Vanden High School 2951 Markley Lane • Fairfield, CA 94533 • 707-437-7333 • Grades 9-12 William Sarty, Principal [email protected]
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Vanden High School 2951 Markley Lane • Fairfield, CA 94533 • 707-437-7333 • Grades 9-12 William Sarty, Principal [email protected] 2014-15 School Accountability Report Card ---- - --- Published During the 2015-16 School Year Travis Unified School District Principal’s Message 2751 De Ronde Drive The Vikings of Vanden High School are Scholars & Champions! Fairfield, CA 94533 Vanden High School is rich in academic tradition. Earning a “10” in the state’s Academic (707) 437-4604 Performance Index similar school ranking, Vanden High School is one of the top ranked high www.travisusd.org schools in California and is fortunate to be the highest performing comprehensive high school in Solano County with an API routinely above 800. District Governing Board Ivery Hood, President Students have the opportunity to participate in a number of extra-curricular and co-curricular John Dickerson Vice President activities that span a wide spectrum of student interests. Activities include Championship Angela Weinzinger, Clerk Athletics, Career & Technical Courses (Automotive, Computer Assisted Drafting, Virtual Riitta De Anda, Member Enterprise, Careers with Children, etc.), Visual/Performing Arts, Leadership (ASB), Music, JROTC, Robotics, and Academic Decathlon...just to name a few. Jamilah Whiteside, Member Sonja Thrasher,Student Board Our comprehensive classes are extensive and varied with four World Languages taught through 4 Member levels (including Latin) as well as AP courses in English Language Arts, mathematics, social District Administration science/history and science. We continue to refine and adjust our course offerings to meet the needs of our learning community and we will continue to serve and challenge our students to Kate Wren Gavlak Superintendent excel in the classroom and beyond. Vanden High has also benefited from new and robust technology infrastructures and new instructional technology. Vanden High received the designation of “Distinguished School” in 2009 by the California Department of Education and our Robotics Program has received the 3rd “Golden Bell” award presented to Vanden High by the California School Boards Association. The Vanden community has identified academic achievement, personal growth, community responsibility, and 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: Vikings set the PACE! Mission Statement Vanden High School is a community building personal and academic excellence, civic responsibility, and lifelong learning. Our expected schoolwide learning results are to develop personal growth, academic proficiency, community responsibility, and employability skills. Community & School Profile (School Year 2014-15) Vanden High School is located in Fairfield, situated midway between San Francisco and Sacramento in northern Solano County. Formally incorporated in 1903, Fairfield is a growing community eager to serve the business needs of the 21st century. As the County Seat since 1858, Fairfield represents a diverse, bustling economy in the heart of California’s fastest growing county. Vanden High School is the only comprehensive high school in Travis Unified School District, which also includes five elementary schools, one middle school, a community day school, and an education center. 2014-15 School Accountability Report Card for Vanden High School Page 1 of 10 About the SARC A. Conditions of Learning By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC State Priority: Basic contains information about the condition and performance of each The SARC provides the following information relevant to the Basic State California public school. Under the Local Control Funding Formula (LCFF) Priority (Priority 1): all local educational agencies (LEAs) are required to prepare a Local • Degree to which teachers are appropriately assigned and fully Control Accountability Plan (LCAP), which describes how they intend to credentialed in the subject area and for the pupils they are teaching; meet annual school-specific goals for all pupils, with specific activities to • Pupils have access to standards-aligned instructional materials; and address state and local priorities. Additionally, data reported in an LCAP is • School facilities are maintained in good repair. to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Teacher Credentials Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. Vanden High School 13-14 14-15 15-16 • For more information about the LCFF or LCAP, see the CDE LCFF With Full Credential 75 78 82 Web page at http://www.cde.ca.gov/fg/aa/lc/. Without Full Credential 0 1 1 • For additional information about the school, parents/guardians and community members should contact the school at 707-437-7333 or Teaching Outside Subject Area of Competence 0 0 0 the district office. Travis Unified School District 13-14 14-15 15-16 With Full Credential ♦ ♦ 277 2014-15 Student Enrollment by Grade Level Without Full Credential ♦ ♦ 3 Grade Level Number of Students Teaching Outside Subject Area of Competence ♦ ♦ 0 Grade 9 472 Grade 10 428 Teacher Misassignments and Vacant Teacher Positions at this School Grade 11 408 Vanden High School 13-14 14-15 15-16 Grade 12 325 Teachers of English Learners 0 0 0 Total Enrollment 1,633 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 2014-15 Student Enrollment by Group * “Misassignments” refers to the number of positions filled by teachers who Group Percent of Total Enrollment lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments Black or African American 14.5 of Teachers of English Learners. American Indian or Alaska Native 0.6 Asian 5.9 Core Academic Classes Taught by Highly Qualified Teachers Filipino 13 2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Hispanic or Latino 21.1 Taught by Highly Not Taught by Highly Native Hawaiian or Pacific Islander 1.5 Location of Classes Qualified Teachers Qualified Teachers White 36.3 This School 98.2 1.8 Two or More Races 6.9 Districtwide Socioeconomically Disadvantaged 27 All Schools 97.8 2.2 English Learners 1.8 High-Poverty Schools 100.0 0.0 Students with Disabilities 9.5 Low-Poverty Schools 97.6 2.4 Foster Youth 0.3 * 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. 2014-15 School Accountability Report Card for Vanden High School Page 2 of 10 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Travis Unified School District held a public hearing on October 13, 2015 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. Textbooks and Instructional Materials Year and month in which data were collected: October 2015 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts Bedford/St. Martin 2012, Prentice Hall 2012, Wadsworth Publishing 2012, McDougal Littell 2005, Holt, Rinehart and Winston 2003 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Mathematics Pearson/Prentice Hall 2014, South-Wester/Cengage Learning 2011, McDougal Littell 2004 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Science Cengage Learning 2015, Cummings 2015, Addison Wesley Prentice Hall 2007, McDougal Littell 2007, Pearson/Prentice Hall 2007, Thompson 2007 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 History-Social Science Prentice Hall 2014, 2005, Prentice Hall 2006 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Foreign Language EMC Paradigm 2006, Holt, Rinehart & Winston 2007, Oxford University 2004 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Health Glencoe/McGraw Hill 2006 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Visual and Performing Arts McGraw Hill Higher Education