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2013-14 School Accountability Report Card for Great Oak High School of 15

Great Oak High School

School Accountability Report Card

Reported Using Data from the 2013-14 School Year

Published During 2014-15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • View this SARC online at the school and/or LEA Web sites. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents and community members should contact the school principal or the district

office.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Great Oak High School

Street------- 32555 Deer Hollow Way

City, State, Zip------- Temecula, CA 92592

Phone Number------- (951) 294-6450

Principal------- Keith Moore

E-mail Address------- [email protected]

Web Site------- http://gohs.tvusd.k12.ca.us/

CDS Code 33-75192-0105734

District Contact Information

District Name------- Temecula Valley Unified School District

Phone Number------- (951) 676-2661

Superintendent------- Timothy Ritter

E-mail Address------- [email protected]

Web Site------- www.tvusd.k12.ca.us


School Description and Mission Statement (Most Recent Year)

Great Oak High School is the newest high school in the Temecula Valley Unified School District (TVUSD), opening its doors in 2004. The school lies at the base of Wolf Valley and is surrounded by foothills and suburban homes. GOHS's student enrollment in 2014/15 was approximately 3,650. GOHS earned California Distinguished School recognition in 2009. Great Oak High School offers many programs to assist college-bound students, as well as a career-technology program designed to prepare students for direct entry to the workplace. Our Academic Performance Index is 861 as of 2013/14. The staff is comprised of a group of highly qualified, idealistic educators who are taking advantage of the opportunity to try some new methods of assessment and education. Philosophically GOHS is built upon a set of “Core Beliefs” known as the Branches of Excellence, also referred to as the SPIRIT of Great Oak. Scholarship, Passion, Integrity, Reflection, Involvement, and Teamwork comprise these core values. GOHS staff and administration believe that students connected to their school are more successful. Our Goal is to involve at least 80% of our students in a significant capacity through activities, athletics, clubs, or the performing arts. We have also embraced and enacted the tenets prescribed through the Renaissance program for student recognition and academic excellence to help promote student success and involvement. The physical plant of GOHS is designed to provide a variety of opportunities for our students. GOHS houses 124 classrooms for instruction. Each classroom contains a computer workstation and LCD projector for presentation purposes, but many are specialized to meet the requirements of the curriculum. The specialized classrooms include: 2 open-use computer labs; 2 business computer labs; 14 science labs; a library; a foods and nutrition kitchen; ROTC with office and wardrobe rooms; 3 art rooms (1 ceramics); a computer repair classroom; TV Video production studio; a print shop; drafting room; construction technology; gymnasium (includes dance room, wrestling room, and weight room); and the performing arts complex (includes band room, choir room, and drama). The campus also includes athletic fields for baseball, softball, and soccer, outdoor basketball and volleyball courts, sand volleyball courts and a stadium with a synthetic turf football/soccer field and rubberized track. A swim complex was completed in 2005. The most significant aspect of GOHS is the staff. A highly qualified, enthusiastic and energetic staff is the true leader of the pack. They have worked collaboratively to unpack and identify “power standards.” Benchmark assessments have been developed to provide data that informs teachers of strengths or gaps in instruction. A number of departments have critically looked at grading and homework practices and have led the charge for a standards-based grading system that focuses on academic performance rather than effort and citizenship. Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 9------- 977

Grade 10------- 960

Grade 11------- 918

Grade 12------- 795

Ungraded Secondary------- 10

Total Enrollment------- 3,660


Student Enrollment by Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American------- 3.8

American Indian or Alaska Native------- 2.2

Asian------- 5.1

Filipino------- 5.1

Hispanic or Latino------- 26.8

Native Hawaiian or Pacific Islander 0.4

White 48.2

Two or More Races 8.1

Socioeconomically Disadvantaged 13.4

English Learners 1.7

Students with Disabilities 10.9

A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2012-13 2013-14 2014-15 2014-15

With Full Credential 131 126 Unavailable Unavailable

Without Full Credential 0 1 Unavailable Unavailable

Teaching Outside Subject Area of Competence (with full credential) 8 11 Unavailable Unavalible

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 2 0 Unavailable

Total Teacher Misassignments * 2 0 Unavailable

Vacant Teacher Positions 1 0 Unavailable Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.


Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 95.24 4.76

All Schools in District 97.50 2.50

High-Poverty Schools in District 100.00 0.00

Low-Poverty Schools in District 97.46 2.54 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Year and month in which data were collected: 2008 Most recent textbook adoptions for High School: English Language Arts – 2005 Math – 2008 History - 9th grade: 2007 10th grade: 2003 11th grade: 2005 12th grade: 2006 Science- 9th grade: 2005 10th grade: 2007 11th grade: 2007

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Each pupil has a textbook or reading language arts material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Mathematics Each pupil has a textbook or math material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Science------- Each pupil has a textbook or science material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0


Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

History-Social Science Each pupil has a textbook or history-social science material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Foreign Language Each pupil has a textbook or foreign language material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Health------- Each pupil has a textbook or health material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Visual and Performing Arts Teachers are provided with class sets approved for use by TVUSD.

Yes 0

Science Laboratory Equipment (grades 9-12)

Each pupil has a textbook or science laboratory material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. These materials include science laboratory equipment for grades 9 to 12, inclusively. All textbooks are aligned to the California Content Standards and approved for use by the Temecula Valley Unified School District Board of Education.

Yes 0

School Facility Conditions and Planned Improvements (Most Recent Year)

The physical plant of GOHS is designed to provide a variety of opportunities for our students. GOHS houses 124 classrooms for instruction. Each classroom contains a computer workstation and LCD projector for presentation purposes, but many are specialized to meet the requirements of the curriculum. The specialized classrooms include: 6 open-use computer labs; 2 business computer labs; 14 science labs; a library; a foods and nutrition kitchen; ROTC with office and wardrobe rooms; 3 art rooms (1 ceramics); a computer repair classroom; TV Video production studio; a print shop; and Auto Shop (proposed 06/07); gymnasium (includes dance room, wrestling room, and weight room); and the performing arts complex (includes band room, choir room, and drama). The campus also includes athletic fields for baseball, softball, and soccer, outdoor basketball and volleyball courts, sand volleyball courts and a stadium with a synthetic turf football/soccer field and rubberized track. A swim complex was completed in 2005.TVUSD’s Maintenance and Operations division works diligently to ensure our facilities are clean and safe for students, teachers and staff. The district follows a comprehensive preventive and deferred maintenance program to offset costly repairs and minimize disruptions to the instructional program. Daily cleaning schedules ensure that classrooms, offices and bathrooms are clean and well maintained. The District’s high schools all have a full time and a part time custodian. Each also has their own night crew of six custodians each. In addition, between two and three times a year the carpets at each site are steam cleaned.


School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 7/28/2014

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

[X] [ ] [ ] Gymnasium: Exterior Doors, frames and canopies need painting…. Roof needs repairs at sumps and HVAC ducts leak when rains….scheduled for summer repair

Interior: Interior Surfaces

[X] [ ] [ ]

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[X] [ ] [ ]

Electrical: Electrical

[X] [ ] [ ]

Restrooms/Fountains: Restrooms, Sinks/ Fountains

[X] [ ] [ ]

Safety: Fire Safety, Hazardous Materials

[X] [ ] [ ]

Structural: Structural Damage, Roofs

[X] [ ] [ ] 1100 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer) Roof needs repairs ….scheduled for summer repair 200 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer) Roof needs repairs ….scheduled for summer repair 300 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer)Roof needs repairs ….scheduled for summer repair 500 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer) Roof needs repairs ….scheduled for summer repair 600 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer) Roof needs repairs ….scheduled for summer repair 700 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer) Roof needs repairs ….scheduled for summer repair 900 Building: Exterior Doors, frames and canopies need painting….( Scheduled for Painting during summer) Roof needs repairs ….scheduled for summer repair

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

[X] [ ] [ ] Grounds/ Athletic: Athletic Track has areas needing repair of surface material at pole vault, long jump and small blimishes on running track. Summer Work

Overall Facility Rating (Most Recent Year)

Overall Rating Exemplary Good Fair Poor

[X] [ ] [ ] [ ]


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized

Testing and Reporting Program); • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University

of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 79 81 81 81 79 81 60 59 60 Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 81

All Student at the School 81

Male------- 83

Female------- 78

Black or African American 59

American Indian or Alaska Native 80

Asian------- 80

Filipino------- 83

Hispanic or Latino 76

Native Hawaiian or Pacific Islander

White------- 84

Two or More Races------- 88

Socioeconomically Disadvantaged 73

English Learners------- 18

Students with Disabilities 43

Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) 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.


Standardized Testing and Reporting Results for All Students (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 70 71 76 73 76 75 54 56 55

Mathematics------- 40 41 40 60 61 60 49 50 50

History-Social Science 64 64 69 63 64 66 48 49 49 Note: STAR Program was last administered in 2012-13. 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. Academic Performance Index Ranks (Three-Year Comparison)

API Rank 2010-11 2011-12 2012-13

Statewide------- 9 9 9

Similar Schools------- 9 8 10 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group (Three-Year Comparison)

Group Actual API Change

2010-11 2011-12 2012-13

All Students at the School 7 -4 11

Black or African American

American Indian or Alaska Native

Asian------- -3 25 8

Filipino------- 7 -2 11

Hispanic or Latino 12 0 4

Native Hawaiian/Pacific Islander

White------- 8 -4 16

Two or More Races 7 -12 -2

Socioeconomically Disadvantaged 22 8 18

English Learners 5 -16 29

Students with Disabilities -3 6 -6 Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Career Technical Education Programs (School Year 2013-14)

Career Technical Education Programs offer students free job training, high school credit, career planning, and preparation for higher level training. Great Oak offers CTE courses in:

• architectural design • graphic design • video • media arts • intro to business • keyboarding • accounting • word processing

• foods • early childhood studies • developmental psychology of child • computer programming • computer repair • computer science • clothing • fashion design


Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of pupils participating in CTE 2,268 district-wide % of pupils completing a CTE program and earning a high school diploma 12% of seniors

enrolled in a HS CTE program,

completed a CTE program and earned a high

school diploma

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 3%

Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 80.29

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 68.72

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): • Pupil outcomes in the subject areas of English, mathematics, and physical education. California High School Exit Examination Results for All Grade Ten Students (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts 74 74 77 72 71 58 56 57 56

Mathematics 73 75 80 71 70 59 58 60 62 Note: 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.


California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14)

Group

English-Language Arts Mathematics

Not Proficient

Proficient Advanced Not

Proficient Proficient Advanced

All Students in the LEA 27 28 45 27 43 30

All Students at the School 23 26 51 20 42 38

Male------- 28 26 46 20 39 41

Female------- 17 26 57 20 45 35

Black or African American 28 41 31 31 50 19

American Indian or Alaska Native 44 8 48 44 32 24

Asian------- 15 15 71 6 24 70

Filipino------- 24 26 50 20 38 42

Hispanic or Latino 30 29 41 29 39 33

Native Hawaiian or Pacific Islander

White------- 18 25 57 15 46 39

Two or More Races 19 28 53 14 39 47

Socioeconomically Disadvantaged 37 28 35 31 37 31

English Learners------- 93 7 71 29

Students with Disabilities 76 16 8 75 21 4

Students Receiving Migrant Education Services Note: 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. California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

-------9------- 8.3 20.8 37.1 Note: 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.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year)

Parent involvement is vital to the success of our school. Great Oak Academic Leadership Society (GOALS) is a 501(c)(3), non-profit, public benefit corporation, formed by supporters of Great Oak High School(GOHS). The mission of GOALS is to expand and enrich the educational experience of the students of Great Oak High School.


GOALS Supports Great Oak High School with: Parent Support Group Administration and Oversight (PSGs or Booster Clubs)

• Accounting – GOALS manages all revenue generated by groups and ensures they are not commingled with any other group. Each group controls their funds and is provided a monthly financial statement with balances and monthly activity reports.

• Insurance – GOALS provides insurance coverage for all PSGs protecting the groups from property and casualty liability. The cost to each group is nominal and is assessed annually by GOALS.

• Tax Filing – GOALS prepares and submits Federal and State tax returns consolidating all revenue and expenses for the groups so as to maintain its nonprofit, tax-free status.

• Fundraising Support – GOALS reviews all fundraising requests submitted by each group to ensure that the event does not conflict with another PSG or campus event, and solicits the required administration approvals. GOALS also provides support in the form of volunteers or financing as needed to assist in fundraising events.

Parents who wish to volunteer their time, should contact: Sara Balder, Schoolwide Foundation President (GOALS), or Russell Lorts, PTSA President. ??

State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): • High school dropout rates; and • High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate 1.6 1.0 0.2 4.2 3.3 2.7 14.7 13.1 11.4

Graduation Rate 96.73 97.44 98.51 92.42 93.28 93.98 77.14 78.87 80.44

Completion of High School Graduation Requirements (Graduating Class of 2013)

Group Graduating Class of 2013


All Students 96.95 92.55 84.56

Black or African American 105.56 86.26 75.90

American Indian or Alaska Native 100.00 93.10 77.82

Asian------- 91.89 92.86 92.94

Filipino------- 91.49 91.67 92.20

Hispanic or Latino 96.20 89.67 80.83

Native Hawaiian/Pacific Islander 100.00 91.67 84.06

White------- 98.20 95.06 90.15

Two or More Races 93.10 92.25 89.03

Socioeconomically Disadvantaged 102.80 93.45 82.58

English Learners 66.67 68.00 53.68

Students with Disabilities 85.54 69.66 60.31


State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions------- 11.7 9.8 8.8 5.4 4.4 4.0 5.7 5.1 4.4

Expulsions------- 0.6 0.2 0.3 0.3 0.3 0.2 0.1 0.1 0.1 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year)

School safety is a high priority for our school and district. Our school has a comprehensive School Safety Plan, which is updated and approved annually by the School Site Council. The plan covers topics such as disaster response, safe ingress and egress and ensuring a safe and orderly environment. Additionally, the plan includes data on suspensions and expulsions as well as school and district crime data. Our school is a closed campus that is full enclosed by fencing. School visitors and volunteers are required to sign in at the front office prior to entering campus. In instances of emergency, we use an automated telephone system to contact parents with pertinent information. To better prepare our teachers, students and staff for emergencies, our schools conducts fire and earthquake drills regularly throughout the school year. Education Code mandates that all elementary and middle schools hold a fire drill each month they are in session as well as an earthquake drill at least four times during the school year. High Schools are required to have two fire drills and two earthquake drills.

D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall Yes

Met Participation Rate: English-Language Arts Yes

Met Participation Rate: Mathematics Yes

Met Percent Proficient: English-Language Arts Yes

Met Percent Proficient: Mathematics Yes

Met Graduation Rate (if applicable) Yes


Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2012-2013

Year in Program Improvement* Year 2

Number of Schools Currently in Program Improvement --- 3

Percent of Schools Currently in Program Improvement --- 100.0 Note: Cells with “---“ do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

Average Class Size and Class Size Distribution (Secondary)

Subject

2011-12 2012-13 2013-14

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

32.8 8 11 65 32 16 16 82 32 16 13 89

Mathematics ----------

31.1 13 23 56 32 18 20 74 31 19 26 72

Science------- ----------

32.2 5 22 57 32 9 25 68 31 11 24 70

Social Science ----------

33.8 10 1 57 31 22 21 73 31 18 16 71 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 6 457

Counselor (Social/Behavioral or Career Development) 0 ---

Library Media Teacher (Librarian) .5 ---

Library Media Services Staff (Paraprofessional) 2.25 ---

Psychologist------- 1 ---

Social Worker------- 0 ---

Nurse------- 1 ---

Speech/Language/Hearing Specialist 2 ---

Resource Specialist------- 9 ---

Other------- 1.2 --- Note: Cells with “---“ do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,070 $822 $4,248 $73,844

District------- --- --- $5,328 $78,077

Percent Difference: School Site and District --- --- -20.3 -5.4

State------- --- --- $4,690 $70,720

Percent Difference: School Site and State --- --- -9.4 4.4 Note: Cells with “---“ do not require data.


Types of Services Funded (Fiscal Year 2013-14)

The district's general fund includes monies for:

1. General operations- services, materials, and support to the general education. 2. Specific education-programs offering appropriate, individualized education to students with special needs. 3. Special projects- monies from agencies (e.g., federal, state) earmarked for specific services. 4. Transportation 5. Maintenance and operations 6. District administration 7. LCFF/LCAP- Serves targeted students of the district See District's LCAP plan located on www.tvusd.k12.ca.us

Each school in the district receives an instructional budget based upon enrollment, programs and on formulas set by the Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding agencies. Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $43,428 $41,761

Mid-Range Teacher Salary $72,404 $66,895

Highest Teacher Salary $89,794 $86,565

Average Principal Salary (Elementary) $111,284 $108,011

Average Principal Salary (Middle) $115,292 $113,058

Average Principal Salary (High) $123,193 $123,217

Superintendent Salary $185,000 $227,183

Percent of Budget for Teacher Salaries 47 38

Percent of Budget for Administrative Salaries 4 5 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science ---

English------- 17 ---

Fine and Performing Arts 1 ---

Foreign Language 4 ---

Mathematics 10 ---

Science------- 14 ---

Social Science 29 ---

All courses 75 0.9 Note: Cells with “---“ do not require data. * Where there are student course enrollments.


Professional Development

District Commitment to Learning for All Students The Temecula Valley Unified School District is committed to ensuring that each and every child in its care receives a rigorous, multifaceted educational experience preparing them for the demands of college and career. TVUSD teachers engage in active staff development throughout the year by attending: In-District training sessions provided by staff and consultants. Site-based training sessions presented during staff meetings and committee/grade level meetings. One on one training provided during formal observations and post observation conferences. Staff members are sent to national and state conferences to fine-tune instructional practices in specific areas. Teachers with specialized training are given opportunities to train their peers, and provide instructional support as teacher leaders. Standards Based Instruction Staff development focuses on implementing the Common Core State Standards in English-Language Arts and Math, K-12. Monthly district sessions bring teacher leaders and principals together to devise and refine the curriculum and assessments. Teams began by identifying priority and supporting standards, grouping the standards into units of instruction, and crafting common interim and summative assessments for each course/grade. Leaders return to sites to facilitate their grade level/course teams in reviewing the work, suggesting resources, and providing feedback for the refinement committees. Collaborative Teams Teachers are divided into Professional Learning Communities (PLCs) based on content area and grade level. All instructional staff participate almost weekly during professional growth time meeting in their PLC groups to align curriculum, refine teaching strategies, create assessments, analyze student achievement data and transition to Common Core State Standards.

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