2014-15 report card school accountability - venturausd.org · 2016. 2. 2. · report card 2014-15...

Report Card2014-15

School Accountability

El CaminoHigH SCHool

61 Day RoaD

VentuRa, Ca 93003(805) 289-7955

CheRyl BuRns, PRinCiPal

GRaDes 9-12

VEntura unifiEd SCHool diStriCt

255 West stanley avenue, suite 100ventura, California

93001(805) 641-5000

www.venturausd.org

Board of EducationBaRBaRa J. FitzGeRalD

DeBBie GolDen

MaRy haFFneR

VelMa loMax

John WalkeR

District AdministrationMiChael BaBB, eD.D

suPeRintenDent

JenniFeR RoBles, eD.Dassistant suPeRintenDent

eDuCational seRViCes

kRistin MayVille

assistant suPeRintenDent huMan ResouRCes

JosePh RiChaRDs, JR.DePuty suPeRintenDent

Business seRViCes

Published January 2016

El Camino High School 1 2014-15 School Accountability Report Card

El Camino HigH SCHoolat VEntura CollEgE

District Mission StatementThe Ventura Unified School District will educate all students in safe, healthy and high performing schools.

We will:Inspire all students to excel

academically,Honor the unique qualities and

diverse backgrounds of all students,Build supportive relationships,

Guide all students to reach their full potential,

Motivate all students to successfully pursue their chosen life paths, and

Engage all students to become responsible and contributing

members of society.

DistRiCt & sChool PRoFile

Ventura Unified School DistrictVentura Unified School District is the third largest district in the county and located on the California coastline, 63 miles northwest of Los Angeles. More than 17,000 students in grades kindergarten through twelve receive a rigorous, standards-based curriculum from dedicated and highly qualified professionals. The district is comprised of 17 elementary schools, 4 middle schools, and 5 high schools.

PRinCiPal’s MessaGeThank you for taking the time to read El Camino High at Ventura College’s Annual School Accountability Report Card. This report provides valuable information about our instructional program, academic achievement, textbooks, student safety, facilities, and staff. Understanding our educational program, student achievement, and curriculum development can assist both our school and the community in ongoing student success.

El Camino High School at Ventura College is focused on providing its students with the opportunity to achieve, accommodating individual learning styles while maintaining high, yet obtainable, expectations for students. El Camino High at Ventura College offers a standards-based, college-prep curriculum delivered through the independent study format emphasizing a middle college-style course of study. Students are given the opportunity to become responsible, motivated citizens, equipped with the skills to be successful in their post-secondary endeavors.

District Vision StatementIn the Ventura Unified School District all students will receive an exemplary and balanced education fostering a life-long passion for learning and engagement. We demand excellence of ourselves because our supportive community has entrusted us with their children.


El Camino High SchoolEl Camino High School at Ventura College (“El Camino High”) is located on the Ventura Community College campus and serves students in grades nine through twelve following a traditional calendar. At the beginning of the 2014-15 school year, 271 students were enrolled, including 1.1% in special education, 0.4% enrolled are English Language Learners, and 19.2% qualifying for free or reduced price lunch.

Profile of a Successful ECHS Student:

• Has strong reading, writing and math skills• Works independently• Is able to budget and manage their time well• Has strong organizational skills• Is self-motivated and goal-oriented• Takes initiative and communicates needs• Is responsible with good follow- through• Has confidence to seek out opportunities• Works BEYOND the minimum

El Camino High is a small public high school offering academically rigorous coursework within an independent-study environment. The academic program offers college prep, honors and AP courses. As a school of choice in the Ventura Unified School District, many students choose the independent study delivery system because of the flexibility it provides, the one-to-one mentoring, and the ability to pursue courses at the community college, participate in internships, work experience, community service, or to pursue passions in the arts and/or athletics. El

Camino High School’s academic programs meet the state’s content standards and frameworks, tailored to meet the individual learning styles of its students. Graduation requirements and coursework for El Camino High’s students are the same as those for students enrolled in a comprehensive high school program.

El Camino High School enjoys a special partnership with the Middle College Academy at Ventura College; students may take courses to fulfill graduation requirements or get a head start on their associate of arts degree or undergraduate requirements. Over 95% of El Camino High School’s students are taking advantage of the opportunities the Middle College Academy offers.

loCal ContRol aCCountaBility Plan (lCaP)As part of the new Local Control Funding Formula, school districts are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP). The following components of this SARC address some of the priorities identified in the District’s LCAP:

Conditions of Learning – State Priority 1: Covered in Teacher Assignment, including the Teacher Credentials & Misassignments & NCLB Compliance charts; Instructional Materials, including the Textbooks chart; and School Facilities & Safety, including the Campus Description and School Facility Good Repair Status charts.

Pupil Achievement – State Priority 4: Covered in Standardized State Assessments, including the CST Results and CAASPP charts; and Career Technical Education (CTE) Programs (Workforce Preparation), including the CTE Program Participation and UC/CSU charts.

Other Pupil Outcomes – State Priority 8: Covered in California High School Exit Exam, including the CAHSEE charts; and Physical Fitness, including the Physical Fitness Test chart.

Parental Involvement – State Priority 3: Covered in Parent Involvement.

Pupil Engagement – State Priority 5: Covered in Dropout & Graduation Rate, including Dropout & Graduation Rate and Completion of High School Graduation Requirements charts.

School Climate – State Priority 6: Covered in Discipline & Climate for Learning, including Suspension & Expulsion chart; and School Site Safety Plan.

PaRent inVolVeMentParents are encouraged to get involved in their child’s learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through ConnectEd, school newsletters, personal phone calls, parent conferences, emails, the school website, and notices posted in the entryway display case. Contact the principal or school staff at (805) 289-7955 for more information on how to become involved in your child’s learning environment.

Opportunities to Volunteer• Help with Special Activities• Tutoring• Fundraising• Serve as a Guest Speaker

Committees• School Site Council• Parent Leadership Team• District Parent Liaison Meetings• District PAC Meetings

School Activities• Fun Nights• Open House• Parent Conferences• College Information Night• Renaissance Awards/Events

stuDent aChieVeMent

Physical FitnessIn the spring of each year, El Camino High School is required by the state to administer a physical fitness test to all students in ninth grade. The physical fitness test measures each student’s ability to complete six fitness tasks in six major areas. Students that either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy fitness


zone.” Comparative District and state results can be found at the CDE’s web site www.cde.ca.gov/ta/tg/pf/.

Adequate Yearly ProgressThe Federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state’s standards based assessments by 2014. Meeting AYP milestones helps determine whether students are reaching proficiency level targets set by NCLB. AYP requires annual evaluation and reporting of the academic progress of all students and defined student subgroups. The 2015 AYP report indicators include a target of 95% participation rate, 90% attendance rate, and 90% graduation rate. The percent proficient category is not applicable (N/A) for 2015 because the Department of Education (ED) granted California a one-year waiver that allows AYP determinations to exclude the percent proficient.

Percentage of Students Scoring at

Proficient and Advanced LevelsVUSD 66

El Camino 81

Male 85

Female 80

Hispanic or Latino 82

White (not Hispanic) 79

Students with Disabilities 68

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA),

and California Alternate Performance Assessment (CAPA) for students in grades 5, 8 and 10. Scores are not

shown when the number of students tested is ten or less, either because the number of students in this category is

too small for statistical accuracy or to protect student privacy.

California Standards Test (CST)

Results by Student Subgroup 2014-15

The AYP table in this report illustrates the school’s progress in meeting 2014-15 AYP target rates for applicable schools. More information on AYP can be found on the California Department of Education’s (CDE) website www.cde.ca.gov/nclb/ and the U.S. Department of Education’s website www.ed.gov/nclb/accountability/.

California Standards Test (CST)The California Standards Test (CST) assesses student performance in science in grades 5, 8 and 10. Performance standards identify the level of student mastery of the content standards tested. The state target for every student is to score at the Advanced or Proficient level.

The CST tables in this report illustrate the percentage of students achieving Proficient and Advanced levels. Results are shown only for subgroups with ten students or more taking the exam. For those categories that are blank in the CST tables, no students met subgroup criteria. More information on CSTs can be found on the California Department of Education’s website www.cde.ca.gov/ta/tg/sr/cstsciref.asp.

California High School Exit ExamThe California High School Exit Exam (CAHSEE) is a state-mandated test given to 10-12 grade students to measure student proficiency in math and language arts. The CAHSEE helps identify students who are not developing skills that are essential for life after high school and encourages schools to give these students the attention and resources needed to help them achieve these skills during their high school years. Students must pass the language arts and math components of the examination to be eligible for a high school diploma. The test is initially given to students in the tenth grade. Students are given numerous chances to pass the test during their sophomore, junior, and senior years; 99% of El Camino High School’s tenth grade students who took the test passed the math portion of the exam and 100% passed the language arts portion. Proficiency scores from the test are used as a determination of Adequate Yearly Progress (AYP) as noted in the AYP section of this report. Note: The CAHSEE, formerly a graduation requirement for students in California public schools, was suspended effective January 1, 2016.


Total

Enrollment

Number

Tested

Percent

Tested1 2 3 4

Total

Enrollment

Number

Tested

Percent

Tested1 2 3 4

All Students Tested 89 84 94.4% 4.0% 12.0% 40.0% 44.0% 89 84 94.4% 29.0% 35.0% 21.0% 15.0%

Male 89 31 34.8% 3.0% 10.0% 45.0% 42.0% 89 31 34.8% 39.0% 19.0% 29.0% 13.0%

Female 89 53 59.6% 4.0% 13.0% 38.0% 45.0% 89 53 59.6% 23.0% 43.0% 17.0% 17.0%

African American 89 1 1.1% * * * * 89 1 1.1% * * * *

American Indian or Alaskin Native 89 1 1.1% * * * * 89 1 1.1% * * * *

Asian 89 2 2.2% * * * * 89 2 2.2% * * * *

Filipino 89 1 1.1% * * * * 89 1 1.1% * * * *

Hispanic or Latino 89 19 21.3% 5.0% 26.0% 32.0% 37.0% 89 19 21.3% 47.0% 11.0% 32.0% 11.0%

White (not Hispanic) 89 56 62.9% 4.0% 5.0% 46.0% 45.0% 89 56 62.9% 23.0% 41.0% 21.0% 14.0%

Two or More Races 89 4 4.5% * * * * 89 4 4.5% * * * *

Socioeconomically Disadvantaged 89 18 20.2% 0.0% 17.0% 50.0% 33.0% 89 18 20.2% 33.0% 44.0% 17.0% 6.0%

English Learners 89 1 1.1% * * * * 89 1 1.1% * * * *

Students with Disabilities 89 2 2.2% * * * * 89 2 2.2% * * * *

CAASPP Assessment Results Disaggregated by Student Groups

2014-15

Achievement Level Achievement Level

English Language Arts/Literacy Mathematics

Grade 11 Grade 11

2014-15

English-Language Arts/Literacy 85 49 44

Mathematics 37 39 33

Note: Students in grades 3-8 and 11 are given this test. Percentages are not calculated when the number

of students tested is ten or less, either because the number of students in this category is too small for

statistical accuracy or to protect student privacy.

Percentage of Students Meeting or Exceeding the State Standards

El Camino VUSD CA

California Assessment of Student Performance and Progress

All Students

California Assessment of Student Performance and Progress (CAASPP)California Assessment of Student Performance and Progress (CAASPP) Tests assess student performance in English language arts/literacy and mathematics in grades 3 through 8 and 11 utilizing computer-adaptive tests and performance tasks. This system is based on the Common Core State Standards (CCSS) and is part of the Smarter Balanced Assessment System. The CAASPP results shown in this report include overall results comparing the school, district and state scores as well as the school’s overall score in each applicable grade level and subgroup. Results are shown only for subgroups with ten students or more taking the exam. More information on CAASPP can be found on the California Department of Education’s website www.cde.ca.gov/ta/tg/ca/.

No Child Left Behind (NCLB)The No Child Left Behind (NCLB) Act is part of the Federal Title I funding program designed to support additional staffing and programs to meet the needs of low-income, low achieving students, and other designated students with special needs. Schools may apply, based upon their student demographics, for one of two types of Title I funding: Title I Schoolwide or Title I Targeted


Assistance. Title I Schoolwide schools use federal funds for schoolwide improvement of student achievement. Title I Targeted Assistance schools use federal funds to help those students who meet specific program criteria. In 2014-15, El Camino High School did not participate in the Title I program and is therefore not required to comply with program mandates.

Any school receiving Title I funds is required to comply with respective program testing and reporting activities, achieve specific levels of student proficiency, and monitor school progress towards meeting established goals. California Adequate Yearly Progress calculations determine whether a Title I school has met performance goals. Schools not meeting specific AYP criteria enter Program Improvement, a monitoring system and curriculum enhancement program designed to help schools to increase student proficiency levels. More information about Title I and Program Improvement can be located on the CDE’s web site www.cde.ca.gov/ta/ac/ti/.

sChool FaCilities & MaintenanCeThe district takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. El Camino High School’s current facilities were built in 2008; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff.

2014-15 Campus Improvements• Installation of new safety lights outside

times throughout the week, students who are enrolled in these classes are required to report directly to the classroom when on campus. Hand-held radios enhance routine and emergency communication efforts concerning students, staff, and campus facilities. An intercom system in the classrooms and the outside quad area were recently installed to facilitate routine and urgent communications. The principal, counselor, office manager, and custodian carry hand-held radios at all times.

School Site Safety PlanThe Comprehensive School Site Safety Plan was developed for El Camino High School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, dress code policy, and bully prevention policy. The school’s most recent school safety plan was reviewed and updated in November 2015, and later shared with school staff in December 2015.

Campus culture promotes a secure learning environment. All persons are to be treated with dignity and respect. The district, schools, students, parents/guardians and community have an obligation to promote mutual respect and safe, harmonious relations that support dignity and equality. Bullying and harassment are not tolerated. The school district has in place policies, procedures, and practices that are designed to reduce and eliminate

2015-16 Planned Campus Improvements:• Installation of new shade structures in the quad• Addition of trees and picnic tables

Facilities InspectionsThe district’s maintenance department inspects El Camino High School on an annual basis in accordance with Education Code §17592.72(c)(1). El Camino High School uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent school inspection took place on September 11, 2015. During fiscal year 2014-15, all restrooms were fully functional and available for student use.

Campus SupervisionEl Camino High’s campus simulates a college environment, students are expected to travel to and from classes in a responsible, safe manner. Independent study students have scheduled times each week to meet with their designated teacher and may or may not be accompanied by their parent/guardian. Whole-class instruction is offered at designated


bullying and harassment as well as processes and procedures to address incidents of bullying and harassment when they occur. Students and their parents receive information annually regarding district policies concerning anti-bullying and harassment.

Facilities MaintenanceDistrict maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests.

At the end of the day, El Camino High School’s custodian inspects facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds the following morning. One custodian is assigned to El Camino High School. The custodian is responsible for:

• Restrooms• General Cleaning and Custodial Functions• Quad• Groundskeeping• Classrooms• Office Areas

The custodian and teacher inspect restrooms throughout the day for cleanliness; restrooms are subsequently cleaned if needed. The principal communicates with custodial staff daily concerning maintenance and school safety issues.

Deferred MaintenanceVentura Unified School District allocates deferred maintenance money to fund the repairs or replacement of existing school building components which typically include projects such as roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting and flooring systems. During the 2014-15 school year, El Camino High School did not have any funds allocated to the site for repairs or replacement projects.

ClassRooM enViRonMent

DropoutsEl Camino High School’s teachers and administrative staff practice the early identification of and intervention on behalf of students who exhibit warning signs and/or behavioral traits that may lead to dropping out of school. Intervention strategies used to promote attendance and reduce dropout rates include counseling, credit completion rates, and attendance trends. Students may concurrently enroll in the adult school or comprehensive high school for seat-based instruction. Understanding that the needs of each student are different, administrators, counselors, and teaching staff continue their efforts to discover successful solutions to help students complete their high school program.

In the following Dropout & Graduation Rates table, 2013-14 data are most current information available since state certification/release dates for dropout data occur too late for inclusion in this report. Beginning with the graduation class of 2010, the California Department of Education developed Cohort Dropout and Cohort Graduate rate formulas, based on CALPADS’ (California Longitudinal Pupil Achievement Data System) four-year accumulation of student data, to more accurately determine dropout and graduation rates in California’s schools. The new calculations take many factors into consideration when identifying actual dropouts/graduates. Graduation rates include only graduates that earned their diplomas within a specific four-year period of time; graduation rates do not include students who, for a variety of reasons, took longer than four years to graduate. Detailed information about dropout rates and graduation rates can be found on the DataQuest web page at http://dq.cde.ca.gov/dataquest/.

Graduation RequirementsStudents must accumulate 230 course credits earn a passing grade in Algebra 1, and accumulate 30 credits of math coursework to receive a high school diploma from El Camino High School. Alternative methods of acquiring a diploma are available through the continuation school, community college, and adult school for those students who have been unsuccessful in a high school environment or have exhausted their opportunities to remain at El Camino High School. The following table illustrates the percentage of students graduating from El Camino High School who have met the district graduation requirements.

Discipline & Climate for LearningEl Camino High School’s discipline policies are based upon a schoolwide discipline plan, which is used as a guide to develop school rules, develop behavior management programs, promote responsibility, promote respect, and minimize classroom disruptions. Teachers clearly identify and explain behavior expectations to their students and discuss consequences for poor or disruptive behavior during weekly meetings with students. El Camino High School employs a progressive approach in managing students who make poor choices in behavior, do not follow school rules, or are disruptive in the classroom.


CuRRiCuluM & instRuCtion

Staff DevelopmentAll curriculum and instructional improvement activities at Ventura Unified School District are aligned to the Common Core State Standards. Staff development concentrations are selected and identified based on Professional Development Staff Survey results, NCLB requirements, California State Content Standards, federal grant requirements, and standardized test results. Findings from student assessment results and indicate that reading, writing, and math are the primary focus areas.

During the 2014-15 school year, El Camino High participated in districtwide staff development training focused on:

• Mathematics• English Language Arts• Social Studies• World Language• Special Education• Physical Education• Next Generation Science Standards (NGSS)• Math Vision Project• Arts & Music

Throughout the year, El Camino High School’s staff participate in site-based staff development at weekly staff meetings. Selection of staff development concentrations are identified through a collaborative effort among and feedback from all teachers. During the 2014-15 school year, professional development topics included:

• Common Core Standards (History)• SBAC Data Analysis• Response to Intervention• WASC Prep• Individual Student Math Plan Development

The district supplements site-level professional development to follow up and support year-round and ongoing programs centered around reading, writing, and math and tied to either specific strategies to improve student learning or district-adopted curriculum materials. Supplemental professional development is offered throughout the school year on early student release days, after school, on designated staff development days, and during substitute release time. During the 2014-15 school year, professional development was offered related to Project Based Units, Problem Solving, Google Apps for Education, Q Training, CHAMPS, and English Language Arts/Math Rounds. Teacher Content Specialist Teams work with school site administrators and teaching staff to provide support and training to ensure the successful implementation of the Common Core Standards.

Ventura Unified School District and the Ventura County Superintendent of Schools jointly support new and veteran teachers in developing their teaching skills through the Beginning Teacher Support and Assessment (BTSA) program and the Peer Assistance and Review (PAR) program. BTSA is a state-approved program that offers first and second year teachers comprehensive support and training for new teachers with a preliminary credential; after successful completion of the two-year BTSA training, teachers may apply for their clear teaching credential. PAR is available for veteran teachers who need to improve their instructional skills,

classroom management strategies, subject knowledge, and/or related aspects of their teaching performance.

Staff members are encouraged to attend professional workshops and conferences. New teachers, experienced teachers, mentor/teacher leaders, administrators, and support staff are encouraged to participate in workshops sponsored by the Ventura County Superintendent of Schools as well as the Ventura Unified School District. Profession and subject specific offerings are consistent with the California Content Standards. Classified support staff may receive job-related training from district representatives; training activities and workshops are designed to enhance and extend job performance.

Instructional MaterialsAll textbooks used in the core curriculum at are aligned to the Common Core State Standards. Instructional materials are selected from the state’s most recent list of standards-based materials and adopted by the State Board of Education. The district follows the State Board of Education’s adoption cycle for core content materials (English/Language Arts, math, science, and social science).

On September 22, 2015, the Ventura Unified School District Board of Education held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Education adopted Resolution #15-24 which certifies as required by Education Code §60119 (1) that textbooks and instructional materials were provided to all students, including English Learners, in the district to the extent that each pupil, including English Learners, has a standards-aligned textbook and/or instructional materials to use in class and to take home, which may include materials in a digital format but shall not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage, (2) that all students who are enrolled in the same course within the district have standards-


foreign language or health classes, and 5) sufficient laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive.

In addition to core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used for their visual/performing arts curricula. During the 2015-16 school year, Ventura Unified School District provided each student, including English Learners, enrolled in a visual/performing arts class with a textbook or instructional materials to use in class and to take home. These materials complied with the state’s content standards and curriculum frameworks.

ColleGe PRePaRation & WoRk ReaDiness

College Preparation CoursesStudents are encouraged to take required courses if they plan on attending a four-year college or university. The following table illustrates the proportion of courses taken and successfully completed in relation to the number of course enrollments (sum of total enrollment in all classes).

Admission Requirements for California Public Universities

University of CaliforniaAdmission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admission requirements please visit

aligned textbooks or instructional materials from the same adoption cycle, (3) sufficient textbooks and instructional materials were provided to each student, including English Learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in math, science, history-social science, and English/Language Arts, including the English Language Development component of an adopted program, 4) sufficient textbooks or instructional materials were provided to each pupil enrolled in


the University of California web site at www.universityofcalifornia.edu/admissions/general.html.

California State UniversityAdmission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses, and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements, please visit the California State University web site at www.calstate.edu/admission/.

Advanced PlacementEl Camino High School students establish advanced course study recognition by taking Ventura Community College courses and earning dual credits for the courses taken at the college. Select Honors and AP courses are available in English, US History, Government, and Economics. District-provided advanced placement programs provide an opportunity for students to enroll in courses at Ventura High and Buena High that qualify for college credit. El Camino High students may also establish AP credit by taking courses at Ventura College. Sophomores, juniors, and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges.

Workforce PreparationStudents in grades nine through twelve receive counseling from school personnel regarding career paths and courses of study. During their intake meeting, students meet with their teacher and El Camino High School’s counselor to discuss their four-year academic plan and are introduced to available technical and career education programs. The counselor meets at least once a year with each student to follow-up on their progress in meeting graduation requirements and career objectives.

All career and technical education (CTE) courses comply with state-adopted content standards and are integrated into the student’s four-year academic plan as elective courses. El Camino High School students may enroll in work experience or county Regional Occupational Programs for opportunities that promote leadership, develop job-related skills, and provide on-the-job experience. Individual student assessment of work readiness skills takes place through end-of-course exams, completion of course-required projects, and on-the-job observation.

Students have access to gain work-related experience and skills through CAPS TV, Navy internships, and community services projects. CAPS TV (Community Access Partners of San Buenaventura) provides training and access to telecommunication technology through a public forum and participants in electronic media distribution. Community service projects serve a dual purpose - students experience the personal fulfillment in helping others while building a well-rounded college application resume.

Work experience students are partnered with local community organizations and local employers that provide on-the-job training and mentoring for students 16 years of age or older. Work experience students receive guidance and supervision designed to ensure maximum educational benefit from part-time job placement. Since the work experience program is a work-study combination, students may earn from one to ten course credits each semester. For more information, students should contact their teacher or counselor.

Regional Occupational Programs (ROP) are offered in partnership with the Ventura County Office of Education. A variety of career technical education courses are available off-campus to help prepare high school students (16 years and older) for entry-level employment, upgrading current job skills, or obtaining more advanced levels of education. ROP courses are held at the county’s Camarillo Airport Campus; free bus transportation is provided for participating students.

Ventura Unified School District receives funds from the Carl D. Perkins Vocational and Technical Education Act (Perkins). This grant enables students with the academic and technical skills needed to succeed in a knowledge and skills-

based economy and helps provide programs that prepare students for both postsecondary education and the careers of their choice.

PRoFessional staFF

Teacher AssignmentDuring the 2014-15 school year, El Camino High School had nine teachers who met all credential requirements in accordance with state guidelines. The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “NCLB Compliant.” Minimum qualifications include: possession of a bachelor’s degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.


In the adjacent table, which identifies the number of classrooms taught and not taught by NCLB-compliant teachers, high poverty schools are those schools in the highest quartile for student participation defined by the free and reduced price meal program. Low poverty schools are those schools that are in the lowest quartile of program participation.

Counseling & Support StaffEl Camino High School provides professional, highly qualified staff that provide additional services and support centered on the whole student academically, physically, and mentally. The Counseling and Support Services table in this report illustrates the availability of non-instructional support staff to El Camino High School’s students.

Full-time equivalent (FTE) is a standard measurement used to identify an employee’s regular work load on a weekly basis. For example, an FTE of 1.0 designates a full-time position and the employee is on campus and available all day every day of the week; an FTE of 0.5 indicates that the staff member is available and on campus a portion (50%) of the week.

saRC Data & inteRnet aCCess

DataQuestDataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about El Camino High School and comparisons of the school to the district, the county, and the state. DataQuest provides reports for school accountability, including but not limited to AYP, CST, CAASPP, enrollment, and staffing.

Public Internet Access LocationParents may access El Camino High School’s SARC and access the internet at any of the county’s public libraries, in the Parent Center, the Career and College Planning Center, or at the Ventura College Library. The closest public library to El Camino High School is the E. P. Foster Library, a branch of Ventura County Library.

E.P. Foster Branch LibraryAddress: 651 East Main Street, VenturaPhone Number: (805) 648-2715Web Site: www.vencolibrary.orgNumber of Computers Available: 26

Parent Resource Center (on campus)Hours: Mon.-Fri.: 7:30-4Number of Computers Available: 1Printers Available: Yes

Career & College Planning Center (on campus)Hours: 9:00-5:00 p.m.Computers Available: YesPrinters Available: Yes

Ventura College LibraryPhone: 805-654-6382Hours: Mon.-Thu.: 7:30 a.m. - 8:00 p.m. Fri.: 7:30 a.m. - 3:30 p.m. Sat.: 9:00 a.m. - 12 noon, Sun.: ClosedComputers Available: YesPrinters Available: Yes

*One Full Time Equivalent (FTE) equals one staff

member working full time; one FTE could also

represent two staff members who each work 50% of

full time.


DistRiCt exPenDituRes

Salary & Budget ComparisonState law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the State Department of Education has provided average salary data from school districts having similar average daily attendance throughout the state. (Note: 2013-14 salary comparison data was the most recent data available at the time this report was published.)

Expenditures Per StudentFor the 2013-14 school year, Ventura Unified School District spent an average of $8,181 of total general funds to educate each student (based on 2013-14 audited financial statements and in accordance with calculations defined in Education Code §41372). The table in this report 1) compares the school’s per pupil expenditures from unrestricted (basic) and restricted (supplemental) sources with other schools in the district and throughout the state, and 2) compares the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding expenditures and salaries can be found at the CDE web site at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the following table reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.)

In addition to general fund state funding, Ventura Unified School District receives state and federal categorical funding for special programs. For the 2013-14 school year, the district received categorical, special education, and support programs funds for:

• After School Learning & Safety Neighborhood Partnerships• Agricultural Vocational Incentive Grants• California Clean Energy Jobs Act• Common Core State Standards Implementation• Department of Rehabilitation• Education Protection Account• Indian Education• Lottery: Instructional Materials• Medi-Cal Billing Option• Other Federal Funds• Other Local: Locally Defined• Other State: Locally Defined• Special Education• State Lottery• Title I, II, III• Tobacco-Use Prevention Education• Vocational Programs


DisclosureThe statistical information disclosed in this report is obtained from the California Department of Education and the Ventura Unified School District. At the time of publication, this report met all SARC-related state and federal requirements, using the most current data available. Data to prepare the instructional materials and school facilities sections were acquired in December 2015.

2014-15 report card school accountability - venturausd.org · 2016. 2. 2. · report card 2014-15...

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