
45
8%
Not Applicable
6
1%
Total Respondents
564
30. The district provides timely access to STAR and other standardized test results.
Response Response
Total
Percent
Strongly Agree
38
7%
Agree
357
63%
Disagree
83
15%
Strongly Disagree
20
4%
Not Enough
Information
62
11%
Not Applicable
6
1%
Total Respondents
A44
566
Appendix
31. The grading systems used by teachers are fair.
Response Response
Total
Percent
Strongly Agree
31
6%
Agree
403
72%
Disagree
54
10%
Strongly Disagree
13
2%
Not Enough
Information
57
10%
Not Applicable
3
1%
Total Respondents
32.
561
I am able to effectively communicate with teachers.
Response Response
Total
Percent
Strongly Agree
69
12%
Agree
381
68%
Disagree
68
12%
Strongly Disagree
20
4%
Not Enough
Information
12
2%
Not Applicable
10
2%
Total Respondents
560
33. I am able to effectively communicate with counselors.
Response Response
Total
Percent
Strongly Agree
133
23%
Agree
287
51%
Disagree
72
13%
Strongly Disagree
19
3%
36
6%
Not Applicable
20
4%
Total Respondents
A45
567
Appendix
34. I am able to effectively communicate with the administration.
Response Response
Total
Percent
Strongly Agree
75
13%
Agree
323
58%
Disagree
55
10%
Strongly Disagree
22
4%
54
10%
Not Applicable
31
6%
Total Respondents
560
35. I am aware of opportunities for parent involvement at SRVHS (Academic Boosters, Athletic Boosters,
PTSA, Grad Night, Performing Arts Association, SIP, SRVEF, and Wolftones).
Response Response
Total
Percent
Strongly Agree
282
50%
Agree
269
48%
Disagree
4
1%
Strongly Disagree
1
0%
3
1%
Not Applicable
3
1%
Total Respondents
A46
562
Appendix
36. Parents have sufficient opportunities to learn about the teaching and learning process at SRVHS.
Response Response
Total
Percent
Strongly Agree
89
16%
Agree
281
51%
Disagree
88
16%
Strongly Disagree
15
3%
Not Enough
Information
82
15%
Not Applicable
8
1%
Total Respondents
37.
555
e SRVHS campus is clean.
Response Response
Total
Percent
Strongly Agree
28
5%
Agree
322
57%
Disagree
136
24%
Strongly Disagree
55
10%
19
3%
Not Applicable
5
1%
Total Respondents
565
38. My student is safe on the SRVHS campus.
Response Response
Total
Percent
Strongly Agree
102
18%
Agree
401
71%
Disagree
24
4%
Strongly Disagree
7
1%
Not Enough
Information
23
4%
Not Applicable
4
1%
Total Respondents
A47
561
Appendix
39. My student has sufficient access to academic tutoring at SRVHS.
Response Response
Total
Percent
Strongly Agree
56
10%
Agree
281
51%
Disagree
78
14%
Strongly Disagree
34
6%
83
15%
Not Applicable
31
6%
Total Respondents
563
40. I am aware that SRVHS offers support services through the school psychologist and nurse.
Response Response
Total
Percent
Strongly Agree
39
7%
Agree
321
58%
Disagree
81
15%
Strongly Disagree
18
3%
Not Enough
Information
84
15%
Not Applicable
14
3%
Total Respondents
557
A48
Appendix
Master Schedule 2005 - 2006
Teacher Name
Period A
Period 1
Abrams, Ken
Period 2
Period 3
Period 4
Period 5
Mens
Ensem(CR)
Womens Ens
(CR)
Concert
Choir[CR]
English 9 [D3]
AP Eng Lit [D3]
Chamber
Sing[CR]
AP Eng Lit
[D3]
English 9 [D3]
Ault, Richard
Period 6
Treble Choir[CR]
English 9 [D3]
Beck, Marika
Eng 10 [E5]
Eng 10 [E5]
Eng 10 [E5]
Eng 12 [E5]
Eng 12 [E5]
Becker, Aaron
PE 9 [LG]
PE 9 [LG]
PE 9 [LG]
Weights [WR]
Tennis [TC]
PreTransition[C9]
Tutorial [F1]
PreTransition[C9]
Tutorial[F1]
PreTransition[C9]
Tutorial[F1]
PreTransition[C9]
W History [C3]
PreTransition[C9]
English 11 [I2]
English 11 [I2]
Beyers, Deb
Blake, John
PreTransition[C9]
Bonnar, Karen
English 11 [I2]
English 9 [I2]
English 9 [I2]
Botteen, Brian
Pre Alg [E4]
Eng 11-12 [E4]
W Hist [E4]
Boyle, Donna
Tutorial [F1]
AP Calculus
[G2]
Tutorial [F1]
Brown, Tim *DC
Caplier, Sylvie
Transitions [G2]
French 3 [K4]
AP Psych [D2]
Castleman, Ken
Chamberlain,
Marna
Biology [S2]
Childress, Phil
Geometry [G3]
Cochran, Chad
AP French [K4]
Video Prod [C5]
Csider, Gene
Algebra 2 [G3]
Egan, Cindy
Farahani, Pam
Tutorial [F4]
AP Psych [D2]
AP Psych [D2]
Algebra 2 [G3]
Anat/Physio [S2]
Econ (F5)
Tutorial [F1]
Algebra 1B[G2]
AP Calculus [G2]
French 3 [K4]
Anat/Physio[S2]
Biology [S2]
Digital Photo
[Lab 1]
Algebra 2 [G3]
Graf Des [Lab
1]
Algebra 2 [G3]
Video Prod [C5]
Hon Chem [B1]
Hon Chem [B1]
Economics
[C11]
ELD [B1]
AP Chem [B1]
AP Chem [B1]
Hon Chem [B1]
Economics
[C11]
Economics [C11]
AP Econ [C11]
Yoga [FR]
Yoga [FR]
Yoga[FR]
AP US [C11]
Basketball +
[LG]
Spanish 2 [R1]
Spanish 2 [R1]
Yearbook [A3]
English 9 [A3]
Spanish 1 [R3]
AP Eng Lang
[A3]
Donovan, Kris
French 3 [K4]
Hon French
4[K4]
Health [E4]
Video Prod [C5]
Davis, Jeff
Delannoy, Hans
Dominguez,
Miriam
Sun Java
Prog[G2]
Algebra 1B [G2]
Anat/Physio[S2]
Phy Sci [E4]
Spanish 1 [P3]
AP Eng Lang
[A3]
Spanish 2 [R1]
AP Eng Lang
[A3]
AP Env Sci [S2]
Phy/Earth [S4]
AP Env Sci [S3]
Tutorial [F4]
Tutorial [F4]
English CD [F5]
Frantzich, Diane
Child Dev [A2]
W History [R5]
Jazz
Ensemble[BR]
Jazz Band [BR]
Trans/ Alg [C12]
Trans/ Alg [D2]
Yoga [FR]
AP Env Sci [S3]
Culinary
Arts[A1]
Culinary Arts
[A1]
Orchestra [BR]
W History [R5]
AP Music
Theory
Biology [S4]
Trans/ Alg [D2]
Accel Biology
[S4]
US History [C1]
US History [C1]
Gliozzi, Debra
Trans/Alg [C12]
Am Gov [R5]
Symph Band
[BR]
Bus Comp [Lab
1]
Groch, Robin*DC
AP Biology [S4]
Biology [S4]
Hamilton, Echo
Hancock, Shannon
W History [C1]
Algebra 1B
[R11]
W History [C1]
Algebra 1B
[R11]
Hansen, Jesse
W History [C3]
Hon Physics
[H1]
Physics [H1]
Physics [H1]
Spanish 1 [R7]
Gardner, Andrew
Glass, Cheryl Yee
Am Gov [R5]
Concert Band
[BR]
Culinary Arts[A1]
Child Dev [A2]
Art 1 [J2]
W History [R5]
Biology [S4]
Harrich, Lloyd
Physics [H1]
W History [C1]
Algebra 1B
[R11]
Vietnam Era
[C3]
Hon Physics
[H1]
Harris, Lorrie
Spanish 2 [R7]
Spanish 2 [R7]
Spanish 2 [R7]
Spanish 1 [R7]
PE 9 [LG]
Tennis [TC]
Net Sports [TC]
Net Sports [TC]
Hatch, Cliff
Henze, Eric
Geometry [H4]
Hepner, Janice
English [F5]
Hermens, June
English 9 [R9]
Algebra 1B [R11]
W History [C3]
Trig / MA [H4]
Trig / MA [H4]
Tutorial [F4]
English 9 [R9]
English 10 [R9]
Algebra 1B [R11]
W History [C3]
W History [C3]
PE 9 [LG]
Geometry [H4]
Trig / MA [H4]
Tutorial [F4]
Tutorial [F4]
English 10 [R9]
English 10 [R9]
A49
Appendix
Teacher Name
Period A
Period 1
Period 2
Period 3
Period 4
Period 5
Herndon, Chuck
Photo [J1]
Photo [J1]
Hon Spanish
4[R4]
Adv Photo [J1]
Hon Spanish
4[R4]
Photo [J1]
Hon Spanish
4[R4]
Photo [J1]
German 2 [R8]
German 1 [R8]
German 3 [R8]
Latin 1/2 [R8]
Photo [J1]
Hon Spanish
4[R4]
Hon Germ
4[R8]
Spanish 2 [K2]
Spanish 3 [K2]
Spanish 2 [K2]
Spanish 3 [K2]
W Geo [C6]
W Geo [C6]
W Geo [C6]
W Geo [C6]
Am Gov [C2]
Am Gov [C2]
Am Gov [C2]
Herron, Geraldine
Hildebrand,John
Hoffmann, Betsy
Hoover, Kelly
Spanish 3 [K2]
AP Com Pol
[C6]
Horvath, Paul
Hunt, Carolyn*DC
Tutorial [F2]
Psych [C2]
Law [C2]
Tutorial [F2]
English AB [F5]
Period 6
Hon Spanish
4[R4]
Tutorial [F2]
W History [C7]
Hunter, Nancy
Health [P2]
Hunter, Tim
Biology [S6]
Johnson, Alicia
Johnson, Steve
English 9 [C7]
Kessler, Mark
Health [C2]
Kravitz, Dave
Lawrence, Jess*DC
English 10 [K1]
Leach, Jon
Health [P2]
Phys/Earth
Sci[S6]
English 12 [C7]
Biology [S6]
English 12 [C7]
Health [C6]
Weights [WR
English 10 [K1]
French 1 [K1]
French 2 [K1]
French 2 [K1]
Chemistry [H2]
Chemistry [H2]
Chemistry [H2]
Hon Chem [H2]
Hon Chem [H2]
Period 4
Period 5
Period 3
Legacy, Lynda
MacPhail,
Carol*DC
Phys/Earth [L2]
Phys/Earth [L2]
Phys/Earth [L2]
Phys/Earth [L2]
Dance 2 [DR]
Dance 4 [DR]
English 12
[R12]
English 10 [R12]
English 12 [R12]
Transition [C10]
Transition [C10]
Transition [C10]
McCandless,Ross
Transitions [R1]
Transitions [G2]
Melvin, Eric *DC
US History [B2]
Transitions [R1]
AP Euro Hist
[B2]
W Geo [R13]
W Geo [R13]
W Geo [R13]
Algebra 2 [R14]
Geometry [R14]
English 12 [E2]
Mullowney, Jeanne
Nevis, Julie
Biology [S3]
Biology [S3]
Alg 1B [H3]
Nolan, Molly
Olson, Erik
Biology [S3]
English 9 [I5]
Thea Prod
Perryman, Chuck
Pike, Kerri
English 9 [I4]
Pinsky, Burt
Stand/Alg [I5]
Plummer, Marcie
English 9 [B3]
Period 6
Dance 5 [DR]
English 10 [R12]
Transition [C10]
English 10 [R12]
Transition
[C10]
Transitions
[G4]
Transition [C10]
Geometry [R14]
AdvEnglish
10[E2]
Geometry [R14]
AdvEnglish
10[E2
AdvEnglish
10[E2]
English 12 [E2]
Life Sci [S3]
Adv Algebra2
[H3]
Algebra 2 [H3]
Algebra 2 [H3]
Adv Algebra
2[H3]
English 10 [I4]
English 10 [E5]
Biology [L1]
Theatre Arts
1[PAC]
Biology [L1]
Theatre Arts
4[PAC]
English 10 [I5]
Biology [L1]
Theatre Arts
1[PAC]
Life Sci [L1]
Theatre Arts
3[PAC]
English 11 [I4]
Math Topics
[L3]
English 11 [I4]
Math Topics
[L3]
English 9 [I4]
English 12 [B3]
English 9 [B3]
Algebra 2 [R14]
Journalism [I4]
Algebra 2 [I5]
Algebra 2 [I5]
English 12 [B3]
Newspaper [B3]
Bktball Cond[LG]
Regalia, Susan
Reschke, Maureen
Algebra 1B [G4]
AP Euro Hist
[B2]
US History [B2]
Raynor, John
Rego, Jon
Dance 1 [DR]
US History [B2]
English 9 [I5]
Life Sci [L1]
Perri, Silvia
Sports Cond [LG]
Football Cond
[A3]
Phys/Earth [L2]
Dance 3 [DR]
Marshall, Mike
Morris, Ray
PE 9 [LG]
PE 9 [LG]
Period 2
Health [P2]
Phys/Earth
Sci[S6]
English 9 [C7]
PE 9 [LG]
Period 1
W Geo [R13]
English 9 [C7]
Weights [WR]
A Period
Miles, Julie
Health [P2]
Biology [S3]
Health [C3]
Teacher Name
Mancuso, Maureen
Health [P2]
Spanish 2 [K3]
Algebra 1B [P1]
Algebra 1B [P1]
Algebra 1B [P1]
Spanish 2 [K3]
AP Spanish [K3]
Adv English
9[I1]
AP Spanish [K3]
Adv English
9[I1]
English 11 [I1]
Algebra 1B [P1]
Algebra 1B [P1]
Spanish 2 [K3]
Adv English
9[I1]
A50
English 11 [I1]
Appendix
Teacher Name
Period A
Rivera, Bill
Sabatini, Lisa
Period 1
Period 2
Period 3
Period 4
Geometry [R15]
Geometry [R15]
Geometry
[R15]
Geometry [R15]
English 11 [E3]
English 11 [E3]
Brit Lit [E3]
Tutorial [F3]
Phy Sci [F5]
Tutorial [F3]
English 11
[E3]
Saunders, Pat
Intro Comp
Lab2
Sekera, Cindi
Spanish 1 [R3]
Spanish 2 [R3]
Study Hall [A1]
English Elct
[F6]
Shabaniani,Barbara
Shaw, Carey
Career In Ed[Lab
2]
Study Hall [A1]
Math [F6]
Biology [S5]
Shotwell, Allen
US History [C4]
Slater, Mike
US History [C4]
Spears, Pamela
Steen, Rick
Stephens, Matthew
Net Sports
[LG]
W History
[R6]
Stevens, Tim
Strobel, Steve
Tea College
Tong, Roberta *DC
Torquemada, Jeff
W History [R6]
Art 1 [J2]
Spanish 1 [R3]
Study Hall
[R13]
English
Elct[F6]
Study Hall [R13]
Biology [S5]
Chemistry [S5]
Chemistry [S5]
AP Gov [C4]
English 9 [C12]
Am Gov [R6]
Internet [Lab 2]
Math [F6]
US History [C4]
English 9 [C12]
English 9 [C12]
PE 9 [LG]
W History [R6]
Phys/Earth [L3]
English 12
[R10]
Life Science [L1]
Phys/Earth
Sci[L3]
English 12 [R10]
English 11 [R10]
Art 1 [J3]
Art 1 [J3]
Art 1 [J3]
English 9 [I3]
English 11 [I3]
English 11 [I3]
English 9 [I3]
Auto 1 [AS]
Auto 1 [AS]
Auto 1 [AS]
Auto Tech [AS]
Art 1 [J2]
Art 1 [J2]
Art 3 [J2]
Art 3 [J2]
US History [C8]
Algebra 2
[G4]
Trig/Math
Anal[G4]
Algebra 2 [G4]
Yoga [FR]
Oral
Int/Speech2[D1]
Willford, Janet
Geometry [P3]
Yeargan, Marge
Zilberman, Zoya
Zumbro, Rick
Spanish 1 [R3]
Study Hall
[R13]
Full
Inclusion[F6]
PE 9 [LG]
Adaptive PE [LG]
Am Gov [R6]
Web Page [Lab 2]
Economics [B4]
English 9 [I3]
Ward, Joan
Willis, Kenon
Biology [S5]
Rock Music
[C4]
English 10
[A3]
Sports Med [R6]
Art & Anim
[Lab 2]
Economics [B4]
Walker, John
Wallace, Steve
Tutorial [F3]
US History [B4]
Van Wolbeck, Chris
Veres, Paul*DC
Brit Lit [E3]
Economics [B4]
Economics [B4]
Phys/Earth [L3]
English 11
[R10]
AP Studio Art
[J3]
Life Science [L3]
AP US Hist
[C1]
Intro Business
[H3]
Tea Science
Ulbrich, Hannah
Net Sports [LG]
Spanish 2 [R3]
Study Hall
[A1]
Period 6
Geometry [R15]
Sports Med
[R5]
Schar, Bonnie
Setna, Tiffany
Period 5
Algebra
1B[G5]
Oral
Int/Speech2[D1]
Algebra 1B [P3]
AP Statistics
[L4]
Spanish 3 [R2]
Hon Trig / MA
[G5]
Spanish 3 [R2]
Hon Trig / MA
[G5]
US History
[C8]
Algebra 2
[G4]
Dance 1 [DR]
Leadership
[D1]
Algebra 1B
[P3]
AP Statistics
[L4]
Spanish 1 [R2]
Hon Trig / MA
[G5]
US History [C8]
English 12 [R9]
AP Studio Art
[J3]
Robotics [AS]
AP US [C8]
Algebra 2 [G4]
Aerobics[SG]
Yoga [FR]
PE9 [LG]
Geometry [P3]
AP Statistics
[L4]
Geometry [P3]
Leadership [D1]
Algebra 1B[L4]
Spanish 3 [R2]
AP Statistics [L4]
Spanish 3 [R2]
Algebra 1B
[G5]
A51
Appendix
School Accountability Report Card
Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of
Education guidelines, which are available at the California Department of Education Web site
http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected
from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the
certification timelines for graduation, dropout, and fiscal information, the data for these sections of
the report were collected in 2002-03.
School Information
San Ramon Valley High
School Name
Joseph Ianora
Principal
140 Love Lane
Street
City, State, Zip Danville CA 94526
Phone Number 925-552-5580
925-838-7802
FAX Number
www.srvhs.org
Web Site
District Information
San Ramon Valley Unified
District Name
Superintendent Robert Kessler
699 Old Orchard Dr.
Street
City, State, Zip Danville, CA 94526-4331
Phone Number (925) 552-5500
(925) 838-3147
FAX Number
www.srvusd.k12.ca.us
Web Site
E-mail Address
jianora@srvhs.srvusd.k12.ca.us
E-mail Address tkoehne@srvusd.k12.ca.us
CDS Code
07-61804-0736504
SARC Contact
Terry Koehne/Dianne Ehlers
School Description and Mission Statement
San Ramon Valley High School, established in 1914, is a National Blue Ribbon school, a three-time
State Distinguished school, and a fully WASC-accredited public high school. The school is located in
downtown Danville, a Contra Costa County community approximately 35 miles east of San Francisco.
The community is made up primarily of professional and upper management residents. The student
enrollment includes: 85% Caucasian, 8% Asian, and 4% Hispanic, and less than 1% Afro-American,
Native American, Filipino, and Pacific Islander.
The mission of San Ramon Valley High School is to create a community that prepares each of our
students to live productive and fulfilling lives in the global and technological world of the twenty-first
century. To that end, we are committed to foster the intellectual, physical and social development of
each student; to teach all students how to learn so that intellectual growth may continue throughout
life; to model tolerance and respect for self and others in order to promote team work and community
effort in our multicultural society; and to help students link learning to personal visions and goals for
self and for society so that they may help to shape the world in which they will live.
The school community established a total of seven Expected Schoolwide Learning Results (ESLRs).
These are:
1. 1. Students will possess essential knowledge in core curriculum.
2. 2. Students will conduct themselves with academic and personal integrity.
3. 3. Students will function effectively in a technological environment.
4. 4. Students will be critical, creative and complex thinkers.
5. 5. Students will be effective communicators.
6. 6. Students will accept responsibility for learning both individually and collaboratively.
A52
Appendix
Opportunities for Parental Involvement
(925) 837-3578
Contact Person Name PTSA - Jill Schratz
Contact Phone Number
Parent support groups donate thousands of hours of time and raise over $100,000 annually to
support school programs. Notable among these groups are the Parent-Teacher-Student Association,
the Academic Boosters, the Fine Arts Association, the Athletic Boosters, and the Wolf Tones.
Community groups including the Kiwanis Club, Rotary, Business Roundtable, and Soroptimists
provide school services, awards, and scholarships. Parent and community cooperation provides a
substance-free Graduation Night for the senior class each year. Parents also participate on the
School Site Council. Excellence has been achieved and is maintained at San Ramon Valley High
School because of the continuous support of these parent and community groups. In turn, students
give back to the community by providing volunteer services in a variety of ways.
I. Demographic Information
Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic
Educational Data System (CBEDS).
Grade Level
Enrollment
519
Grade 9
541
Grade 10
473
Grade 11
467
Grade 12
0
Ungraded Secondary
2000
Total Enrollment
Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by
CBEDS.
Number Percent
Number Percent
Racial/Ethnic Category
of
of
Racial/Ethnic Category
of
of
Students Students
Students Students
20
1.0 Hispanic or Latino
76
3.8
African-American
14
0.7 Pacific Islander
6
0.3
Native
161
8.1 White (Not Hispanic)
1,695
84.8
Asian
Multiple or No
24
1.2
4
0.2
Filipino
Response
II. School Safety and Climate for Learning
School Safety Plan
Date of Last Review/Update September 2002
Date Last Discussed with Staff 9/02
San Ramon Valley High School has long-established procedures that help assure a safe and orderly
campus for students. During lunch juniors and seniors are allowed to leave campus; freshmen and
sophomores must remain on the supervised campus. Visitors must check in at the office. A nurse is
on duty one day per week. A recent survey indicates over 95% of our students, parents, and staff
feels this is a safe environment. SRVHS is designated as a community shelter in case of a general
emergency, and appropriate procedures and equipment are in place. The school safety plan is
updated annually. A School Resource Officer is a member of our staff. We also have two campus
supervisors—one full-time and one part-time.
A53
Appendix
School Programs and Practices that Promote a Positive Learning Environment
Notable among the many activities at San Ramon High Valley School, serving a diverse student
body, are the following:
¾
¾
School Newspaper and Yearbook
¾
¾
Schoolwide Community Service Projects
¾
¾
An Active and Involved Student Council
¾
¾
An Outstanding Performing Arts Program
¾
¾
An Extensive Athletic Program
¾
¾
A Broad Range of Service Clubs
¾
¾
National Honor Society
¾
¾
California Scholarship Foundation
¾
¾
Academic Letters
¾
¾
Active Speech & Debate
¾
¾
Academic Decathlon
¾
¾
Renaissance Student Recognition Program
¾
¾
Two Leadership Classes
¾
¾
Over 30 Clubs
¾
¾
Every 15 Minutes
¾
¾
Senior Experience Program
¾
¾
Environmental & Engineering Academy
¾
¾
Youth and Government
¾
¾
Good Will Hunters
¾ ¾
Model U.N.
Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that
result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of
incidents divided by the school's total enrollment as reported by CBEDS 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 districtwide average for the same type of school.
School
District
2002
2003
2004
2002
2003
2004
94
75
73
773
820
1149
Number of Suspensions
.05
.037
.0365
.037
.038
.053
Rate of Suspensions
3
3
6
7
15
25
Number of Expulsions
.002
.0015 .003
.0003
.0007
.0012
Rate of Expulsions
School Facilities
San Ramon Valley High School serves not only the San Ramon Valley High School community, but
also the greater public of the San Ramon Valley through the many community activities staged at the
school. The facility is maintained through the diligent efforts of the site custodial crew and district
maintenance staff. The school community, through the Leadership Class, Booster groups, and
service groups, has also contributed to the care of the facility. A new 400-seat Performing Arts
Theater was completed in the 2002-03 school year. Plans are currently underway for a new
library/media center, cafeteria/commons, a two-story classroom building and a new second gym.
A54
Appendix
III. Academic Data
Standardized Testing and Reporting (STAR)
Through the California 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) and a norm-referenced test (NRT). The CST tests English-language arts and
mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history/social science in grades
8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades
2-8, and science in grades 9-11.
California Standards Tests (CST)
The California Standards Tests (CST) 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 state standards), Basic (approaching
state standards), Below Basic (below state standards), and Far Below Basic (well below state
standards). Students scoring at the Proficient or Advanced level meet state standards in that content
area. Students scoring at the Proficient or Advanced level meet state standards in that content area.
Students with significant cognitive disabilities who are unable to take the CST are tested using the
California Alternate Performance Assessment (CAPA). Detailed information regarding CST and
CAPA results for each grade and proficiency level can be found at the California Department of
Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect
student privacy, scores are not shown when the number of students tested is 10 or less.
CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or
exceeding the state standards).
School
District
State
Subject
2002 2003 2004 2002 2003 2004 2002 2003 2004
67
74
73
70
73
73
32
35
36
58
54
49
64
68
68
31
35
34
Mathematics
58
61
51
58
63
60
30
27
25
Science
64
64
62
56
61
59
28
28
29
History/Social Science
CST - Racial/Ethnic Groups
American
White
African- Indian or
Hispanic Pacific
(not
Subject
Asian Filipino
American Alaska
or Latino Islander
Hispanic)
Native
86
86
59
69
73
46
71
53
45
47
Mathematics
33
73
35
49
50
Science
76
69
74
61
A55
Appendix
CST - Subgroups
Economically Students With Migrant
English
Disadvantaged
Disabilities Education
Subject
Male Female
Learners
Services
Yes
No
Yes
No
68
79
58
74
22
77
49
49
33
49
18
51
Mathematics
53
49
55
51
10
54
Science
64
61
62
18
65
Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the
current NRT adopted by the State Board of Education, are reported for each grade level as the
percent 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. The CAT-6 was adopted in 2003;
therefore, no data are reported for 2002. Detailed information regarding results for each grade level
can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by
speaking with the school principal. Note: To protect student privacy, scores are not shown when the
number of students tested is 10 or less.
NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.
School
District
Subject
2002
2003
2004
2002
2003
2004
2002
--82
81
--78
77
--Reading
--83
82
--82
82
--Mathematics
State
2003
43
50
2004
43
51
NRT - Racial/Ethnic Groups
American
AfricanIndian or
Hispanic
Pacific
Subject
Asian Filipino
American
or Latino Islander
Alaska
Native
67
93
76
79
Reading
75
93
82
81
Mathematics
White
(not
Hispanic)
80
81
NRT - Subgroups
Economically
Students With
English
Disadvantaged
Disabilities
Subject
Male
Female
Learners
Yes
No
Yes
No
74
87
83
81
31
85
Reading
81
83
83
82
34
86
Mathematics
Migrant
Education
Services
A56
Appendix
Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.
Writing
Grade
Level
2002
2003
2004
85
83
9
10
78
93
91
11
12
California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness
zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test
may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/.
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Grade
Level
9
Total
55.7
School
Female
64.7
Male
47.1
Total
45.2
District
Female
51.0
Male
39.5
Total
26.3
State
Female
25.3
Male
27.2
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 percent of the distance between its Base
API and 800. The growth target for a school at or above 800 is to remain at or above 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 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. There was no money allocated to the II/USP Program in 2002
or 2003.
Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for
each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and
socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's
target, are also set for each of the subgroups. Each subgroup must also meet its target for the school
to be eligible for awards.
Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least
95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their
students in grades 9-11 on STAR.
Statewide Rank: Schools receiving a Base 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: Schools also receive a ranking that compares that school to 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. Detailed information about
the API and the Public Schools Accountability Act (PSAA) can be found at the California Department
of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.
A57
Appendix
Schoolwide API
API Base Data
Percent Tested
API Base Score
Growth Target
Statewide Rank
Similar Schools Rank
API Growth Data
From
From
From
2001 2002 2003
2001
2002
2003
to 2002 to 2003 to 2004
97
98
99 Percent Tested
98
99
99
821
823
842 API Growth Score
824
834
845
A
A
A
3
11
3
Actual Growth
10
10
10
8
8
8
API Subgroups - Racial/Ethnic Groups
API Base Data
API Growth Data
From
From
From
2001 2002 2003
2001
2002
2003
to 2002 to 2003 to 2004
Asian
Asian
874
864
866
883
903
API Base Score
A
A
A
-8
19
-3
Growth Target
Actual Growth
White (Not Hispanic)
White (Not Hispanic)
820
821
821
830
840
API Base Score
A
A
A
1
9
2
Growth Target
Actual Growth
Scores for African-American, American Indian or Alaska Native, Filipino, Hispanic or Latino,
and Pacific Islander subgroups not applicable.
API Subgroups - Socioeconomically Disadvantaged - Not Applicable
State Award and Intervention Programs; Federal Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the
programs were not funded for the period addressed by this report. Therefore, there are currently no
data available to report. None of the schools in the SRVUSD are identified for Federal Intervention
Programs.
A58
Appendix
Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the
proficient level on the state's standards-based assessments by 2014. In order to achieve this goal
and meet annual performance objectives, districts and schools must improve each year according to
set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was
met for all students and all subgroups, or that exception criteria were met, or that an appeal of the
school or district's AUP status was approved. Additional data by subgroup show whether all groups of
students in the school and district made the annual measurable objectives for the percent proficient or
above and the participation rate required under AYP. Detailed information about AYP can be found at
the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking
with the school principal.
School
2002
2003
2004
--Yes
Yes
Overall
All Students
Subgroups
2002
-----------------------
All Students
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners
School
2003
2004
Yes
Yes
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Yes
Yes
n/a
n/a
n/a
n/a
n/a
n/a
District
2002
2003
2004
--No
Yes
2002
-----------------------
District
2003
2004
Yes
Yes
No
Yes
n/a
n/a
Yes
Yes
Yes
Yes
Yes
Yes
n/a
n/a
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
National Merit Scholarship Program
Finalists
2001-02
2002-03
2003-04
3
3
Semi-finalists
6
3
3
Commended
20
15
5
IV. School Completion (Secondary Schools)
California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass
the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School
Accountability Report Card for that year will report the percent of students completing grade 12 who
successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire
potential graduating class. When implemented, the data will be disaggregated by special education
status, English language learners, socioeconomic status, gender, and ethnic group.
A59
Appendix
Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year
period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as
reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by
Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left
Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of
dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
School
District
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
Enrollment (91935
1922
1989
6321
6425
6683 1735576 1772417 1830664
12)
Number of
1
1
1
20
19
10
47899
48210
58493
Dropouts
Dropout Rate
0.1
0.1
0.1
0.3
0.3
0.1
2.8
2.7
3.2
(1-year)
100.0
99.8
98.2
99.3
99.6
86.7
87.0
86.6
Graduation Rate 99.8
Post High School Graduation Plans
4-year college
2-year college
Vocational School
Military
Working
Undecided
2002
284
144
5
8
3
12
2003
265
152
6
6
2
6
2004
269
135
6
3
8
12
V. Class Size
Class Size Reduction Participation
The San Ramon Valley Unified School District has participated in the state Class Size Reduction
Program since 1996. At grades K-3 and in 9th grade English and Mathematics classes, class size
has been reduced to an average of 20 students. Middle schools in our district also choose to
reduce some class sizes through funds raised by their parent communities.
Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size
category (i.e., number of students), by subject area as reported by CBEDS.
2002
2003
2004
Number of
Number of
Number of
Avg.
Avg.
Avg.
Subject
Classrooms
Classrooms
Classrooms
Class
Class
Class
Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+
25.0 30
38
5
25.9 30
32
10 26.0
29
42
4
English
22
9
25.8 28
16
17 27.7
26
10
24
Mathematics 25.0 29
29.5
3
37
11 32.1
27
22 31.5
2
26
22
Science
Social
32.1
1
22
27 31.3
33
20 32.8
1
19
31
Science
A60
Appendix
VI. Teacher and Staff Information
Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects
are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB
requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern
Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence
for each core subject to be taught by the teacher. More information on teacher qualifications required
under NCLB can be found at the California Department of Education's Web site at
http://www.cde.ca.gov/nclb/sr/tq/.
For a school, the data reported are the percent of a school's classes in core content areas not taught
by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core
content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty
schools in the district, and in low-poverty schools in the district.
School
District
100.0
--This School
--100.0
All Schools in District
High-Poverty Schools in
--0.0
District
Low-Poverty Schools in
--100.0
District
Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each
teacher is 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.
2002
2003
2004
Total Teachers
93
93
91
Teachers with Full Credential
Teachers Teaching Outside Subject Area
82
80
86
2
2
1
1
1
0
0
0
0
10
12
5
0
0
0
(full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification
(district and university internship)
Pre-Internship
Teachers with Emergency Permits
(not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers
(does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services
position for which the employee does not hold a legally recognized certificate or credential, or the
placement of a certificated employee in a teaching or services position that the employee is not
otherwise authorized by statute to hold.
2002
2003
2004
Misassignments of Teachers of English Learners
----3
Total Teacher Misassignments
---
---
3
A61
Appendix
Teacher Education Level
Data reported are the percent of teachers by education level.
Doctorate
Master's Degree plus 30 or more semester hours
Master's Degree
Bachelor's Degree plus 30 or more semester hours
Bachelor's Degree
Less than Bachelor's Degree
School
0.0
11.0
20.9
34.1
34.1
0.0
District
0.3
8.6
14.3
27.4
49.5
0.0
Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not
been assigned at the beginning of the year for an entire year or, if the position is for a one-semester
course, a position to which a single designated certificated employee has not been assigned at the
beginning of a semester for an entire semester.
2002
2003
2004
Vacant Teacher Positions
----3
Teacher Evaluations
All beginning teachers are evaluated every year by the principal until they are granted permanent
status. Thereafter, every teacher is evaluated every other year. Objectives and observations with pre
and post conferences are a part of the process. A remediation plan and re-evaluation occur on an
annual basis if support is needed. The purpose of the evaluation process is to reinforce quality
instruction.
Substitute Teachers
Despite the increasing difficulty in recruiting qualified substitute teachers at the district level, San
Ramon Valley High School teachers volunteer to substitute when we are short a substitute teacher.
Classroom teachers provide support through clear and detailed lesson plans and through carefully
spelled out expectations for student behavior when substitutes are present.
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 percent (i.e., full time). Two staff persons who each work 50 percent of full time also
equals one FTE.
Title
FTE
4
Counselor
1
Librarian
1
Psychologist
Social Worker
.2
Nurse
1
Speech/Language/Hearing Specialist
3.5
Resource Specialist (non-teaching)
1.6
Other
A62
Appendix
Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is
working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also
equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported
by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Ratio of Students Per
Counselors (FTE)
Academic Counselor
4.0
500.0
VII. Curriculum and Instruction
School Instruction and Leadership
Leadership and decision making is a shared process at San Ramon Valley High School. Our present
shared decision-making model revolves around two district group processes.
Department
coordinators meet on a weekly basis with the school administrative team. Each department meets on
a monthly basis to discuss schoolwide and departmental issues. Information, suggestions, and
proposals are exchanged between department representatives, classified employees, parents,
counselors, administrators, and students. Once proposals have gone through the steering committee
and department channels, it is the goal of the staff to make policy decisions in the whole-staff meeting
by consensus. In addition, the School Site Council functions as a group of teachers, parents, and
students to oversee the School Improvement Program (SIP).
Professional Development
Staff development is funded by the School Improvement Program. Release days for whole-staff
professional training are made possible in SRVUSD through the School-Based Coordination Act. We
have a total of three staff development days this year. An adjusted Tuesday morning schedule
provides additional time for staff development to occur.
Quality and Currency of Textbooks and Other Instructional Materials
Textbooks are normally adopted on a state curriculum cycle by the district from a list of materials
approved by the state. In the past two years we have adopted new standards-based textbooks in
grades K-5 mathematics, grades 8-10 Algebra 1, grades K-8 English Language Arts and grades 6-12
World Languages (French, Spanish and German). To see a list of these textbooks, you may log on to
www.srvusd.k12.ca.us/DISTRICT/Curriculum_Standards/ and click on “Textbooks & Instruction.”
Each time textbooks are adopted, professional development is offered on units of study and
strategies in using the materials. All textbooks and materials that are adopted and approved are
aligned with the state and district standards and benchmarks. Educational computer software and
Internet resources are utilized at every grade level to support student achievement toward meeting
standards. Teachers have frequent opportunities to learn about available software at district-wide
technology workshops.
A63
Appendix
Availability of Sufficient Standards-Aligned Textbooks and Other Instructional
Materials
The availability of sufficient standards-aligned textbooks and other instructional materials for each
pupil, including English learners, that are consistent with the content and cycles of the curriculum
frameworks adopted by the State Board of Education in the core curriculum areas of
reading/language arts, mathematics, science, and history-social science; foreign language and
health; and science laboratory equipment for grades 9 to 12, inclusive, as appropriate.
Standards-aligned and Board of Education-approved textbooks and instructional materials are
available to all students including English learners to use in the classroom and to take home to
complete required homework assignments. SRVUSD curriculum adoptions are consistent with the
content and cycles of the curriculum frameworks adopted by the State Board of Education in the
following areas: reading/language arts; mathematics; science, including grades 9-12 science
laboratory equipment; history/social science; and world languages. Health curriculum is currently
under review and will be adopted in the 2005/2006 school year.
Instructional Minutes
The California Education Code establishes a required number of instructional minutes per year for
each grade. Data reported compares the number of instructional minutes offered at the school level to
the state requirement for each grade.
Instructional Minutes
Grade
Level
Offered
State Requirement
70,725
64,800
9
71,145
64,800
10
70,725
64,800
11
70,725
64,800
12
Total Number of Minimum Days
11
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. Data reported are the
number of courses and classes offered, and the enrollment in various AP and IB classes. The data for
Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB
Humanities.
Subject
Number of Courses
Number of Classes
Enrollment
Fine and Performing Arts
1
1
36
English
2
4
108
Foreign Language
1
1
15
Mathematics
2
6
134
Science
3
4
91
Social Science
5
8
219
A64
Appendix
Advanced Placement Exams
Test
Year
# of Students
in Courses
2002
2003
2004
380
372
378
# of Students
Taking
Exams
255
287
301
# of Exams
# of Passing
Scores
% Passing
Scores
449
516
531
397
457
467
88.4
88.6
87.9
Students Enrolled in Courses Required for University of California (UC) and
California State University (CSU) Admission
Data reported are the number and percent of students enrolled in courses required for UC and/or
CSU admission. The percent of students is calculated by dividing the total number of students
enrolled in courses required for UC and/or CSU admission (a duplicated count) by the total number of
students enrolled in all courses (also a duplicated count).
Number of Students
Percent of Students
Number of Students
Enrolled In Courses Required
Enrolled In Courses Required
Enrolled in All Courses
For UC and/or CSU Admission
11,500
9,597
83.5
Graduates Who Have Completed All Courses Required for University of
California (UC) and California State University (CSU) Admission
Data reported are the number and percent of graduates who have completed all courses required for
UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of
graduates who have completed all courses required for UC and/or CSU admission by the total
number of graduates.
Number of Graduates
Percent of Graduates
Number of
Who Have Completed All Courses
Who Have Completed All Courses
Graduates
Required
Required
456
423
92.8
College Admission Test Preparation Course Program
Through the efforts of our PTSA, Academic Boosters, and school administration we offer POINTS, a
program designed to assist students planning to take the SAT 1. Most students increase their scores
by 100-500 points after taking the class. Our school average has increased by at least 20-30 points in
both verbal and math scores. In the fall, Academic Boosters sponsors PSAT preparation classes
offered by Ames Seminars and later in the year we offer classes for the new SAT through Princeton
Review. Our counselors give presentations about the requirements of a variety of colleges (public,
private, community, etc.), the application and selection process, financial aid and related subjects at
informative meetings throughout the year.
A65
Appendix
SAT I Reasoning Test
Students may voluntarily take the SAT test for college entrance. 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. Detailed information regarding SAT results may be found at the
California Department of Education Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect
student privacy, scores are not shown when the number of students tested is 10 or less.
School
District
State
2002 2003 2004 2002 2003 2004
2002
2003
2004
479 482 467 1587 1674 1599 365,907 385,181 395,194
Grade 12 Enrollment
Percent of Grade 12
75.6 83.4 73.2 65.8 69.1 65.0
37.3
36.7
35.2
Enrollment Taking Test
558 550 562 554 553 561
490
494
496
Average Verbal Score
590 586 583 585 584 585
516
518
519
Average Math Score
College Entrance Examinations
SAT I
2001
2002
2003
2004
SAT II
ACT
#Students
Verbal
Math
#Student
Writing
#Student
Math I
#Student
Math II
#Student
Composite
305
363
402
342
538
558
550
562
574
590
586
583
177
213
239
185
573
600
585
602
154
167
201
146
579
592
588
584
40
69
70
51
669
678
684
677
89
87
112
66
23.5
25.2
25.4
25.3
Degree to Which Students are Prepared to Enter Workforce
San Ramon Valley High has implemented an educational pathway program for students, which
restructures the school around career majors. Educational pathways are used as guides for career
exploration and personal planning. Cross-curricular integration, project-based learning, and the
establishment of business/education alliances with work-based skills and competencies will link
students not only to college and vocational choices but also to the world of work. The establishment
of educational pathways will connect academic and occupational education, integrate school-based
and work-based learning, and establish linkage between secondary and postsecondary education.
Enrollment and Program Completion in Career/Technical Education (CTE)
Programs
Data reported are from the Report of Career-Technical Education Enrollment and Program
Completion for School Year 2002-2003 (CDE 101 E-1). Data have been aggregated to the district
level.
CTE
Secondary CTE Students
Grade 12 CTE Students
Participants
Total
Number
Number
Number
Number
Graduation
Completion
Course
of
of
of
Earning
Rate
Rate
Enrollment Concentrators Completers
Completers Diploma
1898
774
N/A *
* 0.0
N/A †
N/A †
0.0
* All SRVUSD Completers are ROP classes and can be reported only by the regional ROP office.
† Grade 12 CTE students are tracked and reported by the regional ROP Office.
A66
Appendix
IX. Fiscal and Expenditure Data
The San Ramon Valley Unified School District maintains an “unqualified” $161 million General Fund
budget for its 23,000 students at 30 schools. Within this fund the District maintains the required
reserves for Economic Uncertainties and Maintenance, as well as a $1 million State Budget
Uncertainty Reserve. The community supports its schools in numerous ways, including approval of a
$260 million facilities bond in 2002, approval of a $4 million per year parcel tax in 2004, and donating
over $8 million per year directly to the schools for numerous instructional and support service
programs. The outstanding fiscal condition of the District was recognized in 2004 when its bonds
were assigned the highest rating of AAA.
Average Salaries (Fiscal Year 2002-2003)
Data reported are the district average salary for teachers, principals, and superintendents, compared
to the state average salaries for districts of the same type and size, as defined by Education Code
Section 41409. Detailed information regarding salaries may be found at the California Department of
Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and
http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
State Average
District
Category
For Districts
Amount
In Same Category
Beginning Teacher Salary
$35,586
$36,856
Mid-Range Teacher Salary
$56,023
$58,263
Highest Teacher Salary
$69,792
$72,665
Average Principal Salary (Elementary)
$95,464
$94,774
Average Principal Salary (Middle)
$101,028
$98,934
Average Principal Salary (High)
$101,967
$106,858
Superintendent Salary
$156,676
$177,295
Percent of Budget for Teacher Salaries
44.8
41.6
Percent of Budget for Administrative Salaries
5.6
5.1
Expenditures (Fiscal Year 2002-2003)
Data reported are total dollars expended in the district, and the dollars expended per student at the
district compared to the state average. Detailed information regarding expenditures may be found at
the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/ec/.
State Average
State Average
District
District
For Districts
All Districts
In Same Category
Dollars per Student
Dollars per Student
Dollars per Student
Total Dollars
(ADA)
(ADA)
(ADA)
$132,083,217
$6,281
$6,882
$6,822
Types of Services Funded
In 2002-03, the most recent year for which data is available from the state, California spent an
estimated $7,523 per student, which was far below the national average of $8,428. In 2003-04, our
district spent approximately $6,618 per student based on total expenditures of $138,004,226.
Classroom Educations costs accounted for 69% of this money; School Maintenance, Utilities &
Operations 11%; Special Education 12%; Auxiliary Services 2%; District Administration/Business
Operations 6% and Facilities 0%. Our district of 22,035 students spends less than the state average
because we are a “low wealth” district, as defined by the state’s complex funding formula for schools.
A67
Appendix
Graduation Requirements
Total Credits Needed for Graduation: 240
English
• Pass 40 credits
Mathematics
• Pass 20 credits
• Must pass Algebra 1B or equivalent
Social Studies
• Pass 35 credits including:
• Sociology, World Geography
• World History 2/3
• US History 1/2,
• American Government and Economics
Science
• Pass 20 credits
• Life Science 10 credits
• Physical Science 10 credits
Physical Education
• Pass 20 credits
Visual or Performing Art/Foreign Language/Vocational or Applied Art
• Pass 20 credits
• Must have at least 10 credits in 2 of the 3 areas
Health
• Pass 5 credits
Additional Credit
• Pass 80 credits
California High School Exit Exam (CAHSEE)
• Must pass CAHSEE to receive diploma
A68
Appendix
Board Adopted Textbooks for 9th and 10th Grade
English, Math, Social Science, and Science
English
Grade 9 Anthology: Elements of Literature, Holt, Rinehart & Winston, 1997.
Grade 10 Anthology: Elements of World Literature, Holt, Rinehart & Winston, 2000.
Math
Getting Ready for Algebra, San Diego County Office of Education, 2005.
Algebra 1. McDougal Littell, 2001.
Social Science
World Geography, Glencoe / McGraw Hill, 2005.
World History: Connections to Today, Prentice Hall, 2003.
Science
Biology, Prentice Hall, 2002.
Biology Concepts and Connections, 4th Edition, Benjamin Cumming, 2003. (Accelerated
Biology)
Science Spectrum, Holt, Rinehart & Winston, 2001.
Integrated Coordinated Science- 21st Century, Herf Jones Education Division, 2005.
A69
Appendix
Budgetary Information
School Site Council
$12,000.
$20,000.
$16,000.
$10,000.
$40,000.
$4,000.
$8,000.
$110,000.
$5,644.
$110,499.
$6143.
$151,489,992.
$6,832.
$128,812.
$35,584.
2005-2006 S.I.P. Budget
Librarian Assistant
DC Stipend
At Risk Counselor
Tutorial Program/Attendance
Staff Development
New Teacher Support
WASC
Total
Carryover/2004-2005
2005/2006 Budget
Balance
District Budgetary Information, 2004-2005
Total District Expenditures
District Spending per Student
Site Discretionary Funds
Allocation for Textbooks
A70
Appendix
Collaborative Planning Worksheet
Subject: ______________________
Date: ____________________
Team level: ___________________
Recorder: ______________________
Attendees: ______________________
____________________
What the students should know?
Standards
Knowledge/skill
What the students should know?
________________________
________________________
________________________
________________________
How we know they know it? /Assessment
Checking for understanding – what is
meaningful?
Tests, quiz, homework, oral responses
How we know they know it? /Assessment
What we do if they don’t know it? /Follow Up
Why didn’t they learn it?
Remediation plans:
Tutoring
Re-evaluate learning process
What we do if they do not? /Follow Up
A71
Appendix
Bell Schedule
Regular Schedule for Monday, Wednesday, Thursday, and Friday
Period A
7:30 - 8:25
Period 1
8:30 - 9:25
Period 2
9:30 - 10:25
Brunch
10:25 - 10:35
Period 3
10:40 - 11:35
Period 4
11:40 - 12:35
Lunch
12:35 - 1:10
Period 5
1:15 - 2:10
Period 6
2:15 - 3:
Adjusted Tuesday Schedule
Staff Meetings
7:30 - 8:25
Period A
8:40 - 9:25
Period 1
9:30 - 10:15
Period 2
10:20 - 11:05
Brunch
11:05 - 11:15
Period 3
11:20 - 12:05
Period 4
12:10 - 12:55
Lunch
12:55 - 1:30
Period 5
1:35 - 2:20
Period 6
2:25 - 3:10
A72
Appendix
Campus Map
A73

Appendix - San Ramon Valley High School

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