Vanden High School 2006-2007 School Accountability Report Card

Principal’s Message Vanden High School is rich in academic tradition. Earning a “10” in the state’s Academic Performance Index similar school ranking, Vanden High School is one of the top ranked high schools in California and the second highest performing comprehensive high school in Solano County. A great percentage of our students continue their education in post- secondary programs. Students have the opportunity to participate in a number of extra-curricular and co-curricular activities that span a wide spectrum of student interests. Activities include athletics, visual/performing arts, leadership (ASB), music, JROTC, robotics, and Academic Decathlon...just to name a few. The Vanden community has identified academic achievement, personal growth, community responsibility, and 2951 Markley Lane employability as attributes that we believe are integral learning experiences in a high school setting. Using these traits as a cornerstone in our mission statement, our educational community developed a slogan to remind us of our purpose: Fairfield, CA 94533 Vikings set the PACE. 707-437-7333 Mission Statement Vanden High School is a community building personal and academic excellence, civic responsibility, and lifelong learning. Our expected school wide learning results are to develop personal growth, academic proficiency, community responsibility, and employability skills. Dr. Sheila McCabe, Student Enrollment by Ethnic Group Community & School Profile 2006-07 Principal Vanden High School is located in Fairfield, situated midway between Percentage San Francisco and Sacramento in northern Solano County. Formally incorporated in 1903, Fairfield is a growing community eager to service African American 18.0% the business needs of the 21st century. As the County Seat since American Indian 1.1% 1858, Fairfield represents a diverse, bustling economy in the heart of Asian 6.1% California’s fastest growing county. Caucasian 44.7% Travis Unified Vanden High School is the only comprehensive high school in Travis School District Unified School District, which also includes five elementary schools, one Filipino 11.8% middle school, a community day school, and an education center. During Hispanic 12.1% the 2006-07 school year, Vanden High School had 1,515 students enrolled in grades nine through twelve. Pacific Islander 1.3% Multiple or No Response 5.0% Kate Wren Gavlak, Discipline & Climate for Learning Superintendent Students at Vanden High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The school’s discipline philosophy promotes a safe school, a warm, friendly classroom environment, and demonstrates that good discipline is a solid foundation on which to build an effective school. Vanden High School utilizes a Progressive Discipline program. Parents and students are informed of discipline policies at the beginning of each school year through the Student Planner, orientation booklet, newsletters, and classroom presentations.

Governing The Suspensions and Expulsions table Suspensions & Expulsions illustrates total cases for all grade levels Board Members as well as a percentage of total enrollment School District (number of suspensions divided by total 04-05 05-06 06-07 04-05 05-06 06-07 Harry Axhelm, enrollment). Suspensions are expressed Suspensions 220 261 236 441 646 501 President in terms of total infractions, not total Mary Jo Dickerson, number of students, as some students Suspension Rate 15.35% 17.73% 15.58% 8.29% 12.11% 9.45% Vice President may have been suspended on several Expulsions 10 4 4 14 6 5 occasions. Expulsions occur only Wanona Ireland, when required by law or when all other Expulsion Rate 0.70% 0.27% 0.26% 0.26% 0.11% 0.09% Clerk alternatives are exhausted. Edwin Sanderson, Member Extracurricular Activities Ivery Hood, Students are encouraged to participate in the school’s additional academic and extracurricular activities that are an integral part of the educational program. These schoolwide and classroom incentives promote positive attitudes, encourage Member achievement, and aid in the prevention of behavioral problems. Extracurricular activities, sports, and programs include: Bryanna Maty, Band, Art Club, Drama Club, Best Buddies, Exit Club, Conflict Managers, German Club, Interact Club, National Honors Student Member Society, Robotics, Latin Club, Student 2 Club, Foreign Language Club, Spanish Club, Track, Student Government, Tennis, Golf, Cheerleading, Basketball, Soccer, Volleyball, Wrestling, Softball, Baseball, Cross Country, and Football.

Vanden High School 1 Published: May 2008 This chart illustrates the Student Recognition Enrollment Trend by Grade Level enrollment trend by grade level Certificates, ribbons, prizes, and various other awards are given to students for the past three school years. 2004-05 2005-06 2006-07 at assemblies and special presentations throughout the school year. Vanden 9th 457 427 440 High School hosts three annual assemblies, one assembly for grades nine through eleven and another Awards Night for grade twelve, in which Dropout & 10th 390 432 381 department awards are presented. Every semester the Renaissance Program 11th 302 342 381 awards students for academic improvement and a special reception is held Graduation for Honor Roll Students. Rates 12th 284 271 313 To help discourage dropouts, Vanden High School offers an Intensive Homework Supplementary Instruction program, Intersession, and Cyber High, (online classes for seniors). The table shows the number of graduates and dropouts Vanden High School believes homework is a fundamental part of the learning for the past three years for which data is available. process that helps to develop basic academic and study skills as well as promote student responsibility and self-discipline. Homework is assigned to students on an individual basis by their teachers. The assignments may be Graduation & Dropout Rates nightly, weekly, or for an extended period of time. Nightly homework will never 03-04 04-05 05-06 be new work to be learned, but will be reinforcement of work presented in the classroom. Dropout Rate 0.0% 0.0% 0.2% Students are expected to complete their homework assignments in a timely Graduation Rate 100% 100% 98.9% manner and to the best of their ability. Parents are encouraged to provide a supportive environment for homework activities and to be responsible for reviewing homework assignments with their child. School Facilities & Safety Vanden High School’s campus was originally built in 1964 and contains 66 Curriculum Development & Staff classrooms, one library, 11 computer labs, two gyms, one staff room, one Little Theater, tennis courts, a baseball field, a football field, a practice football Development field, basketball courts, and two softball fields. The school recently added All curriculum development at Vanden High School revolves around the 24 classrooms, two art studios, and a music room. In the summer of 2007 California State Content Standards and Frameworks. Teachers align the A & E wing have been renovated; the current music room was converted classroom curriculum to ensure that all students either meet or exceed state into a cafeteria; main campus bathrooms were remodeled; and the R, P, & T proficiency levels. The writing and implementation of Vanden High School’s portables were removed. At the time of publication, 100% of restrooms were curriculum is an ongoing process. The school’s curriculum guides are updated in working order. Facility information is current as of April 2008. regularly to align with the state standards, district goals, and the statewide The table shows the results of the most recent school facilities inspection. assessment program. While reviewing this report, please note that even minor discrepancies are Staff members are offered a variety of opportunities for professional reported in the inspection process. The items noted in the table have been improvement. The district dedicates three full days annually to professional corrected or are in the process of remediation. development.

School Facility Conditions Class Size Date of Last Inspection: November 1, 2007 Vanden High School maintained a schoolwide average class size of 27.2 Overall Summary of School Facility Conditions: Good students and a pupil-to-teacher ratio of 20.8:1 for the 2006-07 school year. Facility Component The table shows average class size by subject, as well as the number of Deficiency & Remedial Items Inspected System Status Actions Taken or classes offered in reference to their enrollment. Good Fair Poor Planned Class Size Distribution Gas Leaks X Classrooms Containing: Mechanical Systems X Windows/Doors/Gates/ X Average 1-20 21-32 33+ Fences (Interior and Exterior) Class Size Students Students Students Interior Surfaces (Floors, 05 06 07 05 06 07 05 06 07 05 06 07 Ceilings, Walls, and Window X Casings) English 26 27 26 23 19 22 30 32 35 - - - Hazardous Materials (Interior X Mathematics 27 26 26 17 20 20 31 33 33 - - - and Exterior) Science 26 25 25 6 8 8 40 39 40 - - - Structural Damage X Social Science 30 30 30 3 1 2 36 40 41 - - - Fire Safety X Electrical (Interior and X Exterior) School Enrollment & Attendance Pest/Vermin Infestation X Drinking fountains to be Drinking Fountains (Inside School districts receive financial support from the state for the education X repaired (plumbing not and Outside) of the students they serve based on how many students attend each day. working properly) Most importantly, attendance is critical to academic achievement and regular Library Restrooms need daily attendance is a priority at Vanden High School. Student attendance is Restrooms X repair (sewer line). carefully monitored to identify those students exhibiting excessive absences. Sewer line in B needs Attendance, tardy, and truancy policies are clearly stated, consistently Sewer X repair; sewer line in girls enforced, and consequences fairly administered. Parents are advised of their D wing repaired. responsibilities, including proper notification of why and when students are Roofs (observed from the absent. Vanden High School has an auto-dialer that calls parents to notify ground, inside/outside the X them of their child’s absences. Letters are sent home and meetings are building) scheduled with parents to discuss their student’s attendance. Playground/School Grounds X Students with excessive absences are referred to the School Attendance and Overall Cleanliness X Review Board (SARB).

Vanden High School 2 Published: May 2008 The safety of students and staff is a primary concern of Vanden High School. The counselor to pupil ratio is 1:379. The table illustrates the services offered The School Site Safety plan is evaluated and revised annually in the spring by at Vanden High School. the administrators and the Safety Committee; the revisions are then shared with the entire staff. Key elements of the Safety Plan are the school’s physical Counseling & Support Services Staff environment, social environment, cultural environment, and the Emergency Response Team. Included within the School Site Safety Plan is a disaster Number Full Time preparedness plan which lays out steps that are to be taken to ensure student of Staff Equivalent and staff safety during a disaster. The school is in compliance with the laws, Career Specialist 1 0.8 rules, and regulations pertaining to hazardous materials and state earthquake Counseling Technicians 2 2.0 standards. Fire and disaster drills are conducted on a regular basis throughout the school year. Counselor 4 4.0 Students are supervised throughout the day by four campus monitors, three Health Technician 1 0.8 administrators, and teachers. All visitors to the school must sign in and out at the main office and receive a name tag, which must be worn at all times while Librarian 1 1.0 on campus. No student visitors are allowed. Library Technician 1 0.9 Cleaning Process Nurse 1 As Needed The principal works daily with the custodial staff of seven to ensure that the Psychologist 2 1.2 cleaning of the school is maintained to provide for a clean and safe school. The Director of Maintenance and operations coordinates in-service training Registrar 1 1.0 for the custodial staff. Each classroom is cleaned every other day and Resource Specialist Program (RSP) Teacher 4 4.0 outside maintenance is done on a regular basis or as needed. Currently the district has no specific policy on cleaning requirements and has adopted the RSP Aides 4 2.8 CASBO Custodial Handbook and applied the cleaning standards and care of SDC Aide 2 1.4 equipment for this purpose. Special Day Class (SDC) Teachers 2 2.0 Maintenance and Repair Speech and Language Specialist 1 0.5 District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Facilities Master Plan Policy (BP7110) Students who participate in the Resource Specialist Program spend up and the Environmental Safety Policy (BP 3514) guide the maintenance and to three periods of the day receiving assistance from the RSP teachers repair protocols for the district. and aides. The Special Day Class is self-enclosed, however, students are Deferred Maintenance Budget mainstreamed whenever possible. The district participates in the State School Deferred Maintenance Program Vanden High School offers English Language Development (ELD) classes for (EC17591), which provides matching funds on a dollar–for–dollar basis, to English Language Learners (ELL), based on the California English Language assist school districts with expenditures for major repair or replacement of Development Test (CELDT). ELL students are placed in classes with ELL existing school building components. Typically this includes roofing, plumbing, certified Teachers. heating, electrical systems, interior or exterior painting, and floor systems. For the 2007-08 school year, the district allocated $458,322 for the deferred maintenance program. This represents 0.1% of the district’s general fund Student Achievement and Testing budget. During the 2007-08 school year, the following deferred maintenance Various measures of student achievement are used as an ongoing part of the projects were approved for Vanden High School: painting, paving, and quality instructional program at Vanden High School. These measure students’ roofing. actual progress as well as the effectiveness of the instructional program. Students also are administered the following assessments: California High School Leadership School Exit Exam (CAHSEE), Advanced Placement Exam, and California For the past eight years, primary leadership duties at Vanden High School English Language Development Test (CELDT). have been assumed by Principal Sheila McCabe Ed.D. Dr. McCabe has 16 years of educational experience, including positions as a teacher and Physical Fitness assistant principal. In the spring of each year, Vanden High School is required by the state to Leadership at Vanden School is a responsibility shared among administration, administer a physical fitness test to all students in grade nine. The physical instructional staff, students, and parents. Staff members participate on the fitness test is a standardized evaluation that tracks the development of high- Vanden Leadership Team, Safety Committee, and the Boosters Club, as well quality fitness programs and assists students in establishing physical activity as serve as Department Chairs. as part of their daily lives. During the 2006-07 school year, 41.4% of ninth These teams make decisions regarding the priorities and direction of the grade students met all six fitness standards. educational plan and ensure instructional programs are consistent with students’ needs and comply with district goals. Federal Intervention Program Parent & Community Involvement Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the Parents play an important role at Vanden High School through active same content area (English/Language Arts or Mathematics) or on the same participation and involvement on leadership teams and the Booster Club. indicator (API or graduation rate). After entering PI, schools and districts Vanden High School also benefits from partnerships with the Travis Air Force advance to the next level of intervention with each additional year that they Base. Volunteers serve as an Advisory Committee for the Aviation Academy do not make AYP. located on campus. Federal Intervention Programs Counseling & Support Staff School District Program Improvement (PI) Status Not in PI Not in PI It is the goal of Vanden High School to assist students in their social and personal development as well as academics. The school provides special First Year in PI - - attention to students who experience achievement problems. Qualified Year in PI (2007-08) - - personnel provide counseling and support services to students on an # of Schools Currently in PI - 0 as-needed basis. Support Staff are devoted to helping students deal with problems and assisting them to reach positive goals. % of Schools Identified for PI - 0.00%

Vanden High School 3 Published: May 2008 California Standards Test California Standards Test (CST) The California Standards Test (CST), a component of the STAR Program, Combined % of Students Scoring at Proficient and Advanced Levels is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as Language Arts Social Science performance levels: Advanced (exceeds state standards), Proficient (meets 9 10 11 10 11 standards), Basic (approaching standards), Below Basic (below standards), 05 06 07 05 06 07 05 06 07 05 06 07 05 06 07 and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language All Students Arts and Social Science for the most recent three-year period, is shown. School 61 63 67 54 52 51 55 51 51 41 39 29 62 48 41 Summative scores are not shown for Math, Science, and grade 9 Social District 60 63 67 52 50 49 49 45 46 39 38 28 55 43 38 Science. For results on course specific tests, please see http://star.cde. ca.gov. State 43 44 47 36 37 37 36 36 37 31 30 29 37 35 35 Males Data Sources School 55 55 62 51 50 42 52 49 45 51 47 30 61 54 43 Data within the SARC was provided by Travis Unified School District, District 55 55 61 48 48 41 44 42 41 47 45 29 52 46 39 retrieved from the 2006-07 SARC template, and/or located on Dataquest State 38 40 43 32 33 33 33 33 33 34 33 34 37 37 37 (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows Females the public to search for facts and figures pertaining to schools and districts School 65 72 72 57 54 60 57 52 56 32 33 27 64 43 39 throughout the state. Among the data available, parents and community members may find information about school performance, test scores, District 65 72 72 56 52 59 54 48 51 31 32 27 60 40 35 student demographics, staffing, and student misconduct/intervention. State 48 48 53 41 42 41 39 39 41 28 27 26 36 34 33 Socioeconomically Disadvantaged Academic Performance Index School 50 44 56 43 29 34 35 24 26 30 21 19 55 29 29 The Academic Performance Index (API) is a score on a scale of 200 to District 48 43 55 39 29 34 28 20 22 28 21 19 43 24 27 1,000 that annually measures the academic performance and progress of State 26 27 32 20 21 21 21 21 22 18 17 17 23 21 22 individual schools in California. The state has set 800 as the API score that schools should strive to meet. African American School 45 52 44 43 36 36 39 46 39 27 26 11 46 43 32 Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according District 45 52 45 44 35 37 32 36 34 25 24 10 38 34 27 to type of school (elementary, middle, or high school). State 27 28 33 22 22 23 21 21 22 15 15 15 22 19 19 Similar Schools Rank: Schools also receive a ranking that compares that Asian school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to School 76 72 89 47 54 54 54 44 57 42 54 32 54 44 43 indicate how well the school performed compared to similar schools. District 76 72 89 48 55 54 44 44 53 42 52 32 44 45 40 State 64 65 71 56 58 58 53 55 57 52 53 51 56 54 54 API School Results Filipino 04-05 05-06 06-07 2007 API School 76 74 73 55 71 53 71 52 67 47 48 33 76 62 45 Statewide Rank 10 9 9 Growth Score District 75 74 72 55 69 52 63 51 66 47 47 32 69 61 44 Similar Schools Rank 10 10 10 State 60 62 65 48 51 51 44 46 49 40 39 38 46 45 43 All Students Hispanic Actual Growth -4 -7 -11 771 School 49 56 57 31 37 33 41 28 41 16 28 20 50 25 28 Socioeconomically Disadvantaged District 49 55 55 29 35 31 36 22 34 14 26 20 42 21 23 Actual Growth - 11 -4 721 State 26 28 32 20 21 23 21 21 23 17 17 18 23 21 22 African American Caucasian Actual Growth -6 -6 -20 711 School 65 66 76 62 58 60 59 60 54 51 45 37 68 52 47 Filipino District 65 66 76 59 56 58 56 55 49 49 44 36 62 47 44 Actual Growth 15 -12 -13 805 State 61 63 66 53 54 55 50 50 52 44 45 44 48 48 48 Hispanic Students with Disabilities Actual Growth -5 28 -21 719 School 16 4 20 18 11 0 20 12 7 15 11 4 20 8 11 Caucasian District 16 4 20 18 12 0 15 8 6 12 9 4 15 9 9 Actual Growth -7 -11 -4 797 State 8 9 10 5 6 7 5 6 6 7 8 8 8 8 9

Adequate Yearly Progress No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: • Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics. • Percent proficient on the state’s standards-based assessments in ELA and Mathematics. • API as an additional indicator. • Graduation rate (for secondary schools).

Vanden High School 4 Published: May 2008 There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students Adequate Yearly Progress (AYP) would also be allowed to transfer to schools (within their district) that have School District met their AYP, and the former school would be required to provide the Made AYP Overall Yes Yes transportation to the new site. Results of school and district performance are displayed in the table. English - English - Met AYP Criteria Language Mathematics Language Mathematics Arts Arts California High School Exit Exam Participation Rate Yes Yes Yes Yes (CAHSEE) Percent Proficient Yes Yes Yes Yes The California High School Exit Exam is primarily used as a graduation API School Results Yes Yes requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required Graduation Rate Yes Yes by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve CAHSEE By Subject to be considered Proficient is different than the passing score for the graduation requirement. The table at right 2004-05 2005-06 2006-07 displays the percent of students achieving at the Proficient School District State School District State School District State or Advanced level for the past three years. The second table displays the percent of students, by group, achieving English 68.9 68.3 49.0 72.7 71.1 51.1 62.7 62.1 48.6 at each performance level in English language-arts and Mathematics 60.3 59.3 45.2 58.3 56.5 46.8 63.8 63.4 49.9 math separately for the most recent testing period. Advanced Placement CAHSEE By Student Group Classes English Mathematics Vanden High School students are encouraged to Not Not Proficient Advanced Proficient Advanced continue their education past high school. Vanden Proficient Proficient High offers Advanced Placement (AP) courses for All Students 37.3 26.9 35.9 36.2 49.2 14.6 those students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, Male 45.7 31.0 23.4 31.7 53.0 15.3 or five on the final AP exams qualify for college credit Female 28.3 22.5 49.1 41.0 45.1 13.9 at most of the nation’s colleges. During the 2006-07 school year, 160 students participated in the AP African American 52.3 27.7 20.0 58.5 35.4 6.2 exams. Asian 35.7 25.0 39.3 25.0 53.6 21.4 Advanced Placement Classes Filipino 33.3 31.1 35.6 28.9 53.3 17.8 # of Courses Enrollment Hispanic 55.0 27.5 17.5 45.0 45.0 10.0 English 2 92 White 28.8 26.5 44.7 29.0 54.4 16.6 Foreign Language 1 26 English Learners 68.4 21.1 10.5 63.2 26.3 10.5 Mathematics 1 36 Socioeconomically 46.8 34.0 19.1 46.8 42.6 10.6 Science 1 13 Disadvantaged Social Science 2 104 Students With 95.8 4.2 * 83.3 12.5 4.2 Disabilities Totals 7 271 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or Percent of Students 17.9% subgroup. in AP Courses

Completion of High School Graduation Requirements Completion of High School Graduation School District State Requirements All Students 99% 99% * Beginning with the graduating class of 2006, students in California public schools must African American 99% 97% * pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who Asian 100% 100% * began the 2006-07 school year in the 12th grade, the table displays by student group the Filipino 100% 100% * percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state Hispanic 97% 97% * exemption. Detailed information about the CAHSEE can be found at the CDE Web site Caucasian 100% 100% * at http://www.cde.ca.gov/ta/tg/hs/. Socioeconomically 100% 100% * Disadvantaged UC/CSU Course Completion * Statewide data was not available at the time of publication. Students at Vanden High are encouraged to take University of California/ California State University (UC/CSU) preparatory courses if they plan to UC/CSU Course Enrollment * attend a four-year university. All students must pass each course with a % of Student Enrollment in % of Graduates Who Completed grade no lower than a ‘C’. Courses Required for UC/CSU All Courses Required for UC/CSU Admission Admission 71.3% 33.0% * Duplicated Count (one student can be enrolled in several courses).

Vanden High School 5 Published: May 2008 SAT-1 SAT I Test Results Each year, students have the opportunity to participate in the SAT, which is Grade 12 % Seniors Average Average Average designed to assess many of the skills that are important to a student’s success in Enrollment Tested Verbal Math Writing college and their general educational development. The table displays the percent of the school’s 12th grade students who voluntarily took the SAT Reasoning Test for School college entrance, and average verbal, math, and writing scores of those students. 04-05 284 53.2% 505 515 N/A Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site. 05-06 271 47.2% 509 509 497 06-07 313 47.3% 486 498 484 College Entrance Information California high school students have two options for attending public universities in the State: Universities of California (UC), or California State Universities (CSU). There are eight UC campuses statewide, and 28 CSU schools. A college preparatory high school program includes a minimum of the following courses, referred to as the “A-G requirements.” A: Two years of history/social science B: Four years of English C: Three years of college preparatory mathematics (Four recommended for UC) D: Two years of laboratory science (Three recommended for UC) E: Two years of a single language other than English (Three recommended for UC) F: One year of visual/performing arts G: One year of a college preparatory elective in one of the above subjects All courses must be completed with a grade of “C” or better. The minimum GPA required for admission to a UC is 3.15, and 2.0 for the CSU system. For more information about admissions to UC schools, please visit www.ucop.edu/pathways. To prepare for entrance to a CSU school, visit www.csumentor.edu.

Instructional Materials District-Adopted Textbooks Travis Unified School District held a Public Hearing on Grade Adoption September 11, 2007, and determined that each school Subject Publisher Sufficient within the district has sufficient and good quality Levels Year textbooks, instructional materials, or science lab 9th-12th English/Language Arts Holt, Rinehart & Winston 2005 Yes equipment pursuant to the settlement of Williams vs. the State of California. All students, including English 9th-12th English/Language Arts Prentice Hall 2005 Yes learners, are given their own individual standards- 9th-12th Foreign Language Addison-Wesley 2006 Yes aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take 9th-12th Foreign Language Addison-Wesley 2007 Yes home. All textbooks and instructional materials used 9th-12th Foreign Language Oxford University Press 2004 Yes within the district are aligned with the California State Content Standards and Frameworks and have been 9th-12th Health Glencoe/McGraw Hill 2006 Yes approved by the Board of Education. 9th-12th History/Social Science Holt, Rinehart & Winston 2005 Yes Textbook adoptions are uniform throughout the Travis 9th-12th History/Social Science Prentice Hall 2006 Yes Unified School District. A committee consisting of administrators and teachers establishes selection 9th-12th Mathematics Addison-Wesley 2004 Yes criteria based on state standards, reviews instructional 9th-12th Mathematics Houghton Mifflin 2005 Yes materials on the state list, and makes recommendations to the Board of Trustees for final adoption. The most 9th-12th Mathematics Laidlaw 2005 Yes recent textbook adoptions (as of April 2008) in core 9th-12th Mathematics Prentice Hall 2007 Yes curriculum areas are as follows. 9th-12th Science Addison-Wesley 2007 Yes Science Laboratory Equipment: Vanden High School stocks an adequate supply of Science Laboratory 9th-12th Science McDougal Littell 2007 Yes Equipment for its students. Inventory includes, but 9th-12th Science Pearson/Prentice Hall 2007 Yes is not limited to, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders, test tube 9th-12th Science Prentice Hall 2007 Yes brushes, crucible tongs, flasks, beakers, and bunsen 9th-12th Science Thompson 2007 Yes burners. 9th-12th Visual and Performing Arts Davis 2003 Yes Computer Resources Computer Resources Computer skills and concepts are integrated throughout the standard curriculum to prepare students for technological growth and opportunities. All classrooms have between two 04-05 05-06 06-07 and four computers with Internet access. Vanden High School has 11 computer labs; one Computers 278 279 236 each for general use, math, foreign language, the career center, and the visual performing arts departments, as well as two labs for the business, science, and industrial technology Students per computer 5.2 5.3 6.4 departments. The general use computer lab contains 35 computers. Students receive Classrooms connected to Internet 62 64 63 training in Microsoft Office and subject-specific software programs.

Library Information The school’s library is staffed by a full-time librarian and a library technician who teach students how to use the library and assist them with their book selections. The library is stocked with thousands of books that are available for students to check out, as well as magazines, videos, projectors, and 15 computers. All students visit the library with their classes and may come in before school and during lunch.

Vanden High School 6 Published: May 2008 Additional Internet Access/Public CTE Programs Libraries How do these How are For additional research materials and Internet availability, students are Title of Career Who offers classes the courses encouraged to visit the numerous public libraries located in Solano County Preparation Course the course support student evaluated for achievement effectiveness which contain numerous computer workstations. For more information please visit http://www.solanolibrary.com. Business Law Intro to Business Career Technical Education (CTE) Info Tec I Programs Foods I Advanced Foods Vanden High School strives to provide its students with an understanding of how to apply subject learning in their future employment. The school’s Consumer Life Skills Classroom program focuses on preparing students to think conceptually, communicate Independent Living effectively, and apply skills in real-world contexts. Curriculum and Tests instructional strategies foster critical thinking, problem solving, leadership, Auto Theory and academic skills. Students are exposed to a broad array of career Computer Repair opportunities and counselors facilitate selection of a career path based Work Experience on individual interests, goals, strengths, and abilities. Vanden High School Eng/Drafting I offers Junior Reserve Officer Training Corps (JROTC). Allyson Rude is Vanden the primary contact for Travis Unified School District’s Career Technical Eng/Arch (CADD) 2 High Committee. School Construction All these courses The table at right lists the career preperation courses offered at Vanden Production meet the District High School and through the Regional Occupation Program (ROP). Career Pathway/ Students may take Cisco Academy I Vocational a test to receive Education certification in Requirement. Career Technical Education Cisco Academy II Web Design and Participation Hardware. Adv. Construction/ This table displays information about participation in the school’s Career Production Articulation Technical Education (CTE) programs. Agreement Arch/CADD 3 with Solano Enrollment & Program Completion in Career/ Community Technical Education (CTE) Programs (Carl CADD Special College. Perkins Vocational and Technical Education Act) Problems 4 Through a Response Aerospace 1-4 National Program. How many of the schools pupils 915 Fundamental Web participate in CTE? Design What percent of the schools pupils Virtual Enterprises Advisory complete a CTE program and earn a 100% ROP Panel high school diploma? Careers in Education What percent of the schools CTE Careers with Children courses are sequenced or articulated Auto Mechanics 39% between the school and institutions of post secondary education?

Substitute Teachers The district maintains an adequate pool of qualified substitutes teachers. All substitutes have college degrees and are credentialed by the state of California. Generally, the district does not experience any problems finding qualified substitute teachers. On rare occasions when a substitute teacher is not available for an absent teacher, an administrator or teacher on their preparation period assumes the role of the substitute.

Teacher Evaluation A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated at least once every other year. Evaluations are conducted by members of the administrative team, who have been trained and certified for competency to perform teacher evaluations. Evaluations are based on the following criteria: Pupil Progress Toward Standards of Expected Achievement, Instructional Techniques and Strategies, Adherence to Curricular Objectives, Suitable Learning Environment, and Performance of Job Responsibilities and Adjunct Duties. Travis Unified School District participates in both the BTSA and PAR programs. The BTSA (Beginning Teacher Support and Assessment) facilitator works with beginning and veteran teachers in improving their skills and addressing the California Standards for the Teaching Profession. Teachers who need additional support can receive help through the Peer Assistance and Review (PAR) program, which utilizes exemplary teachers to assist permanent and beginning teachers in the areas of subject matter knowledge and teaching strategies.

Teacher Assignment Teacher Credential Status School District Travis Unified School District recruits and employs only the most qualified 04-05 05-06 06-07 06-07 credentialed teachers. For the 2006-07 school year, Vanden High School had 72 fully credentialed teachers who met all credential requirements in Fully Credentialed 67 68 72 274 accordance with State of California guidelines. Without Full Credentials 4 4 1 4 Working Outside Subject 3 1 4 4

Vanden High School 7 Published: May 2008 Teacher misassignments reflect the number of placements within a school for Misassignments/Vacancies which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally 05-06 06-07 07-08 recognized certificate or credential. Teacher vacancies reflect the number of Misassignments of Teachers of English 0 0 0 positions to which a single designated certificated employee has not been Learners assigned at the beginning of the year for an entire year. Misassignments of Teachers (other) 1 0 0 Highly Qualified Teachers Total Misassignments of Teachers 1 0 0 Vacant Teacher Positions 0 1 0 The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: NCLB Compliant Teachers possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. % of Core % of Core Academic Academic Courses Courses School Site Teacher Salaries Taught Taught By By NCLB Non-NCLB The chart illustrates the average teacher salary at the school and compares it to Compliant Compliant the average teacher salary at the district and state (based on 2005-06 financial Teachers Teachers statements). School 96.20% 3.80% Average Teacher Salaries District 96.00% 4.00% School & District High-Poverty Schools in District 0.00% 0.00% School $59,172 Low-Poverty Schools in District 96.00% 4.00% District $61,281 Percentage of Variation 3.45% School & State All Unified School Districts $58,776 Percentage of Variation 0.67% Average Salary Information Teachers - Principal - Superintendent Teacher & Administrative Salaries as a 2005-06 Percentage of Total Budget District State This table displays district salaries for teachers, principals, and superintendents, Beginning Teachers $33,953 $38,479 and compares these figures to the state averages for districts of the same type and Mid-Range Teachers $63,257 $60,306 size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of Highest Teachers $74,856 $74,193 the same type and size. Detailed information regarding salaries may be found at the Elementary School Principals $94,842 $92,985 CDE Web site, www.cde.ca.gov. Middle School Principals $101,493 $98,305 Expenditures & Services Funded High School Principals $106,939 $107,384 Superintendent $140,000 $155,314 Travis Unified School District spent an average of $7,399 to educate each student, based on 2005-06 audited financial statements. The table provides a comparison Salaries as a Percentage of Total Budget of a school’s per pupil funding from unrestricted sources with other schools in the Teacher Salaries 47.3% 40.8% district and throughout the state. Administrative Salaries 6.1% 5.7% Expenditures per Pupil School

Total Expenditures Per Pupil $5,414 In addition to general state funding, Travis Unified School District receives the From Restricted Sources $4,717 following categorical, special education, and support programs: From Unrestricted Sources $697 • School Improvement Program (SIP) • Economic Impact Aid (EIA) • Peer Assistance and Review (PAR) • Instructional Materials District • 10th Grade Counseling • Federal, ECIA/ESEA/IASA From Unrestricted Sources $901 • Federal, Maintenance & Operations • Class Size Reduction • Other Instructional Allowances • Gifted and Talented Pupils Percentage of Variation between School & District 22.64% • Home-to-School Transportation State • Special Education Transportation • Tobacco Use Prevention Education (TUPE) From Unrestricted Sources $4,943 • Vocational Education, Handicapped Students Percentage of Variation between School & State 85.90% • Federal, Special Education, Entitlement per UDC • Federal, Special Education, Discretionary Grants • Federal, Vocational & Applied Technology Education Act

Vanden High School 8 Published: May 2008