Vanden High School 2951 Markley Lane • Fairfield, CA 94533 • 707-437-7333 • Grades 9-12 William Sarty, Principal [email protected]

Vanden High School 2951 Markley Lane • Fairfield, CA 94533 • 707-437-7333 • Grades 9-12 William Sarty, Principal Wsarty@Travisusd.Org

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 2015, W.W. Norton & Company 2015, Glencoe/McGraw Hill 2008 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

2014-15 School Accountability Report Card for Vanden High School Page 3 of 10 School Facility Conditions and Planned Improvements (Most Recent Year) Vanden High School’s campus was originally built in 1964 and contains 74 classrooms, one library, four full computer labs and over 20 small labs of three to five CPUs spread throughout the campus, two gyms, one staff room, two cafeterias, one Little Theater, tennis courts, baseball fields, a football field, a practice football field, basketball courts, and four softball fields. Facility information is current as of January 2015. The table shows the results of the most recent school facilities inspection. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation.

Cleaning Process Vanden High School has a cleaning team that works with the Director of Maintanence & Grounds to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The Director of Maintenance and Operations coordinates in-service training for the custodial staff. Each classroom is cleaned every other day and 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 CASBO Custodial Handbook and applied the cleaning standards and care of equipment for this purpose.

Maintenance and Repair 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) and the Environmental Safety Policy (BP 3514) guide the maintenance and repair protocols for the district.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 8/2015 Repair Status Repair Needed and System Inspected Good Fair Poor Action Taken or Planned Systems: X Gas Leaks, Mechanical/HVAC, Sewer Interior: X A 3: taped pulled off. Repaint area Interior Surfaces B Kitchen: tile missing under sink C 1: Hvac holes in wall C 9: floor tile D Kitchen/ MPR/Office: linoleum floor coming up at entry and drain in kitchen. Vendor to replace E 4: base board E 5: phone cord on the floor Gym Boys room: hole in wall K 2: blinds need replacement 2 lilghts out S 1: wall paper S 2: floor linoleum not sealed Shubin Weight room: carpet and ceiling tile Student Center (Old Library): renovation in progress

Cleanliness: X Overall Cleanliness, Pest/ Vermin Infestation Electrical: X E 1: wire needs a cover Electrical H 3: Lights K 2: blinds need replacement 2 lilghts out S 3: 4 lights out S 7: lights

Restrooms/Fountains: X Restrooms, Sinks/ Fountains Safety: X Fire Safety, Hazardous Materials Structural: X Structural Damage, Roofs External: X Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating Exemplary Good Fair Poor ------X

2014-15 School Accountability Report Card for Vanden High School Page 4 of 10 B. Pupil Outcomes Grade 2014-15 Percent of Students Meeting Fitness Standards

Level 4 of 6 5 of 6 6 of 6 State Priority: Pupil Achievement The SARC provides the following information relevant to the State ---9--- 13.90 26.10 42.20 priority: Pupil Achievement (Priority 4): * Percentages are not calculated when the number of students tested is ten or • Statewide assessments (i.e., California Assessment of Student less, either because the number of students in this category is too small for Performance and Progress [CAASPP], Science California Standards statistical accuracy or to protect student privacy. Tests); and • The percentage of pupils who have successfully completed courses 2014-15 CAASPP Results by Student Group that satisfy the requirements for entrance to the University of Percent of Students Scoring at California and the California State University, or career technical Group Proficient or Advanced education sequences or programs of study Science (grades 5, 8, and 10)

2014-15 CAASPP Results for All Students All Students in the LEA 70 Percent of Students Meeting or Exceeding the State Standards All Student at the School 69 Subject (grades 3-8 and 11) Male 73 School District State Female 66 ELA 75 51 44 Black or African American 61 Math 31 40 33 American Indian or Alaska Native -- * Percentages are not calculated when the number of students tested is ten or Asian 72 less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Filipino 83 Hispanic or Latino 63 CAASPP Results for All Students - Three-Year Comparison Native Hawaiian or Pacific Islander -- Percent of Students Scoring at Proficient or Advanced White 73 (meeting or exceeding the state standards) Two or More Races 63 Subject School District State Socioeconomically Disadvantaged 22 12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15 English Learners -- Science 70 73 69 69 70 70 59 60 56 Students with Disabilities 59 * Results are for 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 Foster Youth -- this category is too small for statistical accuracy or to protect student privacy. * 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.

School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Percent of Students Student Group Grade Standard Not Standard Standard Standard Enrolled Tested Tested Met Nearly Met Met Exceeded

All Students 11 388 381 98.2 7 18 43 32

Male 11 186 46.4 8 20 41 30

Female 11 197 49.1 5 16 44 34

Black or African American 11 65 16.2 12 20 42 26

American Indian or Alaska Native 11 1 0.2 ------

Asian 11 25 6.2 0 12 48 40

Filipino 11 56 14.0 2 18 38 43

Hispanic or Latino 11 75 18.7 12 19 44 24

Native Hawaiian or Pacific Islander 11 3 0.7 ------

White 11 137 34.2 4 20 43 33

Two or More Races 11 21 5.2 5 14 48 33

2014-15 School Accountability Report Card for Vanden High School Page 5 of 10 School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Percent of Students Student Group Grade Standard Not Standard Standard Standard Enrolled Tested Tested Met Nearly Met Met Exceeded

Socioeconomically Disadvantaged 11 88 21.9 10 24 38 28

English Learners 11 5 1.2 ------

Students with Disabilities 11 37 9.2 38 32 24 5

Foster Youth 11 ------

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Percent of Students Student Group Grade Standard Not Standard Standard Standard Enrolled Tested Tested Met Nearly Met Met Exceeded

All Students 11 388 381 98.2 36 33 21 10

Male 11 184 45.9 36 31 22 11

Female 11 197 49.1 36 35 19 10

Black or African American 11 65 16.2 51 28 14 8

American Indian or Alaska Native 11 1 0.2 ------

Asian 11 25 6.2 16 48 8 28

Filipino 11 56 14.0 29 30 25 16

Hispanic or Latino 11 75 18.7 44 35 13 8

Native Hawaiian or Pacific Islander 11 3 0.7 ------

White 11 136 33.9 31 35 26 8

Two or More Races 11 20 5.0 40 25 30 5

Socioeconomically Disadvantaged 11 87 21.7 44 29 16 11

English Learners 11 5 1.2 ------

Students with Disabilities 11 37 9.2 89 5 5 0

Foster Youth 11 ------

2014-15 School Accountability Report Card for Vanden High School Page 6 of 10 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 Parents play an important role at Vanden High School through active participation and involvement on leadership teams, Band Boosters, and the Booster Clubs. Vanden High School also benefits from partnerships with Travis Air Force Base.

Contact Information Parents who wish to participate in Vanden High School’s leadership teams, school committees, school activities, or become a volunteer may contact the school at (707) 437-7333.

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.

School Safety Plan The safety of students and staff is a primary concern of Vanden High School. The School Site Safety plan is evaluated and revised annually in the fall by 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 environment, social environment, cultural environment, and the Emergency Response Team. Included within the School Site Safety Plan is a disaster preparedness plan which outlines steps to be taken to ensure student and staff safety during a disaster. The school is in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Fire and disaster drills are conducted on a regular basis throughout the school year. Students are supervised throughout the day by five campus monitors, three 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 on campus. No student visitors are allowed.

Suspensions and Expulsions School 2012-13 2013-14 2014-15 Suspensions Rate 5.41 6.55 1.11 Expulsions Rate 0.00 0.00 0.00 District 2012-13 2013-14 2014-15 Suspensions Rate 5.28 5.32 0.88 Expulsions Rate 0.00 0.03 0.00 State 2012-13 2013-14 2014-15 Suspensions Rate 5.07 4.36 3.80 Expulsions Rate 0.13 0.10 0.09

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. 2014-15 Adequate Yearly Progress Overall and by Criteria 2015-16 Federal Intervention Program AYP Criteria School District State Indicator School District English Language Arts Program Improvement Status In PI Met Participation Rate Yes Yes Yes First Year of Program Improvement 2013-2014 Met Percent Proficient N/A N/A N/A Year in Program Improvement Year 1 Mathematics Number of Schools Currently in Program Improvement 1 Met Participation Rate Yes Yes Yes Percent of Schools Currently in Program Improvement 100.0 Met Percent Proficient N/A N/A N/A Made AYP Overall Yes Yes Yes Met Attendance Rate N/A Yes Yes Met Graduation Rate Yes Yes Yes

2014-15 School Accountability Report Card for Vanden High School Page 7 of 10 Average Class Size and Class Size Distribution (Secondary) Number of Classrooms* Average Class Size 1-22 23-32 33+ Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 English 25 29 28 22 14 13 20 9 10 28 36 36 Math--- 27 29 30 18 13 9 8 9 16 33 32 30 Science 26 26 26 7 6 8 45 46 44

SS----- 25 28 29 17 12 9 16 16 10 27 25 33 * 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.

Professional Development provided for Teachers Academic Counselors and Other Support Staff at this School Staff members have a variety of opportunities for professional Number of Full-Time Equivalent (FTE) development. We have a full day of professional development in Academic Counselor------4.0 October, plus a variety of workshops throughout the year. Teachers received training in technology, including website development, training Counselor (Social/Behavioral or Career Development) 0.0 in the new math standards and new math programs, and training in Library Media Teacher (Librarian) 1.0 Special Education processes. In addition, teachers worked in PLCs Library Media Services Staff (Paraprofessional) 1.0 (teacher work teams) and curriculum development groups to develop pacing guides, align curriculum to standards, and to develop assessments. Psychologist------0.8 Kagan Cooperative Learning workshops were offered during the summer. Social Worker------0.0 Nurse (includes LVN Health Technicians)------1.0 Speech/Language/Hearing Specialist 0.5 Resource Specialist (Non-Teaching)------0.0 Other (includes Instructional Assistants, Intervention Specialists, RSP and SDC Teachers, Behavior Specialists 14.6 and Occupational Therapists)------Average Number of Students per Staff Member Academic Counselor------414.5 * 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. FY 2013-14 Teacher and Administrative Salaries FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries State Average for District Expenditures Per Pupil Average Category Districts In Same Level Amount Teacher Category Total Restricted Unrestricted Salary Beginning Teacher Salary $35,964 $42,315 School Site- $5,990 $1,199 $4,791 $62,867 Mid-Range Teacher Salary $65,115 $66,451 District------♦ ♦ $4,747 $66,104 Highest Teacher Salary $75,250 $85,603 State------♦ ♦ $5,348 $69,257 Average Principal Salary (ES) $94,928 $105,079 Percent Difference: School Site/District 0.9 -4.9 Average Principal Salary (MS) $104,144 $111,005 Percent Difference: School Site/ State -10.4 -9.2 Average Principal Salary (HS) $105,432 $121,310 * Cells with ♦ do not require data. Superintendent Salary $162,589 $189,899 Percent of District Budget Teacher Salaries 42% 39% Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

2014-15 School Accountability Report Card for Vanden High School Page 8 of 10 Types of Services Funded Travis Unified receives Local Control Funding Formula (LCFF) funding from the state. Part of this funding is Supplemental Grant Funding (SGF) which is used to meet the needs of low income students, English learners, foster youth, and homeless children. In addition, we receive Title I funding, which is used at the middle school to provide targeted instruction for struggling students. Title I funding is also used for professional development. We receive Title II funding for professional development, and Title III funding to support English learners. We also receive some funding for Special Education.

With LCFF, districts are required to develop, adopt, and annually update a three year Local Control and Accountability Plan (LCAP). The LCAP and budget must demonstrate how the district is using funds to address the eight state priority areas and improve outcomes for all students as well as specific student subgroups. The eight state priority areas are student achievement, implementation of state standards, student engagement (attendance and dropout rates), school climate, parent involvement, basic services, course access, and other locally determined student outcomes.

2014-15 California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 32 28 40 30 47 23 All Students at the School 31 28 41 30 47 23 Male 34 30 36 27 48 25 Female 29 26 45 32 47 21 Black or African American 38 21 40 36 48 16 Asian 22 35 43 17 48 35 Filipino 18 27 55 16 61 24 Hispanic or Latino 35 32 33 46 41 13 White 35 25 40 30 43 28 Two or More Races 26 34 39 11 66 24 Socioeconomically Disadvantaged 41 26 33 40 43 17 Students with Disabilities 83 7 10 79 19 2 * 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.

CAHSEE Results for All Students - Three-Year Comparison Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Percent of Students Scoring at Proficient or Advanced Vanden High School 2011-12 2012-13 2013-14 Vanden High School 2012-13 2013-14 2014-15 Dropout Rate 0.30 1.00 0.20 English-Language Arts 72 71 69 Graduation Rate 98.91 98.97 98.75 Mathematics 66 69 70 Travis Unified School District 2011-12 2012-13 2013-14 Travis Unified School District 2012-13 2013-14 2014-15 Dropout Rate 2.40 4.90 1.80 English-Language Arts 71 34 35 Graduation Rate 96.16 94.03 97.29 Mathematics 64 33 35 California 2011-12 2012-13 2013-14 California 2012-13 2013-14 2014-15 Dropout Rate 13.10 11.40 11.50 English-Language Arts 57 56 58 Graduation Rate 78.87 80.44 80.95 Mathematics 60 62 59 * Percentages are not calculated when the number of students tested is ten or Career Technical Education Participation less, either because the number of students in this category is too small for CTE Program statistical accuracy or to protect student privacy. Measure Participation

Number of pupils participating in CTE 595 % of pupils completing a CTE program and earning a 14.29 high school diploma % of CTE courses sequenced or articulated between the school and institutions of postsecondary 16.67 education

2014-15 School Accountability Report Card for Vanden High School Page 9 of 10 Completion of High School Graduation Requirements Courses for University of California (UC) and/or California State University (CSU) Admission Graduating Class of 2014 Group UC/CSU Course Measure Percent School District State 2014-15 Students Enrolled in Courses Required for 99.82 All Students 98.5 97.3 84.6 UC/CSU Admission Black or African American 103.9 98.82 76 2013-14 Graduates Who Completed All Courses 50.63 American Indian or Alaska Native 100 100 78.07 Required for UC/CSU Admission

Asian 97.06 97.06 92.62 2014-15 Advanced Placement Courses Filipino 104.26 102.04 96.49 Number of Percent of Hispanic or Latino 98.31 95.77 81.28 Subject AP Courses Students In Native Hawaiian/Pacific Islander 100 100 83.58 Offered* AP Courses White 97.47 97.18 89.93 Computer Science 1 ♦ Two or More Races 72.22 84.21 82.8 English------4 ♦ Socioeconomically Disadvantaged 76.92 67.5 61.28 Fine and Performing Arts ♦ English Learners 33.33 33.33 50.76 Foreign Language 1 ♦ Students with Disabilities 105.13 100 81.36 Mathematics 2 ♦ Foster Youth ------Science------1 ♦ Social Science 7 ♦ All courses 16 .8 * Where there are student course enrollments.

Career Technical Education Programs Vanden High School strives to provide its students with an understanding of how to apply subject learning in their future employment. The school’s program focuses on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Curriculum and instructional strategies foster critical thinking, problem solving, leadership, and academic skills. Students are exposed to a broad array of career opportunities and counselors facilitate selection of a career path based on individual interests, goals, strengths, and abilities. Vanden High School offers Junior Reserve Officer Training Corps (JROTC). Jim Bryan is the primary contact for Travis Unified School District’s Career Technical Committee. The table lists the career preperation courses offered at Vanden High.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

2014-15 School Accountability Report Card for Vanden High School Page 10 of 10