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Murrieta Valley High SchoolSchool Accountability Report Card, 2012–2013Murrieta Valley Unified School District

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Murrieta Valley High School School Accountability Report Card, 2012–2013Murrieta Valley Unified School District

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This School Accountability Report Card (SARC) provides information that can be used to evaluate and compare schools. State and federal laws require all schools to publish a SARC each year.

The information in this report represents the 2012–2013 school year, not the current school year. In most cases, this is the most recent data available. We present our school’s results next to those of the average high school in the county and state to provide the most meaningful and fair comparisons. To find additional facts about our school online, please use the DataQuest tool offered by the California Department of Education.

Please note that words that appear in a smaller, bold typeface are links in the online version of this report to more information. You can find a list of those linked words and their Web page URLs at:http://pub.schoolwisepress.com/sarc/links_2013_en.html

Reports about other schools are available on the California Department of Education Web site. Internet access is available in local libraries.

If you have any questions related to this report, or would like to request a hardcopy version, please contact our school office.

How to Contact Our School42200 Nighthawk WayMurrieta, CA 92562Principal: Eric MooneyPhone: (951) 696-1408

How to Contact Our District41870 McAlby Ct.Murrieta, CA 92562Phone: (951) 696-1600http://www.murrieta.k12.ca.us

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Principal’s Message

Measures of Progress

Student Achievement

Preparation for College and the Workforce

Students

Climate for Learning

Leadership, Teachers, and Staff

Resources

School Expenditures

Adequacy of Key Resources 2013–2014

Data Almanac

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Murrieta Valley High SchoolSchool Accountability Report Card, 2012–2013Murrieta Valley Unified School District

Murrieta Valley Unified School District

Grade range and calendar

9–12TRADITIONAL

Academic Performance Index

836County Average: 748State Average: 750

Student enrollment

2,314County Average: 1,580State Average: 1,114

Principal�s Message

Murrieta Valley High School (MVHS), a California Distinguished School, is a four-year comprehensive high school fully accredited by the Western Association of Schools and Colleges (WASC). We have an established history of academic excellence. Each year our students enter colleges, universities, community colleges, technical schools, the work force, or the military well prepared for the challenges of their postsecondary education. Our commitment and challenge are to prepare each student to be college and career ready so that all students have many choices when they make decisions for their future.

Numerous opportunities are available to help students feel connected to the school through activities, athletics, visual or performing arts, and other specialty programs. Our athletes compete in the challenging Southwestern League, and many sports are represented in CIF playoffs. Special programs prepare students for their future pursuits and for college, including the International Baccalaureate Program, Dual Enrollment courses with MSJC, an International Exchange Program; Advanced Placement and honors courses, Robotics; Advancement Via Individual Determination (AVID); READ 180; and award-winning Visual and Performing Arts. Students compete in mock trial, Model United Nations, the academic decathlon, Science Olympiad, choir, drama, art competitions and band festivals.

Our students participate in Peer Assistance Leadership (PALS), Peer Leaders Uniting Students (PLUS), and Link Crew teams to assist incoming freshmen. Our Associated Student Body and Senate Students lead the student body in assemblies, rallies, activities, and creating a positive school climate and culture. We promote a climate of respect for all students and celebrate our diversity. Special community celebrations are held to commemorate African American achievements, Ballet Folklorico, and Si Se Puede sponsor cultural celebrations.

The mission of Murrieta Valley High School is to educate students by creating and promoting an environment of academic excellence. We will inspire and empower all students to grow academically, emotionally, and socially in order to become productive citizens who serve others and meet the challenges of the 21st century. We do it the RITE Way, the Nighthawk Way: with Respect, Integrity, Teamwork, and Excellence.

Eric Mooney, PRINCIPAL

Murrieta Valley High School School Accountability Report Card for 2012–2013 Page 2

Major Achievements• Our high expectations of all our students has resulted in strong academic achievements. Our Academic

Performance Index (API) in 2013 is 836 and we met 14 out of 18 Adequate Yearly Progress criteria. Seventy-four percentof our students were proficient or advanced in English/Language Arts and 71% of our students were proficient or advanced in Math.

• More than 93% of our tenth graders passed the California High School Exit Exam (CAHSEE) the first time they took it.

• We offer the International Baccalaureate Diploma Programme (IB), which has earned a reputation for rigorous assessments and gives IB diploma holders access to the world’s leading universities. The program is designed for highly motivated students and offers a comprehensive two-year international curriculum. Students earn the IB diploma in addition to the MVHS diploma.

• We have a high rate of participation in Advanced Placement (AP) classes. School-wide, more than 54% of our students earned a 3.0 grade point average or higher. Honor students join the California Scholar-ship Federation or the National Honor Society.

• The class of 2013 had 539 graduates; 22% were high-honor graduates; 46%reported they would attend a two-year college, and 43% plan to enroll in four-year college.

• Western Association of Schools and Colleges awarded MVHS a six-year clear-accreditation term in 2009.

• Our choir and marching band won numerous awards, and drama students performed several plays and invited the community and elementary students to celebrate special events.

• Students enjoyed the traditional Mr. Nighthawk competition, building the homecoming float, dances, dance productions, assemblies, and numerous student activities.

• For the fourteenth year, our Associated Student Body won the state award for an outstanding student activity program.

• The Science Olympiad and Mock Trial Teams won top honors at the county level. Our Robotics Team competed in the Vex Robotics World Championships.

• Students take dual-enrollment courses with Mt. San Jacinto College (MSJC) enabling them to earn col-lege credits while in high school.

Focus for Improvement• We continue to focus our efforts on narrowing the achievement gap between subgroups. Our goals for

the 2012–2013 school year are as follows:

• Improve student academic performance by meeting our API growth targets, improve the number of pro-ficient students in junior English and Algebra 2 and meet the growth targets for all subgroups. Our focus subgroups are English Learners, special education students, and economically disadvantaged students.

• Continue building the IB program and promoting a global vision at the school and in the community. This rigorous academic program, which focuses on critical thinking and application of concepts, will fur-ther support our mission to prepare all students to meet the challenges of the 21st century.

• Increase student support and interventions for students who need credit recovery, tutoring, and online learning to meet graduation requirements. The school began offering online credit recovery in 2011.

• Continue to strengthen our communication by using email, publishing the master calendar, updating our web site, sending out grade-level newsletters, increasing the number of teachers who have a web page and post assignments, and increasing ABI postings. Our focus is to motivate our students to be connected to school and to engage them so they can reach their highest potential.

• Continue to build a college-going culture while giving students rich opportunities with hands-on learn-ing in Career Technical Education classes, drafting, art courses, law enforcement, graphic design, media technology and computer education.



• During the 2013-2014 school year, MVHS plans to expand its use of our learning management system, Haiku across all classrooms to enable teachers to collaborate and share their lessons, pages, and content blocks with other Haiku users. The expanded use of Haiku will allow teachers to spend more time teaching and increase student achievement and prepare students for the ever-changing technological world they are going to enter.

• In addition to Haiku, Murrieta Valley High School is providing Shmoop, an online test preparation resource and supplemental learning guide support as an intervention.



Academic Performance IndexThe Academic Performance Index (API) is California’s way of comparing schools based on student test scores. The index was created in 1999 to help parents and educators recognize schools that show progress and identify schools that need help. It is also used to compare schools in a statewide ranking system. The California Department of Education (CDE) calculates a school’s API using student test results from the California Standards Tests and, for high schools, the California High School Exit Exam (CAHSEE). APIs range from 200 to 1000. The CDE expects all schools to eventually obtain APIs of at least 800. Additional

information on the API can be found on the CDE Web site.

Murrieta Valley’s API was 836 (out of 1000). This is a decline of 12 points compared with last year’s API. About 99 percent of our students took the test. You can find three years of detailed API results in the Data Almanac that accompanies this report.

API RANKINGS: Based on our 2011–2012 test results, we started the 2012–2013 school year with a base API of 848. The state ranks all schools according to this score on a scale from 1 to 10 (10 being highest). Compared with all high schools in California, our school ranked 9 out of 10.

SIMILAR SCHOOL RANKINGS: We also received a second ranking that compared us with the 100 schools with the most similar students, teachers, and class sizes. Compared with these schools, our school ranked 7 out of 10. The CDE recalculates this factor every year. To read more about the specific elements included in this calculation, refer to the CDE Web site.

API GROWTH TARGETS: Each year the CDE sets specific API “growth targets” for every school. It assigns one growth target for the entire school, and it sets additional targets for ethnic groups, English Learners, special education students, or socioeconomic subgroups of students that make up a significant portion of the student body. Schools are required to meet all of their growth targets. If they do, they may be eligible to apply for awards through the California School Recognition Program and the Title I Achieving Schools Program.

We did not meet some or all of our assigned growth targets during the 2012–2013 school year. Just for reference, 33 percent of high schools statewide met their growth targets.

MEASURES OF PROGRESS

CALIFORNIA

APIACADEMIC PERFORMANCE INDEX

Met schoolwide growth target YesMet growth target for prior school year Yes

API score 836Growth attained from prior year -12Met subgroup* growth targets No

SOURCE: API based on spring 2013 test cycle. Growth scores alone are displayed and are current as of December 2013.

*Ethnic groups, English Learners, special ed students, or socioeconomic groups of students that make up 15 percent or more of a school’s student body. These groups must meet AYP and API goals. N/A - Results not available.

200 300 400 500 600 700 800 900 1000

Learning disabled

English Learners

Low income

Two or more races

White/Other

Hispanic/Latino

Filipino

Asian American

African American

STUDENT SUBGROUPS

STATE AVERAGE

ALL STUDENTS IN THIS SCHOOL

API, Spring 2013

836

750

791

891

864

809

846

833

800

663

593

SOURCE: API based on spring 2013 test cycle. State average represents high schools only.NOTE: Only groups of students that represent at least 15 percent of total enrollment are calculated and displayed as student subgroups.


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Adequate Yearly ProgressIn addition to California’s accountability system, which measures student achievement using the API, schools must also meet requirements set by the federal education law known as No Child Left Behind (NCLB). This law requires all schools to meet a different goal: Adequate Yearly Progress (AYP).

We met 14 out of 18 criteria for yearly progress. Because we fell short in four areas, we did not make AYP.

To meet AYP, high schools must meet four criteria. First, a certain percentage of students must score at or above Proficient levels on the California High School Exit Exam (CAHSEE) and the California Alternate Performance Assessment (CAPA): 88.9 percent on the English/language arts test and 88.7 percent on the math test. All significant ethnic, English Learners, special education, and socioeconomic subgroups of students also must meet these goals. Second, the schools must achieve an API of at least 770 or increase their API by one point from the prior year. Third, 95 percent of tenth grade students must take the CAHSEE or CAPA. Fourth, the graduation rate for the class of 2012 must be higher than 90 percent (or satisfy alternate improvement criteria).

If even one subgroup of students fails to meet just one of the criteria, the school fails to meet AYP. While all schools must report their progress toward meeting AYP, only schools that receive federal funding to help economically disadvantaged students are actually penalized if they fail to meet AYP goals. Schools that do not make AYP for two or more years in a row in the same subject enter Program Improvement (PI). They must offer students transfers to other schools in the district and, in their second year in PI, tutoring services as well.

The table at left shows our success or failure in meeting AYP goals in the 2012–2013 school year. The green dots represent goals we met; red dots indicate goals we missed. Just one red dot means that we failed to meet AYP.

NOTE: Dashes indicate that too few students were in the category to draw meaningful conclusions. Federal law requires valid test scores from at least 50 students for statistical significance.

FEDERAL

AYPADEQUATE YEARLY PROGRESS

Met AYP NoMet schoolwide participation rate YesMet schoolwide test score goals NoMet subgroup* participation rate YesMet subgroup* test score goals NoMet schoolwide API for AYP Yes

Met graduation rate YesProgram Improvement school in 2013

No

SOURCE: AYP is based on the Accountability Progress Report of September 2013. A school can be in Program Improvement based on students’ test results in the 2012–2013 school year or earlier.

*Ethnic groups, English Learners, special ed students, or socioeconomic groups of students that make up 15 percent or more of a school’s student body. These groups must meet AYP and API goals. N/A - Results not available.

Adequate Yearly Progress, Detail by Subgroup

● MET GOAL ● DID NOT MEET GOAL � NOT ENOUGH STUDENTS

English/Language Arts Math

DID 95%OF STUDENTS

TAKE THE CAHSEE OR

CAPA?

DID 88.9%ATTAIN

PROFICIENCY ON THE CAHSEE

OR CAPA?

DID 95%OF STUDENTS

TAKE THE CAHSEE OR

CAPA?

DID 88.7%ATTAIN

PROFICIENCY ON THE CAHSEE

OR CAPA?

SCHOOLWIDE RESULTS ● ● ● ●

SUBGROUPS OF STUDENTS

Low income ● ● ● ●

STUDENTS BY ETHNICITY

Hispanic/Latino ● ● ● ●

White/Other ● ● ● ●SOURCE: AYP release of September 2013, CDE.


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Here you’ll find a three-year summary of our students’ scores on the California Standards Tests (CST) in selected subjects. We compare our students’ test scores with the results for students in the average high school in California. On the following pages we provide more detail for each test, including the scores for different subgroups of students. In addition, we provide links to the California Content Standards on which these tests are based. If you’d like more information about the CST, please contact our principal or our teaching staff. To find grade-level-specific scores, you can refer to the Standardized Testing and Reporting (STAR) Web site. Other tests in the STAR program can be found on the California Department of Education (CDE) Web site.

STUDENT ACHIEVEMENT

BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):FAR BELOW BASIC BELOW BASIC BASIC PROFICIENT ADVANCED

California Standards Tests

TESTED SUBJECT2012–2013

LOW SCORES HIGH SCORES

2011–2012 LOW SCORES HIGH SCORES

2010–2011 LOW SCORES HIGH SCORES

ENGLISH/LANGUAGE ARTS

Our schoolPercent Proficient or higher

73% 73% 70%

Average high schoolPercent Proficient or higher

56% 54% 52%

GEOMETRY


43% 33% 47%


25% 28% 27%

US HISTORY


58% 51% 58%


53% 52% 52%

BIOLOGY


70% 75% 73%


50% 53% 50%

LIFE SCIENCE (TENTH GRADE)


75% 78% 66%


56% 55% 52%

SOURCE: The scores for the CST are from the spring 2013 test cycle. State average represents high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores.


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Frequently Asked Questions About Standardized TestsHAVE THE CALIFORNIA STANDARDS TESTS KEPT UP WITH THE CHANGES IN WHAT WE TEACH? In two subjects, the answer is “yes,” and in two more the answer is “no.” The Common Core transition is the reason for this. The test questions in math and English/language arts in 2012-13 were likely to be less well aligned with the official standards for California curriculum than they were three years ago. But the test questions in social studies and science were just as well aligned in 2012-13 as they were in the past.

WHERE CAN I FIND GRADE-LEVEL REPORTS? Due to space constraints and concern for statistical reliability, we have omitted grade-level detail from these test results. Instead we present results at the schoolwide level. You can view the results of far more students than any one grade level would contain, which also improves their statistical reliability. Grade-level results are online on the STAR Web site. More information about student test scores is available in the Data Almanac that accompanies this report.

WHAT DO THE FIVE PROFICIENCY BANDS MEAN? Test experts assign students to one of these five proficiency levels, based on the number of questions they answer correctly. Our immediate goal is to help students move up one level. Our eventual goal is to enable all students to reach either of the top two bands, Advanced or Proficient. Those who score in the middle band, Basic, have come close to attaining the required knowledge and skills. Those who score in either of the bottom two bands, Below Basic or Far Below Basic, need more help to reach the Proficient level.

HOW HARD ARE THE CALIFORNIA STANDARDS TESTS? Experts consider California’s standards to be among the most clear and rigorous in the country. Just 57 percent of elementary school students scored Proficient or Advanced on the English/language arts test; 63 percent scored Proficient or Advanced in math. You can review the California Content Standards on the CDE Web site.

ARE ALL STUDENTS’ SCORES INCLUDED? No. Only students in grades two through eleven are required to take the CST. When fewer than 11 students in one grade or subgroup take a test, state officials remove their scores from the report. They omit them to protect students’ privacy, as called for by federal law.

CAN I REVIEW SAMPLE TEST QUESTIONS? Sample test questions for the CST are on the CDE’s Web site. These are actual questions used in previous years.

WHERE CAN I FIND ADDITIONAL INFORMATION? The CDE has a wealth of resources on its Web site. The STAR Web site publishes detailed reports for schools and districts, and assistance packets for parents and teachers. This site includes explanations of technical terms, scoring methods, and the subjects covered by the tests for each grade. You’ll also find a guide to navigating the STAR Web site as well as help for understanding how to compare test scores.

WHY ARE ONLY SOME OF THE TEST RESULTS PRESENT? California’s test program includes many tests not mentioned in this report. For brevity’s sake, we’re reporting six CST tests usually taken by the largest number of students. We select at least one test from each core subject. For science, we’ve selected biology and the tenth grade life science test. For math, we’ve selected two courses: Algebra I, which students take if they haven’t studied and passed it in eighth grade; and Geometry. In social studies, we’ve selected US History, which is taken by all juniors (eleventh graders). English/language arts summarizes the results of students in grades nine through eleven.


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The graph to the right shows how our students’ scores have changed over the years. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).

You can read the California standards for English/

language arts on the CDE’s Web site.


English/Language Arts (Reading and Writing)

GROUP LOW SCORES HIGH SCORES PROFICIENT OR

ADVANCED

STUDENTS TESTED

COMMENTS

SCHOOLWIDE AVERAGE 73% 94% SCHOOLWIDE AVERAGE: About 17 percent more students at our school scored Proficient or Advanced than at the average high school in California.

AVERAGE HIGH SCHOOL IN THE COUNTY

56% 92%

AVERAGE HIGH SCHOOL IN CALIFORNIA

56% 94%

BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):

FAR BELOW BASIC, BELOW BASIC, AND BASIC PROFICIENT AND ADVANCED

Subgroup Test Scores


ADVANCED

STUDENTS TESTED

COMMENTS

Boys 68% 836 GENDER: About nine percent more girls than boys at our school scored Proficient or Advanced.

Girls 77% 830

English proficient 74% 1,640 ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was too small to be statistically significant. English Learners DATA STATISTICALLY UNRELIABLE N/S 24

Low income 63% 311 INCOME: About 12 percent fewer students from lower-income families scored Proficient or Advanced than our other students.

Not low income 75% 1,330

Learning disabled 27% 56 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress of students with moderate to severe learning differences. Not learning disabled 74% 1,611

African American 57% 53 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.Asian American 79% 77

Filipino 82% 45

Hispanic/Latino 65% 438

White/Other 76% 988

Two or more races 71% 55

SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the results published in this report may vary from other published CDE test scores.N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.

Three-Year Trend:

AdvancedProficientBasicBelow BasicFar Below Basic

English/Language Arts

Percentage of studentswho took the test:2011: 96%2012: 93%2013: 94%

SOURCE: CDE STAR research file: 2011, 2012, and 2013.

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The graph to the right shows how our students’ scores have changed over the years. Any student in grades nine, ten, or eleven who took algebra is included in this analysis. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).

About 32 percent of our students took the algebra CST, compared with 26 percent of all high school students statewide. To read more about California’s math standards, visit the CDE’s Web site.


Algebra I


ADVANCED

STUDENTS TESTED

COMMENTS



19% 26%


22% 26%





ADVANCED

STUDENTS TESTED

COMMENTS

Boys 34% 307 GENDER: About four percent more girls than boys at our school scored Proficient or Advanced.

Girls 38% 263

English proficient 36% 553 ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was too small to be statistically significant. English Learners DATA STATISTICALLY UNRELIABLE N/S 16

Low income 31% 140 INCOME: About seven percent fewer students from lower-income families scored Proficient or Advanced than our other students.

Not low income 38% 414

Learning disabled DATA STATISTICALLY UNRELIABLE N/S 26 LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was too small to be statistically significant. Not learning disabled 37% 545

African American DATA STATISTICALLY UNRELIABLE N/S 25 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.Asian American DATA STATISTICALLY UNRELIABLE N/S 18


White/Other 34% 312

Two or more races DATA STATISTICALLY UNRELIABLE N/S 19


Three-Year Trend:


Algebra I



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The graph to the right shows how our students’ scores have changed over the years. Any student in grades nine, ten, or eleven who took geometry is included in this analysis. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).

About 19 percent of our students took the geometry CST, compared with 27 percent of all high school students statewide. To read more about the math standards for all grades, visit the CDE’s Web site.


Geometry


ADVANCED

STUDENTS TESTED

COMMENTS



19% 27%


25% 27%





ADVANCED

STUDENTS TESTED

COMMENTS

Boys 44% 158 GENDER: About two percent more boys than girls at our school scored Proficient or Advanced.

Girls 42% 179

English proficient 43% 335 ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was either zero or too small to be statistically significant. English Learners NO DATA AVAILABLE N/A 1



Learning disabled NO DATA AVAILABLE N/A 6 LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was either zero or too small to be statistically significant. Not learning disabled 43% 331



White/Other 49% 205



Three-Year Trend:


Geometry



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The graph to the right shows how our eleventh grade students’ scores have changed over the years. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).

To read more about the eleventh grade US history

standards, visit the CDE’s Web site.


US History


ADVANCED

STUDENTS TESTED

COMMENTS

SCHOOLWIDE AVERAGE 58% 94% SCHOOLWIDE AVERAGE: About five percent more students at our school scored Proficient or Advanced than at the average high school in California.


51% 96%


53% 96%





ADVANCED

STUDENTS TESTED

COMMENTS

Boys 66% 277 GENDER: About 15 percent more boys than girls at our school scored Proficient or Advanced.

Girls 51% 268




Learning disabled 23% 30 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress of students with moderate to severe learning differences. Not learning disabled 60% 516


Filipino DATA STATISTICALLY UNRELIABLE N/S 15


White/Other 63% 339



Three-Year Trend:


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The graph to the right shows how our students’ scores have changed over the years. Any student in grades nine, ten, or eleven who took biology is included in this analysis. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).

About 48 percent of our students took the biology CST, compared with 40 percent of all high school students statewide. To read more about the California standards for science visit the CDE’s Web site.


Biology


ADVANCED

STUDENTS TESTED

COMMENTS



48% 43%


50% 40%





ADVANCED

STUDENTS TESTED

COMMENTS

Boys 70% 425 GENDER: The same percentage of boys and girls at our school scored Proficient or Advanced.

Girls 70% 427

English proficient 71% 836 ENGLISH PROFICIENCY: We cannot compare scores for these two subgroups because the number of English Learners tested was too small to be statistically significant. English Learners DATA STATISTICALLY UNRELIABLE N/S 14



Learning disabled 20% 44 LEARNING DISABILITIES: Students classified as learning disabled scored lower than students without learning disabilities. The CST is not designed to test the progress of students with moderate to severe learning differences. Not learning disabled 73% 808

African American 58% 33 ETHNICITY: Test scores are likely to vary among students of different ethnic origins. The degree of variance will differ from school to school. Measures of the achievement gap are beyond the scope of this report.Asian American 82% 38



White/Other 73% 512



Three-Year Trend:


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The graph to the right shows how our tenth grade students’ scores on the mandatory life science test have changed over the years. We present each year’s results in a vertical bar, with students’ scores arrayed across five proficiency bands. When viewing schoolwide results over time, remember that progress can take many forms. It can be more students scoring in the top proficiency bands (blue); it can also be fewer students scoring in the lower two proficiency bands (brown and red).

You can read the science standards on the CDE’s Web site. Please note that some students taking this test may not have taken any science course in the ninth or tenth grade. In high school, science courses are electives.


Life Science (Tenth Grade)


ADVANCED

STUDENTS TESTED

COMMENTS



54% 92%


56% 93%





ADVANCED

STUDENTS TESTED

COMMENTS

Boys 74% 270 GENDER: About three percent more girls than boys at our school scored Proficient or Advanced.

Girls 77% 277




Learning disabled DATA STATISTICALLY UNRELIABLE N/S 19 LEARNING DISABILITIES: We cannot compare scores for these two subgroups because the number of students tested with learning disabilities was too small to be statistically significant. Not learning disabled 77% 528




White/Other 78% 312



Three-Year Trend: Life


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Other Measures of Student AchievementThe entire school community collaborates to ensure the success of each individual student and to prepare each student for postsecondary educational options. To help ensure success, each student is assigned to an assistant principal and counselor. The counselors get to know the students and their family. Counselors meet students’ individual needs and monitor their academic and social progress. The goal is to prepare all students to be college ready to meet the most rigorous requirements of post-high school education. MVHS also evaluates students by the Expected School-wide Learning Results (ESLRs), which are engaged learners, critical thinkers, effective communicators, and responsible 21st century citizens.

Engaged learners create a positive vision for themselves and their future; work independently and cooperatively; are self-directed and intrinsically motivated; produce quality work by using varied resources and technology; and create artistic, practical and authentic projects.

Critical thinkers understand and use the scientific method, implement problem solving strategies; integrate information from across the curriculum; and analyze, synthesize, and evaluate complex systems, information, and ideas.

Effective communicators read, write, speak, and listen reflectively and critically; receive, process, and interpret information; express concepts and ideas.

Responsible 21st-century citizens think globally and understand, appreciate, and respect other cultures; improve the quality of life in their school and community; have compassion for and contribute to the success of others; adapt to a constantly changing world; balance social, mental, and physical wellness; and access and use information and technology to enhance lifelong learning.

Teachers, the school principal, assistant principals, counselors, and district administrators monitor student progress using Individualized Learning Plans (ILPs), progress reports, GPA reports, attendance reports, discipline reports, the Student Information System, standardized tests, and a district-wide assessment database. Students receive progress reports every six weeks and two semester report cards. All formal assessments include a parent report and a letter of explanation. Parent conferences/phone conferences and Student Success Team meetings are held for students in danger of course failure or not graduating. Parents access student progress and can monitor attendance through ABI/Parent Portal.



We strive to have every student ready for college by graduation time. In ninth grade students develop their Individual Learning Plan, which maps out their path for the next four years, and they update the plan each year. Counselors see each student a minimum of two times a year and several other times when counselors go into the classrooms for guidance lessons and presentations on college preparations. Each classroom has a college corner; counselors present parent nights for college planning, financial aid, and college applications. To promote the college-going culture, many staff members and students wear their college shirts on Thursdays.

In addition, we offer the Advancement Via Individual Determination (AVID) program to encourage students to prepare for college admission. We offer a rigorous college preparatory program that has been approved by the University of California (UC) and California State University. The AVID program supports qualified students who might not otherwise prepare themselves for college without support and encouragement to apply for college; our AVID students have had a very high acceptance rate each year. All students have access to AP classes. The IB Program offers students the full diploma program or individual courses for which they can earn college credit. Students with an IB diploma will have increased opportunities for college acceptances.

Beginning with the class of 2013, all students must complete 230 credits for graduation and they are encouraged to enroll in UC-approved A-G courses to prepare for college. The school encourages students to prepare themselves to the highest degree possible so that they have many post-high school opportunities. Students who do not attend a four-year college are encouraged to enter a two-year community college academic program, a two-year training program, or another post-high school training program.

Students have the opportunity to go to an annual college fair. AVID students and other groups, including Si Se Puede, schedule special college presentations and field trips. Juniors take the PSAT test to prepare for the SAT, and we offer SAT and ACT preparation workshops.

Former graduates visit classes and our scholarship night to talk to students about college life. They report that they have felt well prepared for college. We celebrate college acceptances at special lunches and post acceptances in the quad to motivate younger students. MVHS also holds scholar athletes’ signing luncheons. Former AVID students return to visit the AVID classes for motivation. All our teachers make connections with the students and encourage them to go to college or choose another education path that meets their aspirations.

In the 2011–2012 academic year, 59 percent of Murrieta Valley seniors took the SAT, compared with 44 percent of high school students in California.

Murrieta Valley students’ average score was 502 on the critical reading portion of the SAT, compared with 491 for students throughout the state. Murrieta Valley students’ average score was 514 on the math portion of the SAT, compared with 510 for students throughout the state. Murrieta Valley students’ average score was 503 on the writing portion of the SAT, compared with 491 for students throughout the state.

PREPARATION FOR COLLEGE AND THE WORKFORCE

SAT College Entrance Exam

KEY FACTOR DESCRIPTIONOUR

SCHOOLCOUNTYAVERAGE

STATEAVERAGE

SAT participation rate Percentage of seniors who took the test 59% 41% 44%

SAT critical reading Average score of those who took the SAT critical reading test

502 469 491

SAT math Average score of those who took the SAT math test

514 480 510

SAT writing Average score of those who took the SAT writing test

503 467 491

SOURCE: SAT test data provided by the College Board for the 2011–2012 school year. County and state averages represent high schools only.



In the 2011–2012 school year, 53 percent of Murrieta Valley’s graduates passed courses required for admission to the University of California (UC) or the California State University (CSU) system, compared with 41 percent of students statewide. This number is, in part, an indicator of whether the school is offering the classes required for admission to the UC or CSU systems. The courses that the California State University system requires applicants to take in high school, which are referred to as the A-G course requirements, can be reviewed on the CSU’s official Web site. The University of California has the same set of courses required.

Another view of our school’s effectiveness in preparing students for college is to ask: “How many of our students took courses in the 2012-13 school year that met the requirements for admission to the UC or CSU systems?” The answer to that question is contained in the Data Almanac, which is the last section of this annual report.

College Preparation


SCHOOLCOUNTYAVERAGE

STATEAVERAGE

2012 graduates meeting UC or CSU course requirements

Percentage of graduates passing all of the courses required for admission to the UC or CSU systems

53% 36% 41%

SOURCE: Enrollment in UC/CSU qualifying courses comes from CALPADS, October 2012. County and state averages represent high schools only.


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Advanced Placement Courses OfferedHigh school students can enroll in courses that are more challenging in their junior and senior years, including Advanced Placement (AP) courses. These courses are intended to be the most rigorous and challenging courses available. Most colleges regard AP courses as the equivalent of a college course.

The majority of comprehensive high schools offer AP courses, but the number of AP courses offered at any one school varies considerably. Unlike honors courses, AP courses and tests are designed by a national organization, the College Board, which charges fees to high schools for the rights to their materials. The number of AP courses offered is one indicator of a school’s commitment to prepare its students for college, but students’ participation in those courses and their test results are, in part, a measure of student initiative.

Students who take AP courses and pass the AP exams with scores of 3 or higher may qualify for college credit. Our high school offers 30 different courses that you’ll see listed in the table.

More information about the Advanced Placement program is available from the College Board.

Here at Murrieta Valley, 37 percent of juniors and seniors took AP exams. In California, 32 percent of juniors and seniors in the average high school took AP exams. On average, those students took 1.6 AP exams, compared with 1.8 for students in the average high school in California.


SCHOOLCOUNTYAVERAGE

STATEAVERAGE

Enrollment in AP courses Percentage of AP course enrollments out of total course enrollments

4% 3% 4%

SOURCE: This information provided by the California Department of Education.

AP Exam Results, 2011–2012


SCHOOLCOUNTYAVERAGE

STATEAVERAGE

Completion of AP courses

Percentage of juniors and seniors who completed AP courses and took the final exams

37% 28% 32%

Number of AP exams taken

Average number of AP exams each of these students took in 2011–2012

1.6 1.8 1.8

AP test results Percentage of AP exams with scores of 3 out of 5 or higher (college credit)

60% 47% 59%

SOURCE: AP exam data provided by the College Board for the 2011–2012 school year.

AP COURSES OFFEREDNUMBER OF

COURSES

Fine and Performing Arts 4

Computer Science 0

English 4

Foreign Language 7

Mathematics 5

Science 4

Social Science 6

Total 30

SOURCE: This information is provided by the California Department of Education.


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California High School Exit ExaminationStudents first take the California High School Exit Examination (CAHSEE) in the tenth grade. If they don’t pass either the English/language arts or math portion, they can retake the test in the eleventh or twelfth grades. Here you’ll see a three-year summary showing the percentage of tenth graders who scored Proficient or Advanced. (This should not be confused with the passing rate, which is set at a somewhat lower level.)

Answers to frequently asked questions about the exit exam can be found on the CDE Web site. Additional information about the exit exam results is also available there.

PERCENTAGE OF TENTH GRADE STUDENTS SCORING PROFICIENT OR

ADVANCED ON THE CAHSEE

OUR SCHOOL

DISTRICT AVERAGE

STATE AVERAGE

English/language arts

2012–2013 73% 69% 57%

2011–2012 75% 69% 56%

2010–2011 78% 73% 59%

Math

2012–2013 71% 68% 60%

2011–2012 72% 67% 58%

2010–2011 67% 65% 56%

SOURCE: California Department of Education, SARC research file.


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The table that follows shows how specific groups of tenth grade students scored on the exit exam in the 2012–2013 school year. The English/language arts portion of the exam measures whether a student has mastered reading and writing skills at the ninth or tenth grade level, including vocabulary, writing, writing conventions, informational reading, and reading literature. The math portion of the exam includes arithmetic, statistics, data analysis, probability, number sense, measurement, and geometry at sixth and seventh grade levels. It also tests whether a student has mastered algebra, a subject that most students study in the eighth or ninth grade.

Sample questions and study guides for the exit exam are available for students on the CDE Web site.

CAHSEE Results by SubgroupENGLISH/LANGUAGE ARTS MATH

NOT PROFICIENT PROFICIENT ADVANCED

NOT PROFICIENT PROFICIENT ADVANCED

Tenth graders 27% 28% 45% 29% 46% 25%

African American 40% 35% 25% 47% 37% 16%

American Indian or Alaska Native

N/A N/A N/A N/A N/A N/A

Asian 28% 22% 50% 11% 44% 44%

Filipino 11% 21% 68% 21% 47% 32%

Hispanic or Latino 32% 33% 34% 33% 47% 19%

Pacific Islander N/A N/A N/A N/A N/A N/A

White (not Hispanic) 25% 26% 49% 28% 46% 27%

Two or more races 21% 26% 53% 33% 33% 33%

Male 35% 27% 38% 30% 47% 23%

Female 18% 29% 53% 29% 44% 28%

Socioeconomically disadvantaged

35% 29% 36% 41% 47% 12%

English Learners N/A N/A N/A N/A N/A N/A

Students with disabilities

83% 10% 7% 77% 23% 0%

Students receiving migrant education services

N/A N/A N/A N/A N/A N/A

SOURCE: California Department of Education, SARC research file. Scores are included only when 11 or more students are tested. When small numbers of students are tested, their average results are not very reliable.


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High School CompletionThis table shows the percentage of seniors in the graduating class of 2013 who met our district’s graduation requirements and also passed the California High School Exit Examination (CAHSEE). We present the results for students schoolwide followed by the results for different groups of students.

Students can retake all or part of the CAHSEE twice in their junior year and up to five times in their senior year. School districts have been giving the CAHSEE since the 2001–2002 school year. However, 2005–2006 was the first year that passing the test was required for graduation.

More data about CAHSEE results, and additional detail by gender, ethnicity, and English language fluency, is available on the CDE Web site.

Dropouts and GraduatesOur graduation rate is 95% percent. Students who complete all requirements except for ten credits (two classes) at graduation time may come back to the summer program or enroll in the adult education program in the fall and still earn their diploma if all requirements have been met by the end of the first semester..

Teachers, counselors, and administrators as well as classified support staff are critical in preventing dropouts. Each team regularly checks on students’ progress and plans interventions such as summer school, afterschool credit recovery, and independent study credit recovery, doubling up on classes if the schedule allows it, or taking classes at a community college. We offer on-line credit recovery through BrainHoney Learning. Students may also transfer to the Continuation High School or Adult School if they are over 18 and the program better fits their needs. We offer seven courses each semester, and students have the opportunity to make up classes through the semester.

We help students with personal or family problems and help them to find ways to stay in school. We track students who did not graduate until the end of the semester following graduation to ensure they enroll in a summer program or adult school.

DROPOUT RATE: We define a dropout as any student who left school before completing the 2011–2012 school year, or who hasn’t re-enrolled in school for the 2012–2013 year by October 2012.

In the past, identifying dropouts was difficult because students often did not report why they were leaving or where they were going. Now districts use the Statewide Student Identifier (SSID), which can locate students

PERCENTAGE OF SENIORS GRADUATING

(CLASS OF 2013)

GROUPOUR

SCHOOLDISTRICT AVERAGE

All Students 97% 95%

African American 96% 96%

American Indian or Alaska Native

N/A N/A

Asian 100% 97%

Filipino N/A N/A

Hispanic or Latino 97% 94%

Pacific Islander 100% 95%

White (not Hispanic) 95% 95%

Two or more races 100% 95%

Socioeconomically disadvantaged

67% 62%

English Learners 100% 59%

Students with disabilities 85% 100%

SOURCE: This data comes from the school district office.

KEY FACTOROUR

SCHOOLCOUNTYAVERAGE

STATEAVERAGE

Dropout rate (four year)

Class of 2012 4% 11% 13%

Class of 2011 5% 13% 15%

Class of 2010 5% 15% 17%

Graduation rate (four year)

Class of 2012 94% 83% 79%

Class of 2011 94% 80% 77%

Class of 2010 94% 78% 75%

SOURCE: Dropout data comes from CALPADS, October 2012.


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who have enrolled in schools elsewhere in California, making dropout counts more accurate. This tracking system has been in place since the 2006–2007 school year.

GRADUATION RATE: This is the second year that the California Department of Education has relied upon its new system for counting whether individual students graduate in four years. Because officials have gathered this data for six years, they are now able to report on the graduation rates of the students who graduated in 2010, 2011 and 2012. This new approach to tracking individual students replaces a method of estimating graduation rates based on the numbers of students enrolled in each grade level. As a result, the new method is far more accurate.

Note that the high school completion rate we report in the preceding section shows only how many seniors graduated. The rate we report here indicates how students have fared over the four years leading to graduation.



Workforce PreparationGraduates are prepared to enter the workforce based on their completion of a rigorous curriculum of core academic subjects. Students are required to complete 40 hours of community service, which teaches them the importance of volunteer work and provides them with insight into different career pathways.

Career Technical Education (CTE) programs provide students 16 years of age or older with free job training, high school credit, certificates of training, career planning, job search skills, and preparation for higher level training. We offer CTE courses in automotive technology, law enforcement and forensic science. In addition, students have access to CTE courses offered out of the district. Students take aptitude tests and sign up for the ASVAB for military aptitudes. Other classes, such as food, photography, media technology, drafting also give students skills for employment.

Through a partnership with MSJC, several courses are articulated and students receive credit for the high school course and college credits on a college transcript; the Robotics program partners with the Southwest Community Development Corporation and has received grants for the development of robotics. Robotics students compete on an international level, and the engineering class is building a solar powered car. Our careers classes and CTE classes invite guests to speak to students about career opportunities. Our college and career center offers opportunities to listen to guest speakers and college presentations that also offer Career Education/Employment Concentrations and certificate programs. Our community partners include banks, businesses from the Southwest Manufacturing Council, and local businesses.

The Senior Exit Interview prepares students to verbalize how well they feel prepared to enter the work force, college, or the military. Students write a reflective essay and present their post high school plans to a panel.

Our high school offers courses intended to help students prepare for the world of work. These career technical education (CTE) courses, formerly known as vocational education, are open to all students. The accompanying table shows the percentage of our students who enrolled in a CTE course at any time during the school year. We enrolled 1,304 students in career technical education courses.

Career Technical Education programs provide students 16 years of age or older with free job training, high school credit, certificates of training, career planning, job search skills, and preparation for higher level training. We offer CTE courses in automotive technology, law enforcement, and forensic science. In addition, students have access to CTE courses offered out of the district. Students take aptitude tests and sign up for the ASVAB for military aptitudes. Other classes, such as food and nutrition, photography, media technology, and drafting also give students skills for employment. You can find information about our school’s CTE courses and advisors in the Data Almanac at the end of this School Accountability Report Card. Information about career technical education policy is available on the CDE Web site.

KEY FACTOROUR

SCHOOL

Number of students participating in CTE courses

1,304

Percentage of students completing a CTE program and earning a high school diploma

91%

Percentage of CTE courses coordinated with colleges

60%

SOURCE: Information provided by the school district.


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Students’ English Language SkillsAt Murrieta Valley, 99 percent of students were considered to be proficient in English, compared with 89 percent of high school students in California overall.

Languages Spoken atHome by English LearnersPlease note that this table describes the home languages of just the 30 students classified as English Learners. At Murrieta Valley, the language these students most often speak at home is Spanish. In California it’s common to find English Learners in classes with students who speak English well. When you visit our classrooms, ask our teachers how they work with language differences among their students.

EthnicityMost students at Murrieta Valley identify themselves as White. In fact, there are about two times as many White students as Hispanic/Latino students, the second-largest ethnic group at Murrieta Valley. The state of California allows citizens to choose more than one ethnic identity, or to select “two or more races” or “decline to state.” As a consequence, the sum of all responses rarely equals 100 percent.

Family Income and EducationThe free or reduced-price meal subsidy goes to students whose families earned less than $42,643 a year (based on a family of four) in the 2012–2013 school year. At Murrieta Valley, 23 percent of the students qualified for this program, compared with 52 percent of students in California.

The parents of 88 percent of the students at Murrieta Valley have attended college and 54 percent have a college degree. This information can provide some clues to the level of literacy children bring to school. One precaution is that the students themselves provide this data when they take the battery of standardized tests each spring, so it may not be completely accurate. About 75 percent of our students provided this information.

STUDENTS

LANGUAGE SKILLSOUR

SCHOOLCOUNTYAVERAGE

STATEAVERAGE

English-proficient students 99% 90% 89%

English Learners 1% 10% 11%

SOURCE: Language census for the 2012–2013 school year. County and state averages represent high schools only.

LANGUAGEOUR

SCHOOLCOUNTYAVERAGE

STATEAVERAGE

Spanish 73% 95% 83%

Vietnamese 3% 1% 2%

Cantonese 0% 0% 2%

Hmong 0% 0% 1%

Filipino/Tagalog 7% 1% 2%

Korean 0% 0% 1%

Khmer/Cambodian 3% 0% 0%

All other 14% 3% 9%

SOURCE: Language census for the 2012–2013 school year. County and state averages represent high schools only.

ETHNICITYOUR

SCHOOLCOUNTYAVERAGE

STATEAVERAGE

African American 4% 7% 7%

Asian American/Pacific Islander

7% 6% 12%

Hispanic/Latino 27% 57% 49%

White 59% 28% 28%

SOURCE: California Longitudinal Pupil Achievement Data System (CALPADS), October 2012. County and state averages represent high schools only.

FAMILY FACTORSOUR

SCHOOLCOUNTYAVERAGE

STATEAVERAGE

Low-income indicator 23% 55% 52%

Parents with some college 88% 56% 58%

Parents with college degree 54% 26% 34%

SOURCE: The free and reduced-price lunch information is gathered by most districts in October. This data is from the 2012–2013 school year. Parents’ education level is collected in the spring at the start of testing. Rarely do all students answer these questions.


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Average Class SizesThe table at the right shows average class sizes for core courses. The average class size of all courses at Murrieta Valley varies from a low of 28 students to a high of 30. Our average class size schoolwide is 29 students. The average class size for high schools in the state is 26 students.

SafetySchool safety is a high priority at Murrieta Valley High School. Four campus supervisors, four administrators, four counselors, and a School Resource Officer are on campus daily to monitor the campus, supervise the students, and ensure a safe learning environment. We have a closed campus, and a campus supervisor monitors visitors and volunteers who enter the campus. Trained canines provide unannounced canine searches of the campus and parking lot for drugs, alcohol, and weapons.

The district holds monthly safety meetings, and our School Site Council (SSC) works on our Safety Plan throughout the year. We have adopted a Comprehensive School Safety Plan that is reviewed with the staff during an annual school-wide staff meeting. The plan is presented to all staff and parents, and there are numerous student assemblies that address safety issues.

We have completely updated our camera system and upgraded the alarm systems to meet the latest safety requirements. Surveillance cameras monitor activity on and around the campus 24 hours a day. Video surveillance cameras across our campus are a deterrent to trespassers, vandalism, or other illegal activities that might occur on campus. They also help administrators with discipline issues and help in the investigation of any crimes that might occur on campus during the school day or after school hours, making our school safer and more secure.

Administrators have been trained for emergency readiness and school safety. Emergency evacuation drills were conducted regularly throughout the school year, including drills to clear the school has an Emergency and Disaster Preparedness Plan, which specifies procedures for dealing with fire, flood, earthquakes, lockdowns, hazardous materials, disaster recovery organization, and student accountability following a disaster, and it aligns with the NIMS emergency system. Currently teams are trained for Emergency Response and Crisis intervention. All staff members are aware that our highest priority is to keep all students safe.

DisciplineThe discipline policy outlined in the MVHS Student Handbook contains the school-wide rules and regulations and behavior expectations. Rules are based on a few simple considerations: respect, responsibility, kindness, and safety. Campus supervisors undergo formal training on juvenile laws, traffic control, emergency preparedness, and conflict resolution. MVHS uses a progressive discipline plan in the classrooms. We believe that everyone has the right to be treated with respect and courtesy.

The district has a strictly enforced antidiscrimination policy that prohibits harassment of students or staff based on race, gender, disability, religion, or sexual orientation. Link Crew and the Peer Leaders Uniting Students (PLUS) program connect students to campus and give all groups an opportunity to talk and help students resolve conflicts and appreciate each other’s diversity.

Our PLUS team activities have greatly contributed to a positive learning environment. PLUS conducts student forums that promote the belief that strength comes from diversity and respect for all people is the cornerstone of humanity. Students have the opportunity to get to know each other and learn that they are not alone with some of the problems and the challenges that they face, and they learn to respect each other’s opinions and views.

Character Counts is a program used to encourage students’ growth in the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. Student assistance programs identify and support students and their families through times of crisis and stress and provide referrals to help adolescents address issues such as anger management, anxiety and depression, sexuality, and the use of drugs, alcohol, and tobacco.

CLIMATE FOR LEARNING

AVERAGE CLASS SIZESOF CORE COURSES

OUR SCHOOL

OUR DISTRICT

English 31 31

History 31 31

Math 29 29

Science 30 30

SOURCE: California Department of Education, SARC Research File. District averages represent high schools only.



Through Gang Risk Intervention Prevention meetings, school and district administrators collaborate with Murrieta Police Department officers to share information about student and community trends and intervention strategies with regard to drugs, alcohol, graffiti, and gang involvement. The Youth Accountability Team (YAT) is an intervention program involving the Riverside County Probation Department, Murrieta Police Department, Riverside County District Attorney’s Office, Murrieta Valley Unified School District, and Family Service Association. YAT focuses on misdemeanor offenders and at-risk youth ages 12 to 17 with delinquent behavior such as substance abuse, school discipline problems, family conflict, mental health issues, gang association, and truancy. Through this program, a wide variety of counseling services are available for students including substance abuse, anger management, and individual treatment.

HomeworkThe amount of homework students are assigned varies depending on the level of courses and the number of courses taken each semester. Our students are on an alternating block schedule of A and B classes. Each class usually assigns homework. Many teachers post assignments on their web pages or provide handouts for students. On an average, homework per class may be 45 minutes; IB, dual enrollment or AP and honors courses will require more homework time. Assignments include long-range projects, research papers, and assignments over the weekend or vacation time (AP and IB only). All students are given a planner and need to keep track of their homework assignments.

We encourage parents to email teachers, check their child’s grades on ABI, or schedule a teacher conference to check on their student’s progress. We ask that parents help with organization, planning, and supervision of the student’s activities to help their child to be successful in school. Attendance is the first key to success.

ScheduleThe school year begins in mid-August and ends in mid-June. The 2012-2013 school year included 175 days of instruction. Office hours are from 7 a.m. to 3:30 p.m. Extended Learning Opportunities during the summer break and after school are also available. A summer program gives students who failed classes the opportunity to recover the credit. Tutoring is also available each day after school in the library. Extracurricular activities can take place after school, during lunch periods, and on weekends. Athletic events are scheduled through the Athletic Office and a full schedule of all games and activities is available on our website, in the Athletic Office, or in the Activities Office.

Parent InvolvementWe encourage parent and community involvement through our PTSA, School Site Council (SSC), booster organizations, activities, and athletics. The PTSA actively supports programs and activities and provides scholarships to seniors. The SSC, which includes parents and staff members, meets regularly to evaluate the effectiveness of the school’s programs, review curriculum, and approve the school’s budget of funds allocated for specific purposes. Parents attend the Back-to-School Night and Open House, and the principal meets with parents once a month to discuss new developments and address concerns. All stakeholders developed the MVHS Parent Involvement Policy.

We strongly encourage parent volunteers. Moms in Touch is a wonderful parent group that supports the school staff with goodies, praise, and good thoughts. Parent and booster clubs provide support for many sports, performing arts groups, and engineering. Band boosters provide assistance for the field shows and raise program funds. Parents are chaperones on field trips for the choir, AVID, dance, and many other groups. In the spring, we hold a rally for all incoming freshmen and their parents to interact with current students and staff in a warm, welcoming environment. More than 95 percent of parents access the on-line grading and attendance system. We use our website, our phone notification system Parent Link, Twitter and Facebook to inform parents of school events.

The Associated Student Body welcomes parent support for the many activities, especially for float building and homecoming activities, dances, and field trips. We honor our parent volunteers at a Community Night at one of our football games and are grateful for their strong support. Please contact our school site secretary, Lisa Nichols, at 696-1408 ext. 5297 for volunteer opportunities.



LeadershipRenate Jefferson was the principal at Murrieta Valley High School for ten years through 2013. Following her retirement, Mr. Eric Mooney was hired as the new principal. Mr. Mooney has 12 years of teaching experience and four years of experience as an administrator. He earned his bachelor’s degree from Thomas Edison State College in New Jersey and a master’s degree in education administration from Argosy University. He is currently a doctoral candidate in educational administration at Argosy University. Mooney holds a teaching credential and an administrative services credential.

Administrators, lead teachers, and mentors provide instructional leadership. They routinely meet to focus on student success and to develop ways to grow and improve the instructional program. Current subject-matter frameworks, new material adoptions, and changes in instructional strategies are communicated to teachers by the leadership team. The administration, support staff, teachers, and parents are all active participants in providing direction for the improvement of the school’s instructional program. Many groups help make decisions that affect our school. Parent volunteers, the administration, and staff compose the School Site Council (SSC), which makes several important budget decisions, especially for restricted funds. The Single Plan for Student Achievement serves as a foundation for the school improvement process and involves the parents, staff, administration, and students. The English Language Advisory Committee (ELAC) includes parents of English Learners. The SSC has parent representatives for students who are gifted and talented and for special education students.

Assistant principals Bob McGonigal, Mark Pettengill, and Lorie Coleman are all experienced administrators. Counselors supporting our students are Melanie Kayrell, Candyce Julian, Rick Lockwood, Jim Vandenburgh. Activities Director Geniel Moon and Athletic Director Darin Mott complete the administration team.

PLEASE NOTE: Comparative data (county average and state averages) for some of the data reported in the SARC is unavailable as of December 2013.

All out-of-field teachers are legally assigned under appropriate Education Code options based on the teachers prior coursework completion within the content area of the particular assignment. The Education Codes used are reviewed and approved by our Board of Education and require individual teacher consent. This process of approval and consent is completed annually as needed.

“HIGHLY QUALIFIED” TEACHERS: The federal law known as No Child Left Behind (NCLB) requires districts to report the number of teachers considered to be “highly qualified.” These “highly qualified” teachers must have a full credential, a bachelor’s degree, and, if they are teaching a core subject (such as reading, math, science, or social studies), they must also demonstrate expertise in that field. The table above shows the percentage of core courses taught by teachers who are considered to be less than “highly qualified.” There are exceptions, known as the High Objective Uniform State Standard of Evaluation (HOUSSE) rules, that allow some veteran teachers to meet the “highly qualified” test who wouldn’t otherwise do so.

LEADERSHIP, TEACHERS, AND STAFF

Indicators of Teachers Who May Be Underprepared


SCHOOLCOUNTYAVERAGE

STATEAVERAGE

Core courses taught by a teacher not meeting NCLB standards

Percentage of core courses not taught by a “highly qualified” teacher according to federal standards in NCLB

0% N/A 0%

Out-of-field teaching: courses

Percentage of core courses taught by a teacher who lacks the appropriate subject area authorization for the course

5% N/A N/A

Fully credentialed teachers

Percentage of staff holding a full, clear authorization to teach at the elementary or secondary level

100% N/A N/A

Teachers lacking a full credential

Percentage of teachers without a full, clear credential

0% N/A N/A

SOURCE: This information provided by the school district. Data on NCLB standards is from the California Department of Education, SARC research file.


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TEACHING OUT OF FIELD: When a teacher lacks a subject area authorization for a course she is teaching, that course is counted as an out-of-field section. For example, if an unexpected vacancy in a biology class occurs, and a teacher who normally teaches English literature (and who lacks a subject area authorization in science) fills in to teach for the rest of the year, that teacher would be teaching out of field.

CREDENTIAL STATUS OF TEACHERS: Teachers who lack full credentials are working under the terms of an emergency permit, an internship credential, or a waiver. They should be working toward their credential, and they are allowed to teach in the meantime only if the school board approves. None of our teachers was working without full credentials.

More facts about our teachers, called for by the Williams legislation of 2004, are available on our Accountability Web page, which is accessible from our district Web site. You will find specific facts about misassigned teachers

and teacher vacancies in the 2013–2014 school year.


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Districtwide Distribution of Teachers Who Are Not “Highly Qualified”Here, we report the percentage of core courses in our district whose teachers are considered to be less than “highly qualified” by NCLB’s standards. We show how these teachers are distributed among schools according to the percentage of low-income students enrolled.

When more than 40 percent of the students in a school are receiving subsidized lunches, that school is considered by the California Department of Education to be a school with higher concentrations of low-income students. When less than 25 percent of the students in a school are receiving subsidized lunches, that school is considered by the CDE to be a school with lower concentrations of low-income students.

DISTRICT FACTOR DESCRIPTION

CORE COURSES

NOT TAUGHT BY

HQT IN DISTRICT

Districtwide Percentage of core courses not taught by “highly qualified” teachers (HQT)

0%

Schools with more than 40% of students from lower-income homes

Schools whose core courses are not taught by “highly qualified” teachers

1%

Schools with less than 25% of students from lower-income homes

Schools whose core courses are not taught by “highly qualified” teachers

0%

SOURCE: Data is from the California Department of Education, SARC research file.



Staff DevelopmentStaff development is an important element of teacher development and community building. Teachers take part in staff meetings that are used for instructional training and staff communication. We support new teachers through the Beginning Teacher Support and Assessment program, which allows new teachers the time to reflect on their teaching practice with the help of a mentor teacher.

Late start days for PLCs and staff development are built into the calendar. These times are devoted to aligning our curriculum to state standards, analyzing assessment results, and collaborating on student achievement. Teachers meet with members of their department and grade levels to review data, share lessons and strategies, and to plan upcoming units and assessments.

New teachers are supported through the Beginning Teacher Support and Assessment program, which allows new teachers the time to reflect on their teaching practice with the help of a mentor teacher. Topics in this program include technology, strategies for teaching English Learners, and differentiation for all students.

Administrator training has been focused on curriculum, technology, and leadership. Principals learn classroom observation techniques, how to use technology for data assessment, are trained in identifying/reporting of sexual harassment and leadership development. In addition, staff development days are being offered to support the implementation of the California Common Core Standards and the implementation of our Learning Management System (Haiku).

Evaluating and Improving TeachersThere is a strong emphasis on teacher evaluation and improvement. Probationary teachers are evaluated every year and tenured teachers every three years. Each evaluation includes two formal observations and several informal observations. We use the California teaching standards as a basis for evaluation. The evaluation process is intended to provide support to teachers and to guide their continued development as educators. The overall evaluation is in accordance with the teacher’s contract and the guidelines of the California Standards for the Teaching Profession.

During the observation the principal notes the students’ level of engagement, the organization of the classroom, and standards-based lessons. These factors, in addition to pupil progress toward objectives, determine whether a teacher needs help, which might be training in a specific area or working with a mentor. We pair beginning teachers with mentor teachers and enroll them in our support program for new teachers.

Substitute TeachersThe district maintains a list of qualified substitute teachers who are available as needed. An automated substitute calling system is in place to ensure maximum efficiency. When possible we hire substitutes who are specifically requested by our teachers. Substitutes have taken the California Basic Educational Skills Test and have bachelor’s degrees. Substitute teachers receive instructions on attendance procedures and site policies.

YEARPROFESSIONAL

DEVELOPMENT DAYS

2012–2013 3.0

2011–2012 0.0

2010–2011 0.0

SOURCE: This information is supplied by the school district.



Specialized Resource StaffThe table to the right lists the number of full-time equivalent qualified support personnel who provide counseling and other pupil support services in our school. These specialists often work part time at our school and some may work at more than one school in our district. For more details on statewide ratios of counselors, psychologists, or

other pupil services staff to students, see the California Department of Education (CDE) Web site. Library facts and frequently asked questions are also available there.

ACADEMIC GUIDANCE COUNSELORS: Our school has four full-time equivalent academic counselors, which is equivalent to one counselor for every 579 students. More information about counseling and student

support is available on the CDE Web site.

STAFF POSITIONSTAFF (FTE)

Academic counselors 4.0

Behavioral/career counselors

0.0

Librarians and media staff

1.0

Psychologists 1.0

Social workers 0.0

Nurses 1.0

Speech/language/hearing specialists

1.0

Resource specialists 4.0

SOURCE: Data provided by the school district.


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Specialized Programs and StaffThe district provides a wide array of programs to meet the needs of our diverse student body. This includes programs to identify and support students and their families through times of crisis and stress. Other programs provide referrals to help adolescents address issues such as anger management, anxiety and depression, sexuality, and the use of drugs, alcohol, and tobacco. District-led crisis response teams are used to provide support for students and staff as needed.

We have a school nurse, a health technician, speech therapist, work experience coordinator for special education students, and a psychologist on staff. Four counselors provide support for all students, assisting students with their special needs, guidance counseling, and college preparation. Counselors and support staff make referrals to community resources and agencies where necessary, including the district’s Breakthrough Program and Youth Accountability Teams. The school has a rich network of support providers that include county and city agencies.

Peer Assistance Leaders (PLUS) team members take on the role of forum leaders and conflict resolution leaders. Enrichment programs include mock trial, academic competitions, Science Olympiad, music and choir festivals, drama productions, engineering robotics competitions, Art Walk, and Studio Art as well as PTA Reflections, cooking challenges, Model United Nations, and poetry readings. We offer electives such as ceramics, yearbook, student government, band, computer graphics, media, and photography. Current Career Technical Education Program (CTE) opportunities include auto shop, Students and the Law, forensics, and medical assisting. Other CTE programs are available at neighboring schools. The school offers an IB program designed for Juniors and Seniors to earn an IB Diploma in addition to their high school diploma. After school tutoring programs and Extended Learning Opportunities after school and during the summer break provide additional support for students who need assistance with basic curriculum. Teachers are available at specific times to help students, and a friendly support staff, from campus security to custodian, administrators, counselors, and office staff, is always ready to help students with special needs.

Gifted and Talented Education (GATE)The GATE program provides academic enrichment for students who are identified as gifted and talented in mathematics and language arts. Students’ eligibility for GATE is currently under review as California prepares for the implementation of the California Common Core and Smarter Balanced Assessments. Common Core is a set of standards developed by the federal government in the hopes of unifying education standards nationwide. Training and workshops help teachers learn new ways to meet the needs of gifted students.

Counselors meet with GATE students and encourage them to enroll in advanced courses in their freshman and sophomore years, AP or IB courses in the core subject areas during their junior and senior years, and the most rigorous courses offered in other subject areas.

Our school also offers the National Honor Society and California Scholarship Federation programs.



Special Education ProgramThe Murrieta Valley Unified School District offers special education services provided in the general education classroom, in pull-out sessions outside the classroom, in special classes, and in outside facilities. Services cover, but are not limited to, Resource Specialist Program (RSP), speech therapy, occupational and physical therapy, adaptive PE, psychological services and counseling, parent training, transportation, behavioral interventions, and nursing. Special classes include classes for mild to moderate disabilities, severe disabilities, and behavioral disorders.

The RSP teacher supports students in core academic classes and confers with the general education teacher on how to best meet the individualized needs of the students. The teacher may use different forms of differentiation, but all RSP students have access to the core curriculum. Students also participate in READ 180, a computer-aided reading program, and vocabulary development program.

The special education teacher, together with the administrator, counselor, parents, and student, meet yearly to discuss the Individualized Education Program (IEP) for each student and note the progress made in each goal area. Special education students also have a study skills period where students receive help with homework and projects and learn more about study skills, success strategies for test taking, vocabulary development, and organization. Our Special Day Class teachers and resource specialists work closely with the families and support providers to give each student the best opportunities for success. A severely handicapped program supports the needs of students with multiple disabilities who cannot be supported in a typical Special Day Class.

MVHS offers one adult class for severely handicapped post-high school students and two severely handicapped programs for ninth through twelfth graders.

English Learner ProgramAll teachers of English Learners have Cross-cultural Language and Academic Development (CLAD) or comparable certification. Teachers with English Learners teach English Language Development (ELD) in small groups according to language skill level. They teach ELD intensively for two block periods every day to beginning English Learners. English Learners are placed in regular classrooms as soon as they achieve a basic level of comprehension that enables them to access the curriculum and are then reclassified to fluent English proficient. All of our teachers have attended a seminar that addresses ways to present subject matter to English Learners, and further training is planned.

We encourage the parents of English Learners to join our English Language Advisory Committee (ELAC). We depend on the ELAC to help improve and expand our ELD program. Currently, we have approximately 40 English Learners. Our English Learners make great progress in their language and skills development due to the rich offering of language development opportunities in the ELD classroom. Students follow a standards-based curriculum and incorporate a high level of technology into their projects, presentations, and daily learning. The ELD teacher ensures that students participate in extracurricular activities and have access to all resources on campus.



BuildingsThe MVHS campus is housed on 52 acres and has 152 classrooms, computer labs, technology labs, photo labs, a video-production studio, automotive shop, classrooms for ceramics, food and clothing classes, science labs, and a performing arts center. Athletic facilities include dance, wrestling, and weight lifting rooms, a swimming pool, gymnasium, football stadium, soccer fields, a running track, softball fields, tennis courts, and basketball courts. In addition, we have a library, cafeteria, administrative offices, and a staff lounge. The campus has sufficient classroom space and adequate facilities for the 2,400 students enrolled at the school.

Upkeep, maintenance, and cleaning are provided by the district. Schools and restrooms are cleaned daily, and the principal works with the custodial staff to ensure a clean and safe school. Graffiti is removed as soon as it is discovered. District maintenance staff picks up litter and maintains landscaping on a regular weekly schedule. Corrective and preventative maintenance is scheduled on a routine basis to keep the school in good repair and working order. Work order requests assigned through a computerized work order system ensure that emergency repairs are given the highest priority.

The campus received a $2.3 million renovation in 2011. The quad area was totally redesigned and students enjoy new seating areas, shade structures, landscaping and a stage in the center of the quad. The school was painted on the outside and inside. New monuments, an LED-display board, and signs direct students and visitors to the correct buildings and entrances. Flooring was replaced in the PE hallway, new air-conditioning was installed in the gym, air-conditioning units in classrooms were replaced.

Other projects completed during the summer of 2013 included changing the locks on the entire school and upcoming projects will include the third and final phase of air-conditioning replacement and asphalt repair.

More facts about the condition of our school buildings are available in an online supplement to this report called for by the Williams legislation of 2004. What you will find is an assessment of more than a dozen aspects of our buildings: their structural integrity, electrical systems, heating and ventilation systems, and more. The important purpose of this assessment is to determine if our buildings and grounds are safe and in good repair. If anything needs to be repaired, this assessment identifies it and targets a date by which we commit to make those repairs. The guidelines for this assessment were written by the Office of Public School Construction (OPSC) and were brought about by the Williams legislation. You can look at the six-page Facilities Inspection Tool used for the assessment on the Web site of the OPSC.

LibraryWe have a modern, spacious, inviting library that holds approximately 32,544 volumes and has more than 50 student computer stations, including a lab where students can access online resources and the library catalog. Classes are scheduled on an as-needed basis to do research and projects, and students receive instruction on using library resources, both print and online. The library stays open before and after school and during lunch for student use. Students check our approximately 15,000 volumes yearly just for recreational reading.

Our library is a student-friendly study center with a quiet reading room and a college and career center where students can access the latest college information and obtain work permits. The library sponsors reading challenges, Take Time to Read invitations, book clubs, and staff book clubs, and promotes literacy on campus. The library promotes participation in the computer-based Accelerated Reader program. In the afternoon, the library becomes a tutoring and homework center where 25 to 30 students receive tutoring from National Honor Society and California Scholarship Federation students who work with certificated teachers.

RESOURCES


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ComputersThe district uses technology resources extensively to support teaching and learning at all grade levels. All teachers, administrators, office staff, and board members have access to district email accounts and the Internet. Our teachers are encouraged to maintain their individual Web sites and they have access to the district’s learning management system, Haiku.

The school library has 50 student computer stations where students and teachers can use Encyclopedia Britannica Online, EBSCO, online databases, the district virtual library, and the individual school library Web sites. The library uses Follett automation software and a library of e-texts and full-text documents. ABI gives parents access to grades and attendance.

Scholastic READ 180 and System 44 software are used to provide extra help for reading. Accelerated Reader is used for tracking and encouraging reading and for reading comprehension assessment. We have access to streaming video via a district-wide contract with United Streaming. We can produce and broadcast video throughout our campuses. The Kuder online high school, post-high school, and career planning and counseling service is used by counselors, teachers, students, and parents.

We use Synergy, an online service that provides personal storage space, class and homework directories, and teacher-monitored collaboration tools for all students. Teachers can post homework assignments, receive student work, and exchange comments online.

Our entire school site is Wi-Fi accessible, and some teachers are taking advantage of this access by having students bring their own digital devices to access the internet for a variety of learning activities.

TextbooksWe choose our textbooks from lists that have already been approved by state education officials. For a list of some of the textbooks we use at our school, see the Data Almanac that accompanies this report.

We have also reported additional facts about our textbooks called for by the Williams legislation of 2004. This online report shows whether we had a textbook for each student in each core course during the 2013–2014 school year and whether those textbooks covered the California Content Standards.

Curriculum and the Transition to the Common CoreFor many years, panels of scholars have decided what California students should learn and be able to do. Their decisions are known as the California Content Standards, and they apply to all public schools in the state. The textbooks we use and the tests we give are based on these content standards, and we expect our teachers to be firmly focused on them. Policy experts, researchers, and educators consider our state’s standards to be among the most rigorous and challenging in the nation.

In 2010, California’s State Board of Education voted to redefine what we teach. We are calling this the Common Core curriculum, because it is common or shared among schools in most states, and because it affects the core subjects. In 2012-2013, our district’s teachers were already delivering a somewhat different curriculum in math and English/language arts. Changes to the science standards will follow in 2013-2014.

The California Department of Education (CDE) has published helpful background information about the Common Core curriculum. This includes a helpful video introduction as well as access to a handbook for parents of students in kindergarten through eighth grade. The full math standards are available as well as the standards for English/

language arts.

Science LabsFacts about our science labs, called for by the Williams legislation, are available in an online report. What you will find is whether we had sufficient lab equipment and materials for our science lab courses during the 2013–2014 school year.


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Our school receives an instructional budget based on enrollment, programs, and formulas set by Board of Education policy, state law, agreements with employee bargaining units, and the guidelines of outside funding agencies. The district receives additional funding from grants and state and federal programs.

We receive state and federal funds for innovative instructional practices, funds for English Learners, Perkins funding, and library monies. Safety funds are used for drug, alcohol, and safety intervention programs. GATE monies are used for programs related to honors, IB, and AP courses. For each of these programs the school develops an expenditure plan that is approved by the School Site Council (SSC). Expenditures are based on the Single Plan for School Improvement. Most of the funds are designated for Economic Impact Aid/English Learners. Purchases made with these funds include materials for the READ180 lab, computers for English Learners, instructional materials, and counseling interventions as well as staff development

We are fortunate to have a highly-engaged parent community partnering with us to supplement our program and ensure our students have access to materials and extra-curricular activities to enhance learning.

Spending per Student (2011–2012)To make comparisons possible across schools and districts of varying sizes, we first report our overall spending per student. We base our calculations on our average daily attendance (ADA), which was 2,228 students.

We’ve broken down expenditures by the type of funds used to pay for them. Unrestricted funds can be used for any lawful purpose. Restricted funds, however, must be spent for specific purposes set out by legal requirements or the donor. Examples include funding for instructional materials, economic impact aid, and teacher- and principal-training funds.

Total Expenditures, by Category (2011–2012)Here you can see how much we spent on different categories of expenses. We’re reporting the total dollars in each category, not spending per student.

SCHOOL EXPENDITURES

TYPE OF FUNDS OUR SCHOOLDISTRICT

AVERAGE *SCHOOL

VARIANCESTATE

AVERAGESCHOOL

VARIANCE

Unrestricted funds ($/student) $5,332 $5,761 -7% $5,653 -6%

Restricted funds ($/student) $837 $1,642 -49% $3,083 -73%

TOTAL ($/student) $6,170 $7,403 -17% $8,736 -29%


* Districts allocate most of their costs directly to school sites and allocate all other costs on a district-wide basis. When calculating the district average for district level spending per student, we include these allocated costs in the denominator. This will cause most schools to fall below the district average.

CATEGORYUNRESTRICTED

FUNDSRESTRICTED

FUNDS TOTALPERCENTAGE OF

TOTAL*

Teacher salaries (all certificated staff) $7,739,381 $827,836 $8,567,217 62%

Other staff salaries $1,414,673 $541,303 $1,955,976 14%

Benefits $2,384,896 $437,463 $2,822,359 21%

Books and supplies $140,394 $40,737 $181,131 1%

Equipment replacement $0 $0 $0 0%

Services and direct support $201,075 $18,243 $219,318 2%

TOTAL $11,880,419 $1,865,582 $13,746,001

SOURCE: Information provided by the school district. * Totals may not add up to exactly 100% because of rounding.



Compensation of Staff with Teaching Credentials (2011–2012)The total of what our certificated staff members earn appears below. A certificated staff person is a school employee who is required by the state to hold teaching credentials, including full-time, part-time, substitute or temporary teachers, and most administrators. You can see the portion of pay that goes to salary and three types of benefits.

To make comparisons possible across schools and districts of varying sizes, we first report our compensation per full-time equivalent (FTE) certificated staff member. A teacher/administrator/pupil services person who works full time counts as 1.0 FTE. Those who work only half time count as 0.5 FTE. We had 87 FTE teachers working in our school.

Total Certificated Staff Compensation (2011–2012)Here you can see how much we spent on different categories of compensation. We’re reporting the total dollars in each category, not compensation per staff member.

CATEGORY OUR SCHOOLDISTRICT

AVERAGE *SCHOOL

VARIANCESTATE

AVERAGESCHOOL

VARIANCE

Salaries $84,493 $78,886 7% $71,848 18%

Retirement benefits $6,969 $6,524 7% $5,888 18%

Health and medical benefits $8,491 $7,825 9% $10,391 -18%

Other benefits $0 $0 N/A $720 -100%

TOTAL $99,954 $93,236 7% $88,847 13%


* Districts allocate most of their staff costs to school sites, but attribute other staff costs to the district office. One example is a reading resource teacher or librarian who works at all school sites. When calculating the district average for compensation per staff member, we include these district related costs in the denominator. This will often cause most schools to fall below the district average.

CATEGORY TOTALPERCENTAGE OF TOTAL*

Salaries $7,378,790 85%

Retirement benefits $608,635 7%

Health and medical benefits $741,551 8%

Other benefits $0 0%

TOTAL $8,728,976

SOURCE: Information provided by the school district. * Totals may not add up to exactly 100% because of rounding.

TECHNICAL NOTE ON DATA RECENCY: All data is the most current available as of December 2013. The CDE may releaseadditional or revised data for the 2012–2013 school year after the publication date of this report. We rely on the followingsources of information from the California Department of Education: California Longitudinal Pupil Achievement Data System(CALPADS) (October 2012); Language Census (March 2013); California Standards Tests (spring 2013 test cycle); AcademicPerformance Index (September 2013 growth score release); Adequate Yearly Progress (September 2013). DISCLAIMER: School Wise Press, the publisher of this accountability report, makes every effort to ensure the accuracy of thisinformation but offers no guarantee, express or implied. While we do our utmost to ensure the information is complete, wemust note that we are not responsible for any errors or omissions in the data. Nor are we responsible for any damages caused bythe use of the information this report contains. Before you make decisions based on this information, we strongly recommendthat you visit the school and ask the principal to provide the most up-to-date facts available.

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Murrieta Valley High School School Accountability Report Card for 2012–2013

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Adequacy of Key Resources 2013�2014

Here you’ll find key facts about our teachers, textbooks, and facilities during the school year in progress, 2013–2014. Please note that these facts are based on evaluations our staff conducted in accordance with the Williams legislation.




TEACHERS

Teacher Vacancies

The Williams legislation asked districts to disclose how frequently full-time teachers were not permanently assigned to a classroom. There are two general circumstances that can lead to the unfortunate case of a classroom without a full-time, permanently assigned teacher. Within the first 20 days of the start of school, we can be surprised by too many students showing up for school, or too few teachers showing up to teach. After school starts, however, teachers can also be surprised by sudden changes: family emergencies, injuries, accidents, etc. When that occurs, it is our school’s and our district’s responsibility to fill that teacher’s vacancy with a qualified, full-time and permanently assigned replacement. For that reason, we report teacher vacancies in two parts: at the start of school, and after the start of school.

KEY FACTOR 2011–2012 2012–2013 2013–2014

TEACHER VACANCIES OCCURRING AT THE BEGINNING OF THE SCHOOL YEAR

Total number of classes at the start of the year N/A 508 519

Number of classes which lacked a permanently assigned teacher within the first 20 days of school

N/A 0 0

TEACHER VACANCIES OCCURRING DURING THE SCHOOL YEAR

Number of classes where the permanently assigned teacher left during the year

N/A 0 0

Number of those classes where you replaced the absent teacher with a single new teacher

N/A 0 0

NOTES: This report was completed on Saturday, November 30, 2013.

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Teacher Misassignments

A “misassigned” teacher is one who lacks the appropriate subject-area authorization for a class she is teaching.

Under the terms of the Williams settlement, schools must inform the public of the number of their teachers who are misassigned. It is possible for a teacher who lacks the authorization for a subject to get special permission—in the form of an emergency permit, waiver, or internship authorization—from the school board or county office of education to teach the subject anyway. This permission prevents the teacher from being counted as misassigned.

KEY FACTOR DESCRIPTION 2011–2012 2012–2013 2013–2014

Teacher Misassignments

Total number of classes taught by teachers without a legally recognized certificate or credential

N/A 0 0

Teacher Misassignments in Classes that Include English Learners

Total number of classes that include English learners and are taught by teachers without CLAD/BCLAD authorization, ELD or SDAIE training, or equivalent authorization from the California Commission on Teacher Credentialing

N/A 0 0

Other Employee Misassignments

Total number of service area placements of employees without the required credentials

N/A 0 0

NOTES: This report was completed on Wednesday, November 20, 2013.

Page 39



TEXTBOOKS

The main fact about textbooks that the Williams legislation calls for described whether schools have enough books in core classes for all students. The law also asks districts to reveal whether those books are presenting what the California content standards calls for. This information is far more meaningful when viewed along with the more detailed description of textbooks contained in our School Accountability Report Card (SARC). There you’ll find the names of the textbooks used in our core classes, their dates of publication, the names of the firms that published them, and more.

ARE THERE TEXTBOOKS OR INSTRUCTIONAL MATERIALS IN USE?

ARE THERE ENOUGH BOOKS FOR EACH STUDENT?

SUBJECT STANDARDS ALIGNED?

FROM THE MOST RECENT OFFICIAL

ADOPTION? FOR USE IN CLASS?

PERCENTAGE OF STUDENTS HAVING

BOOKS TO TAKE HOME?

English Yes Yes Yes 100%

Math Yes Yes Yes 100%

Science Yes Yes Yes 100%

Social Studies Yes Yes Yes 100%

Foreign Languages Yes Yes Yes 100%

Health Sciences Yes Yes Yes 100%

Visual and Performing Arts

Yes Yes Yes 100%

NOTES: This report was completed on Wednesday, November 20, 2013. This information was collected on Wednesday, November 20, 2013.

Page 40



FACILITIES

To determine the condition of our facilities, our district sent experts from our facilities team to inspect them. They used a survey, called the Facilities Inspection Tool, issued by the Office of Public School Construction. Based on that survey, we’ve answered the questions you see on this report. Please note that the information reflects the condition of our buildings as of the date of the report. Since that time, those conditions may have changed.

AREA RATING DESCRIPTION

OVERALL RATING Exemplary Our school meets most or all of the standards for good repair, established by the Office of Public School Construction. If we have any deficiencies, they are not significant. We scored between 99 and 100 percent on the 15 categories of our evaluation.

A. SYSTEMS Good

Gas Leaks No apparent problems.

Mechanical Problems (Heating, Ventilation, and Air Conditioning)

No apparent problems.

Sewer System No apparent problems.

B. INTERIOR

Interior Surfaces (Walls, Floors, and Ceilings)

Good No apparent problems.

C. CLEANLINESS Good

Overall Cleanliness No apparent problems.

Pest or Vermin Infestation No apparent problems.

D. ELECTRICAL

Electrical Systems and Lighting Good No apparent problems.

E. RESTROOMS/FOUNTAINS Good

Bathrooms No apparent problems.

Drinking Fountains (Inside and Out)


F. SAFETY Good

Fire Safety (Sprinkler Systems, Alarms, Extinguishers)


Hazardous Materials (Lead Paint, Asbestos, Mold, Flammables, etc.)


G. STRUCTURAL Good

Structural Damage (Cracks in Walls and Foundations, Sloping Ceilings, Posts or Beams Missing)


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AREA RATING DESCRIPTION

Roofs No apparent problems.

H. EXTERNAL Good

Playground/School Grounds No apparent problems.

Windows, Doors, Gates, Fences (Interior and Exterior)


OTHER DEFICIENCIES N/A No apparent problems.

INSPECTORS AND ADVISORS: This report was completed on Wednesday, November 06, 2013 by Chuck Ekstrom (Director). The facilities inspection occurred on Tuesday, July 23, 2013. There were no other inspectors used in the completion of this form. The Facilities Inspection Tool was completed on Wednesday, November 06, 2013.

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SCIENCE LABS

Many science courses require that students conduct experiments. This gives our students a chance to practice the scientific method, in effect, learning science by doing science. Those courses are what we call lab courses, and, of course, they require equipment and materials. The purpose of the Williams legislation is to inform citizens if our schools have the proper equipment, and enough of it, for students to succeed. This legislation only requires high schools to provide this information.

Please note that there is no state standard for equipping science labs. The next best authority we have to rely upon is the policy of our own school board. So you’ll see in our report whether our school board has voted to approve a standard for equipping our science labs. If you have further questions about the condition of our science labs, we recommend you speak with your child’s science teacher directly.

COURSE TITLE

DID THE DISTRICT ADOPT ANY RESOLUTIONS TO DEFINE

“SUFFICIENCY”?

IS THERE A SUFFICIENT SUPPLY OF MATERIALS AND EQUIPMENT TO

CONDUCT THE LABS?

CP Biology Yes Yes

Marine Biology Yes Yes

Advanced Biomedical Science Yes Yes

AP Biology Yes Yes

IB Biology SL Yes Yes

IB Biology HL Yes Yes

Chemistry Yes Yes

AP Chemistry Yes Yes

Physics Yes Yes

AP Physics Yes Yes

Earth Science Yes Yes

Notes

BIOLOGY This report was completed on Wednesday, November 20, 2013.

CHEMISTRY This report was completed on Wednesday, November 20, 2013.

PHYSICS This report was completed on Wednesday, November 20, 2013.

EARTH SCIENCES This report was completed on Wednesday, November 20, 2013.

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»

Page 45

Data Almanac

This Data Almanac provides additional information about students, teachers, student performance, accountability, and district expenditures.



Average Class Size by Core CourseThe average class size by core courses.

Average Class Size by Core Course, DetailThe number of classrooms that fall into each range of class sizes.

STUDENTS AND TEACHERS

Student Enrollment by Ethnicity and Other Characteristics

The ethnicity of our students, estimates of their family income and education level, their English fluency, and

their learning-related disabilities.

Student Enrollment by Grade Level

Number of students enrolled in each grade level at our school.

SUBJECT 2010–2011 2011–2012 2012–2013

English 29 29 28

History 30 31 29

Math 30 31 30

Science 30 30 30

SOURCE: CALPADS, October 2012.

2010–2011 2011–2012 2012–2013

SUBJECT 1–22 23–32 33+ 1–22 23–32 33+ 1–22 23–32 33+

English 14 40 33 10 33 31 16 18 47

History 2 15 37 6 18 26 13 18 35

Math 10 32 33 5 36 25 11 21 44

Science 5 36 28 4 36 26 10 22 40


GROUP ENROLLMENT

Number of students 2,314

Black/African American 4%

American Indian or Alaska Native 1%

Asian 4%

Filipino 2%

Hispanic or Latino 27%

Pacific Islander 0%

White (not Hispanic) 59%

Two or more races 3%

Ethnicity not reported 0%

Socioeconomically disadvantaged 24%

English Learners 3%

Students with disabilities 8%

SOURCE: All but the last three lines are from the annual census, CALPADS, October 2012. Data about students who are socioeconomically disadvantaged, English Learners, or learning disabled come from the School Accountability Report Card unit of the California Department of Education.

GRADE LEVEL STUDENTS

Kindergarten 0

Grade 1 0

Grade 2 0

Grade 3 0

Grade 4 0

Grade 5 0

Grade 6 0

Grade 7 0

Grade 8 0

Grade 9 618

Grade 10 589

Grade 11 590

Grade 12 517




Physical FitnessStudents in grades five, seven, and nine take the California Fitness Test each year. This test measures students’ aerobic capacity, body composition, muscular strength, endurance, and flexibility using six different tests. The table shows the percentage of students at our school who scored within the “healthy fitness zone” on four, five, and all six tests. More information about physical fitness testing and standards is available on the CDE Web site.

Suspensions and ExpulsionsAt times we find it necessary to suspend students who break school rules. We report only suspensions in which students are sent home for a day or longer. We do not report in-school suspensions, in which students are removed from one or more classes during a single school day. Expulsion is the most serious consequence we can impose. Expelled students are removed from the school permanently and denied the opportunity to continue learning here.

During the 2012–2013 school year, we had 111 suspension incidents. We had five incidents of expulsion. To make it easy to compare our suspensions and expulsions to those of other schools, we represent these events as a ratio (incidents per 100 students) in this report. Please note that multiple incidents may involve the same student.

PERCENTAGE OF STUDENTS MEETING HEALTHY FITNESS ZONES

GRADE LEVEL

MET FOUR OR MORE

STANDARDS

MET FIVE OR MORE

STANDARDSMET ALL SIX STANDARDS

Grade 5 N/A N/A N/A

Grade 7 N/A N/A N/A

Grade 9 94% 81% 55%

SOURCE: Physical fitness test data is produced annually as schools test their students on the six Fitnessgram Standards. This information is from the 2012–2013 school year.

KEY FACTOROUR

SCHOOLDISTRICTAVERAGE

STATEAVERAGE

Suspensions per 100 students

2012–2013 5 4 N/A

2011–2012 8 7 N/A

2010–2011 8 8 14

Expulsions per 100 students

2012–2013 0 0 N/A

2011–2012 0 0 N/A

2010–2011 0 0 1

SOURCE: Information for the two most recent years provided by the school district. Prior data is from the Consolidated Application published by the California Department of Education. The numbers above are a ratio of suspension or expulsion events, per 100 students enrolled. District and state averages represent high schools only.


http://pub.schoolwisepress.com/cgi-bin/redir/?target=cde.testing.physed&appid=1&year=2013&locale=en-US


Teacher CredentialsThe number of teachers assigned to the school with a full credential and without a full credential,

for both our school and the district. We also present three years’ of data about the number of teachers who lacked the appropriate subject-area authorization for one or more classes they taught.

SCHOOL DISTRICT

TEACHERS 2010–2011 2011–2012 2012–2013 2012–2013

With Full Credential 92 89 85 824

Without Full Credential 6 4 0 1

Teaching out of field 0 0 5 33




California Standardized Testing and Reporting ProgramThe California Standards Tests (CST) show how well students are doing in learning what the state content standards require.The CST include English/language arts, mathematics, science, and history/social science in grades nine through eleven. Student scores are reported as performance levels. We also include results from the California Modified Assessment and California Alternative Performance Assessment (CAPA).

STAR Test Results for All Students: Three-Year ComparisonThe percentage of students achieving at the Proficient or Advanced level

(meeting or exceeding the state standards) for the most current three-year period.

STAR Test Results by Student Subgroup: Most Recent YearThe percentage of students, by subgroup, achieving at the Proficient or Advanced level

(meeting or exceeding the state standards) for the most recent testing period.

STUDENT PERFORMANCE

SCHOOLPERCENT PROFICIENT OR

ADVANCED

DISTRICTPERCENT PROFICIENT OR

ADVANCED

STATEPERCENT PROFICIENT OR

ADVANCED

SUBJECT 2011 2012 2013 2011 2012 2013 2011 2012 2013

English/language arts

69% 71% 71% 67% 71% 69% 54% 56% 55%

History/social science

58% 58% 58% 60% 59% 61% 48% 49% 49%

Mathematics 39% 39% 40% 57% 59% 59% 49% 50% 50%

Science 66% 78% 75% 70% 75% 74% 57% 60% 59%

SOURCE: STAR results, spring 2013 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.

STUDENTS SCORING PROFICIENT OR ADVANCED

STUDENT SUBGROUP

ENGLISH/LANGUAGE ARTS

2012–2013

HISTORY/SOCIAL SCIENCE

2012–2013MATHEMATICS

2012–2013SCIENCE

2012–2013

African American 58% 50% 26% 60%

American Indian or Alaska Native N/A N/A N/A N/A

Asian 84% 65% 64% 89%

Filipino 80% 66% 50% 83%

Hispanic or Latino 63% 48% 34% 67%

Pacific Islander or Native Hawaiian N/A N/A N/A N/A

White (not Hispanic) 75% 61% 42% 78%

Two or more races 66% 63% 36% 79%

Boys 67% 64% 40% 74%

Girls 76% 51% 40% 77%

Socioeconomically disadvantaged 61% 48% 34% 67%

English Learners 17% 18% 18% N/A

Students with disabilities 34% 24% 34% 38%

Receives migrant education services N/A N/A N/A N/A

SOURCE: STAR results, spring 2013 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.



California Academic Performance Index (API)The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. APIs range from 200 to 1000, with a statewide target of 800. Detailed information about the API can be found on the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks: Three-Year ComparisonThe state assigns statewide and similar-schools API ranks for all schools. The API ranks range from 1 to 10. A statewide rank of 1 means that the school has an API in the lowest 10 percent of all high schools in the state, while a statewide rank of 10 means that the school has an API in the highest 10 percent of all high schools in the state. The similar-schools API rank reflects how a school compares with 100 statistically matched schools that have similar teachers and students.

API Changes by Subgroup: Three-Year ComparisonAPI changes for all students and student subgroups: the actual API changes in points added or lost for the past three years, and the most recent API. Note: “N/A” means that the student group is not numerically significant.

ACCOUNTABILITY

API RANK 2010–2011 2011–2012 2012–2013

Statewide rank 9 9 9

Similar-schools rank 7 7 7

SOURCE: The API Base Report from May 2013.

ACTUAL API CHANGE API

SUBGROUP 2010–2011 2011–2012 2012–2013 2012–2013

All students at the school +10 +15 -12 836

Black/African American +11 -37 +38 791

American Indian or Alaska Native N/A N/A N/A N/A

Asian +40 +29 -17 891

Filipino +20 +39 -22 864

Hispanic or Latino +27 +7 -1 809

Pacific Islander N/A N/A N/A N/A

White (non Hispanic) +1 +19 -19 846

Two or more races +24 +35 -20 833

Socioeconomically disadvantaged +40 +19 +9 800

English Learners +56 +20 -41 663

Students with disabilities -22 +56 -49 593

SOURCE: The API Growth Report as released in the Accountability Progress Report in September 2013. Students from all elementary, middle and high schools are included in the district and state columns for comparison.


http://www.cde.ca.gov/ta/ac/ap/


API Scores by SubgroupThis table includes Academic Performance Index results for our school, our district, and the state.

SCHOOL DISTRICT STATE

SUBGROUPNUMBER OF STUDENTS API

NUMBER OF STUDENTS API

NUMBER OF STUDENTS API

All students 1,699 836 17,160 852 4,655,989 790

Black/African American 54 791 930 793 296,463 708

American Indian or Alaska Native 10 N/A 62 818 30,394 743

Asian 75 891 705 905 406,527 906

Filipino 46 864 697 887 121,054 867

Hispanic or Latino 445 809 5,676 821 2,438,951 744

Pacific Islander 4 N/A 98 824 25,351 774

White (non Hispanic) 1,007 846 8,051 871 1,200,127 853

Two or more races 58 833 940 869 125,025 824

Socioeconomically disadvantaged 407 800 6,084 813 2,774,640 743

English Learners 40 663 990 759 1,482,316 721

Students with disabilities 137 593 2,150 718 527,476 615

SOURCE: The API Growth Report as released in the Accountability Progress Report in September 2013. Students from all elementary, middle and high schools are included in the district and state columns for comparison.



Federal Adequate Yearly Progress (AYP) and Intervention ProgramsThe federal law known as No Child Left Behind requires that all schools and districts meet all four of the following criteria in order to attain Adequate Yearly Progress (AYP): (a) a 95-percent participation rate on the state’s tests (b) a CDE-mandated percentage of students scoring Proficient or higher on the English/language arts and mathematics tests (c) an API of at least 770 or growth of at least one point (d) the graduation rate for the graduating class must meet or exceed 90 percent (or satisfy alternate improvement criteria).

AYP for the DistrictWhether the district met the federal requirement for AYP overall,

and whether the district met each of the AYP criteria.

Intervention Program: District Program Improvement (PI)Districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics)and for each grade span or on the same indicator (API or graduation rate). After entering PI, districts advance to the next level of intervention with each additional year that they do not make AYP.

AYP CRITERIA DISTRICT

Overall No

Graduation rate No

Participation rate in English/language arts Yes

Participation rate in mathematics Yes

Percent Proficient in English/language arts No

Percent Proficient in mathematics No

Met Academic Performance Index (API) Yes

SOURCE: The AYP Report as released in the Accountability Progress Report in September 2013.

INDICATOR DISTRICT

PI stage 3 of 3

The year the district entered PI 2011

Number of schools currently in PI 6

Percentage of schools currently in PI 30%

SOURCE: The Program Improvement Report as released in the Accountability Progress Report in September 2013.



Total expenses include only the costs related to direct educational services to students. This figure does not include food services, land acquisition, new construction, and other expenditures unrelated to core educational purposes. The expenses-per-student figure is calculated by dividing total expenses by the district’s average daily attendance (ADA). More information is available on the CDE’s Web site.

District Salaries, 2011–2012This table reports the salaries of teachers and administrators in our district for the 2011–2012 school year. This table compares our average salaries with those in districts like ours, based on both enrollment and the grade level of our students. In addition, we report the percentage of our district’s total budget dedicated to teachers’ and administrators’ salaries. The costs of health insurance, pensions, and other indirect compensation are not included.

DISTRICT EXPENDITURES

CATEGORY OF EXPENSE OUR DISTRICT SIMILAR DISTRICTS ALL DISTRICTS

FISCAL YEAR 2011–2012

Total expenses $159,387,251 $32,927,474,550 $46,420,178,248

Expenses per student $7,333 $8,459 $8,382

FISCAL YEAR 2010–2011

Total expenses $154,855,176 $32,778,534,397 $46,278,595,991

Expenses per student $7,284 $8,407 $8,323

SOURCE: Fiscal Services Division, California Department of Education.

SALARY INFORMATIONDISTRICTAVERAGE

STATEAVERAGE

Beginning teacher’s salary

$42,692 $41,462

Midrange teacher’s salary $70,694 $66,133

Highest-paid teacher’s salary

$96,399 $85,735

Average principal’s salary (high school)

$123,664 $122,628

Superintendent’s salary $173,012 $225,176

Percentage of budget for teachers’ salaries

46% 38%

Percentage of budget for administrators’ salaries

5% 5%

SOURCE: School Accountability Report Card unit of the California Department of Education.


http://pub.schoolwisepress.com/cgi-bin/redir/?target=cde.financial.currentexpense&appid=1&year=2012&locale=en-US


Dropout Rate and Graduation RatePercentage of students who leave school and don’t continue elsewhere. Percentage of students who graduate in four years.

Courses Required for Admission to the University of California or California State University Systems

Percentage of students enrolled in the A-G courses required for admission to the University of California (UC) or California State University (CSU).

College Entrance Exam Reasoning Test (SAT)The percentage of twelfth grade students (seniors) who voluntarily take the SAT Reasoning Test to apply to college, and the average critical reading, math, and writing scores of those students.

SCHOOL COMPLETION AND PREPARATION FOR COLLEGE

KEY FACTOR DISTRICT STATE

Dropout rate (four-year)

Class of 2012 5% 13%

Class of 2011 7% 15%

Class of 2010 11% 17%

Graduation rate (four-year)

Class of 2012 92% 79%

Class of 2011 90% 77%

Class of 2010 86% 75%


KEY FACTOR SCHOOL DISTRICT STATE

Percentage of students enrolled in courses required for UC/CSU admission

73% 70% 64%

Percentage of graduates from class of 2012 who completed all courses required for UC/CSU admission

53% 48% 41%

SOURCE: CALPADS, October 2012, for the percentage of students enrolled in courses required for UC/CSU admission. District and state averages represent high schools only.

KEY FACTOR 2009–2010 2010–2011 2011–2012

Percentage of seniors taking the SAT 48% 56% 59%

Average critical reading score 509 495 502

Average math score 521 508 514

Average writing score 503 488 503

SOURCE: Original data from the College Board, for the class of 2012, and republished by the California Department of Education. To protect student privacy, scores are not shown when the number of students tested is fewer than 11.

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School Accountability Report Card for 2012–2013

CAREER TECHNICAL EDUCATION

Programs and Courses Our district offers courses intended to help students prepare for the world of work.

These career technical education courses (CTE, formerly known as vocational education) are open to all students.

PROGRAM COURSE

AGENCY OFFERING COURSE

OFFERED THROUGH

ROC?

SATISFIES GRADUATION

REQUIREMENTS?

PART OF A-G

CURRICULUM?

CTE Automotive Technology I & II RCOE Yes Yes No

CTE Nursing Assistant RCOE Yes Yes No

CTE Forensic Science RCOE Yes Yes No

CTE Law Enforcement RCOE Yes Yes No

CTE Medical Assisting Clinical RCOE Yes Yes No

Offered Off Campus:

CTE Banking & Financial

CTE Child Care Occupations

CTE Cosmetology

CTE Culinary Arts

CTE Dental Assisting

CTE Dental Radiology & Tech

CTE First Responder EMR

CTE Intro to Banking

CTE Hospitality

CTE Intro to Finance

CTE Medical Front Office

CTE Medical Terminology

CTE Retail Sales/ Fashion Merchandising

CTE Sports Medicine

CTE Sports Therapy

CTE TV/Video Production


Page 55


Advisors If you’d like more information about the programs our schools offer in career technical education,

please speak with our staff. More information about career technical education policy is available on the CDE Web site.

FIELD OR INDUSTRY ADVISOR PHONE EMAIL

RCOE Sally Budnovich 951 600-5618 [email protected]


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http://www.cde.ca.gov/ci/ct/

mailto:[email protected]



TITLE SUBJECTDATE OF

PUBLICATION ADOPTION

DATE

CAHSEE Success Language Arts 1999 2003

Glencoe Literature 9-12 Language Arts 2002 2002

Bedford Reader Language Arts: AP 2003 2005

Prentice Hall Literature Language Arts: AP Lit. 2005 2005

Houghton Mifflin American Mosaic Language Arts: Ethnic L 2001 2005

McGraw Hill Reader L.A.: Expository Read 2003 2005

World Mythology L.A.: Mythology 1999 2005

Unabridged William Shakespeare L.A.: Shakespeare 1989 2003

Bedford Reader 9th ed Kennedy English HL 1 2006 2005

McGraw Hill Reader English HL 1 2006 2005

Trigonometry Math: Advanced Trig. 2004 2003

Algebra 2 Math: Algebra 2 2007 2006

Prentice Hall California Algebra I Math: Algebra I 2009 2009

Beginning Algebra Math: Algebra IAB 2000 2003

Calculus Math: AP Calculus 2003 2004

Freeman Practice of Statistics Math: AP Statistics 2002 2003

Wiley Calculus, Early Transcendentals Math: Calculus 2002 2003

Addison Wesley Survey of Math w/Applications Math: Finite Math 2001 2004

Basic College Mathematics Math: Found/Algebra I 2006 2006

CPM Math 2, Geometry Math: Geometry 2000 2001

McDougal Geometry: Concepts and Skills Math: Geometry 2003 2005

Brooks Cole College Algebra Math: Math Analysis 2001 2003

Precalculus Math: Precalculus 1997 1997

Freeman Basic Practice of Statistics Math: Statistics 2004 2004

Mathematics for the Trades Math: Technical Math 2005 2004

AGS Mathematics Pathways Math: SDC 2004 2009

Pearson/AGS Meeting the California Challenge Math: SDC 2008 2009

McDougal Geometry CA Edition Geometry 2007 2009

PreCalculus 4th Ed. Larson, Hosteiter Math Studies IB SL 1997

TEXTBOOKS

Textbook Adoption List

Page 57




PUBLICATIONADOPTION

DATE

Elementary Linear Algebra Abstract Algebra 2005 2007

A First course in Abstract Algebra 7th Ed Abstract Algebra 2003 2008

Math for International Students: Math HL Core IB Math HL 2008

Math for International Students: Math HL Options IB Math SL 2005

Math for International Students SL With CD IB Math 2008

CAHSEE Success-Mathematics CAHSEE Test Prep 2005 2003

Prentice Hall Essentials of Human Anatomy Science: Anatomy 2006 2008

Biology Pearson/Prentice Hall Science: AP Biology 2008 2008

Houghton Mifflin Chemistry Science: AP Chemistry 2003 2006

Glencoe Life Science Science: Life Science 2008 2008

McDougal Biology Science: Biology 2008 2008

Life Science, Physical Science, Earth Science Science: SDC Science 2006 2008

Thomson Intro to Medical Terminology Science: Biomedical Scie 2004 2008

Glencoe Chemistry Matter & Change Science: Chemistry 2007 2008

Prentice Hall Ess. Of Human Anatomy Science: Anatomy 2006 2008

Thomson Living in the Environment Science: Environ. Sci. 2007 2008

Current Life on an Ocean Planet Science: Marine Bio. 2006 2008

Prentice Hall Physics Science: AP Physics 2007 2008

Glencoe Physics Principal & Problems Science: Physics 2008 2008

Chem Course Companion IB Chemistry SL 2010

Chemistry 6th ed Zumdahl IB Chemistry HL 2003 2006

Biology Course Companion Allott IB Biology SL 2007

Biology IB Diploma Study Guide IB Biology HL 1 2007

Biology 8th Edition Campbell IB Biology HL 1 2008 2008

Physics Course Companion IB Physics SL 2007

Physics 6th ed. Giancoli IB Physics SL 2005 2008

A People and a Nation S. Studies: AP Am. Histo 2005 2006

A History of Western Society S. Studies: AP Euro. Hist 2006 2006

American Government S. Studies: AP Gov. 2004 2006

Worth Psychology in Modules S. Studies: AP Psych. 2006 2006

Economics, Principles in Action S.Studies: Economics 2005 2006

Textbook Adoption List (continued)

Page 58




PUBLICATIONADOPTION

DATE

Glencoe Race and Ethnic Relations S.Studies: Ethnic Studies 2004 2004

Holt World Geography Today Social Studies: Geog. 2005 2006

Magruder's American Government S.Studies: Government 2005 2006

America's Journey CA Ed. Social Studies: History 2006 2006

McDougal Modern World History Social Studies: History 2006 2006

McGraw Hill Looking at Philosophy S. Studies: Philosophy 2006 2007

Thompson Introduction to Psychology S. Studies: Psychology 2005 2006

AGS World History U.S. History, US Government Social Science: SDC 2005

A History of Canadian Peoples 3rd Ed IB History Route 2 HL 2007

Modern Latin America 7th ed IB History Route 2 HL 2009

Scriptures of The World's Religions 2nd ed World Religions 2004 2007

Experiencing the World's Religions Molloy World Religions 2008 2007

Psychology 8th ed in Modules IB Psychology SL 2007 2006

Understanding Research Methods in Psych IB Psychology SL 2010

Psychology Course Companion IB Psychology SL 2009

Literature World Masterpieces Bible in Literature 2003 2007

The King James Bible with Apocrypha Bible in Literature 1997 2007

Wiley and Sons Visualizing Psychology Dual Enrollment Psycho 2010

Wiley and Sons AP Human Geo: People, Place and AP Human Geo 2012

McGraw Hill AP Economics AP Macroeconomics 2012

Axel & Rise St. Martin's Guide to Writing Dual Enrollment English 2010

Pearson/PH Creating America 4th ed. Dual Enrollment English 2005

St. Martin's press Everything's An Argument w/ Rea Dual Enrollment English 2010

McGraw Hill Writing Matters Dual Enrollment English 2011

Bedford St. Martin's Press A World Ideas Dual Enrollment English 2010

McGraw Hill Beyond Feelings Dual Enrollment English 2008

Textbook Adoption List (continued)

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