Sonoma Valley High School School Accountability Report Card Reported Using Data from the School Year Published During

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1 Sonoma Valley High School School Accountability Report Card Reported Using Data from the School Year Published During 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 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 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 Street Sonoma Valley High School Broadway City, State, Zip Sonoma, CA Phone Number Principal Address Web Site Kathleen Hawing khawing@sonomavly.k12.ca.us CDS Code District Contact Information District Name Sonoma Valley Unified School District Phone Number Superintendent Louann Carlomagno Address lcarlomagno@sonomavly.k12.ca.us Web Site School Description and Mission Statement (Most Recent Year) THE COMMUNITY School Accountability Report Card for Sonoma Valley High School Page 1 of 16

2 The Sonoma Valley Unified School District serves the educational needs of the entire Sonoma Valley from San Pablo Bay in the south to Kenwood in the north. The valley is approximately 18 miles long and 24 square miles wide. The incorporated City of Sonoma has a population of approximately 10,000, while the Boyes Hot Springs area to the north has another 20,000 or so residents. According to Chamber of Commerce figures, the entire valley population is about 45,000, including Glen Ellen and Kenwood. The City of Sonoma is largely homogeneous, but the communities north of town are more diverse. The largest ethnic minority by far is the Latino population with a strong presence in the Springs area. The Valley has an agricultural base, but retail goods and services, tourist amenities and attractions and cultural opportunities comprise other notable sectors. The wineries, vineyards and their support industries make up the largest segment of the local economy. The largest single employer is the Sonoma Developmental Center located in Eldridge, just south of Glen Ellen on Arnold Drive. The District consists of one comprehensive (grades 9 12) high school, one alternative grades (9 12) high school, two grades (6 8) middle schools, and five grades (K 5) neighborhood elementary schools. In addition, there are two K-8 charter schools, Sonoma Charter, opened in 1994 and Woodland Star, opened in THE SCHOOL Sonoma Valley High School is the only comprehensive high school in the Sonoma Valley Unified School District. Total school enrollment was 1318 as of December The demographic breakdown is 44% White, 51%Latino and 5%other ethnicities including Asian and African-American. Student enrollment includes a wide range of adolescents, including high-achieving, English Learners, special education, at-risk and disadvantaged youths. The latest figures indicate there are 153 ELL students enrolled and 165 students with IEPs for Resource Specialist Support or in Special Day Classes, and 34 students with 504 Plans (although there may be a small overlap between students with IEPs and 504s). There is a significant portion of the population that is socioeconomically disadvantaged and 49% of the student body participates in the Free or Reduced Price Lunch program. Sonoma Valley High School is staffed by 74 teachers, 3.4 counselors, a 0.8 librarian and 3.35 administrators. The campus includes four general use computer laboratories, video production, photography and engineering laboratories, fine arts facilities, industrial arts shops, an agricultural farm, a theatre, three gymnasiums, four tennis courts, an all-weather track and practice fields. The school offers an AVID program which targets first-generation college-bound students from low socio-economic backgrounds. Students have access to support from community organizations such as the Sonoma Valley Mentoring Alliance, the Sonoma Valley Teen Services, the Sonoma Valley Boys and Girls Club, 10,000 Degrees and the Sonoma Valley Education Foundation s Teacher Support Network, among others. The District and school have adopted a-g graduation requirements as a standard, beginning with the Class of 2015, with options for reverting to the State of California minimum graduation requirements if needed through a waiver process. A Senior Project is also a requirement for graduation. Sonoma Valley High School offers a wide range of electives and programs for its students. Advanced visual and performing arts courses include: Art Design, Advanced Drama, Advanced Dance, Choir, Concert and Jazz Bands, Advanced Photography, Advanced Video Arts and Floral Design. The music, yearbook, newspaper, culinary, forensics, agriculture, photography and video arts programs have all been recognized, featured and honored at events ranging from local to county, as well as state and nationwide. An agricultural farm is located adjacent to the campus where students have participated in FFA competitions and won many awards, including State Degrees and Grand and Supreme Champion Awards. There is a newly developed series of engineering courses for the students in the Engineering, Design and Technology Pathway. Additionally, Sonoma Valley High School offers a wide range of extracurricular activities including more than 46 clubs and 30 interscholastic sports teams. In the last 20 years, the Sonoma Valley Unified School District has passed 3 school bond measures, each of which significantly benefited Sonoma Valley High School. The success of the 1994 and 1997 measures supported rebuilding and expansion projects which resulted in a new student services building, new fine arts/english building, new library, and new math and technology building which has now made room for additional science classrooms. Modernization efforts resulted in a commercial culinary arts facility, additional land for the agricultural farm, main building modernization and parking lot realignment and paving. Measure H, passed in 2010, provided funds for technology improvement and has resulted in the facilitation of solar power for electricity, upgrades in classroom technology and upgrades in educational and clerical software School Accountability Report Card for Sonoma Valley High School Page 2 of 16

3 The academic year is organized on a modified rotating block schedule with all classes meeting Wednesdays. Students generally take six 95-minute block classes period, almost all of which meet over the course of two semesters. In addition, there are a number of zero period 55-minute classes which meet every class day, beginning at 7:00 a.m. A wide range of class offerings is available. Courses are available to meet all UC/CSU admission standards. There are presently 14 Advanced Placement classes available in the subject areas of English, Mathematics, Spanish Language, Science, History and Computer Science. Elective offerings include Drama, Music, Agriculture, Art, Dance, Industrial Arts (Wood and Metal), Photography, Video, Forensics, Leadership, Child Development and Culinary Arts. Freshmen students are enrolled in teams, in which they share four common teachers in their Mathematics, English, Science and Physical Education classes and have expanded opportunities to meet with teachers. Additionally, Freshman Team teachers have additional collaboration time built into the day. An Engineering, Design and Technology Pathway for linked learning has been developed and is entering its second year of implementation, with both sophomore and junior participants. VISION, MISSION AND STUDENT LEARNER OUTCOMES The Vision of Sonoma Valley High School is to provide the best possible education in a safe, orderly and supportive environment that challenges all students to achieve their full potential. This statement is grounded in the belief that all students can achieve at high academic levels so that students will graduate having met the Student Learner Outcomes. The District development of a Strategic Plan over the past three years includes four critical benchmarks: at least one year of highquality preschool, reading at grade level by 3rd grade, proficient in English and mathematics by 6th grade and ready for college prep classes by 9th grade, with the ultimate goal that all students will graduate Sonoma Valley High School both college and career ready. The Sonoma Valley Unified School District s mission states, Together, with the support of parents, teachers, and the community, students will graduate from SVUSD prepared for success in college, career, and life. Our focus as a school has been to define what it means to be college and career ready and make sure that what we do as a school is driven by this goal. The Student Learner Outcomes (SLOs), formerly Expected Schoolwide Learning Results (ESLRs), were developed to show what each student should know, understand and be able to do by the time they graduate, according to WASC s own definition of the term. The SLOs which remain from the previous WASC process include: strive to succeed, use language effectively; compute, analyze, apply; choose health and wellness; exercise citizenship; express creativity; and demonstrate respect. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade Ungraded Secondary Total Enrollment , School Accountability Report Card for Sonoma Valley High School Page 3 of 16

4 Student Enrollment by Group (School Year ) Group Percent of Total Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander 0.1 White 44.3 Two or More Races 0.5 Socioeconomically Disadvantaged 51.2 English Learners 11.3 Students with Disabilities 12.8 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 With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments * Vacant Teacher Positions 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 School Accountability Report Card for Sonoma Valley High School Page 4 of 16

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District 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 ) Year and month in which data were collected: September 2014 Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials/ Year of Adoption Literature-based as per approved reading list. Adopted May 2002 From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0 Mathematics CPM Connections: Math 1, Math 2, Math 3, Math 4 Adopted June 2010 Yes 0 Science Science Technology I and II and Lab Physical Science: Holt Science Spectrum, A Physical Approach, Adopted Feb Earth Science: Prentice Hall Earth Science, Adopted May 2011 Biology: Prentice Hall - Biology, Adopted May 2009 Chemistry: Prentice Hall Chemistry (approved Updated edition 2007 purchased April 2007) Ag. Earth Science: Prentice Hall Earth Science by Tarbuck & Lutgens, Adopted April 2007 Ag. Biology: Glencoe McGraw Hill Biology California Edition, 2006, Adopted June 2008 Ag. Chemistry: Prentice Hall California Edition Chemistry, Adopted May 2011 Yes School Accountability Report Card for Sonoma Valley High School Page 5 of 16

6 Core Curriculum Area History-Social Science Textbooks and Instructional Materials/ Year of Adoption World Geography & Cultures: Glencoe World Geography and Cultures, Adopted June 2011 World History: McDougal Littell Modern World History: Patterns of Interaction (CA Edition), Adopted May 2006 US History: McDougal Littell, The Americans, Adopted June 2003 Civics: Teachers Curriculum Institute (TCI) Government Alive!, Adopted May 2011 Economics: Holt, Economics, Adopted June 2003 Advanced Placement US History: Pearson Longman, American Past and Present (9th AP Edition), Adopted June 2010 Advanced Placement World History: Wadsworth Cengage Learning, The Earth and It s Peoples: A Global History (4th AP Edition), Adopted June 2010 From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0 Foreign Language Spanish: Holt McDougal!Avancemos! Levels 1-4, Adopted June 2011 French: McDougal Littell Discovering French Nouveau!, Levels 1-3 Glencoe McGraw Hill Tresors du temps, Niveau Avance, Level 4. Adopted June 2011 Yes 0 Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) School Facility Conditions and Planned Improvements (Most Recent Year) Sonoma Valley High School has been on its current site since The high school expansion project was designed to accommodate up to 1800 students and has been completed. These facilities house a newer library, a newer fine arts/english building and a newer math and technology building, rewiring for high tech equipment, a new student activities area, a commercial and a residential culinary arts facility. There is also a newer student services building, main building modernization, and additional land for an enlarged and relocated agricultural area, an entrance off Broadway and completion of paving in the student parking lot. The final large project, a cafeteria/multi-purpose pavilion was completed in the school year. Installation of solar panels in our student parking lot was completed in A new Facilities Master Plan is being developed in the school year to be completed in spring This will provide a long term plan for improvement and upgrade of the facilities School Accountability Report Card for Sonoma Valley High School Page 6 of 16

7 School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 09/11/14 Repair Status Good Fair Poor [X] [ ] [ ] None Repair Needed and Action Taken or Planned [X] [ ] [ ] Stained ceiling tiles in K2, K4 and J7. [X] [ ] [ ] None [X] [ ] [ ] None [X] [ ] [ ] None [X] [ ] [ ] Fire extinguishers in library and E2. [X] [ ] [ ] None [X] [ ] [ ] None 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 Science (grades 5, 8, and 10) 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 School Accountability Report Card for Sonoma Valley High School Page 7 of 16

8 California Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 51 All Student at the School 44 Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 29 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 29 English Learners Students with Disabilities 11 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) School District State English-Language Arts Mathematics History-Social Science Note: STAR Program was last administered in 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 Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced School Accountability Report Card for Sonoma Valley High School Page 8 of 16

9 Academic Performance Index Growth by Student Group (Three-Year Comparison) Group Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 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 ) Sonoma Valley High School Career and Technical Education (CTE) Career and Technical Education (CTE) courses are grounded in traditional vocational education, but have flexibility to adapt to a varying work force in a changing technological world. These courses have at least 50 percent of course curriculum and content directly related to the development of career knowledge and specific industry skills (California Department of Education). At Sonoma Valley High School we offer a sequence of courses in seven industry sectors: Agriculture and Natural Resources; Arts, Media and Entertainment; Building Trades and Construction; Education, Child Development and Family Services; Engineering and Design; Hospitality, Tourism and Recreation; and Manufacturing and Product Development. Several of our sections are funded at the County level through the Regional Occupational Program (ROP). We offer a wide array of courses including Agricultural Mechanics, Floral Design, Culinary Arts, Photography, Video Productions, Wood, Metal, Child Development, Introduction to Engineering and Principals of Engineering. Several of these courses are designated a-g. In the last few years we have achieved articulation agreements with Santa Rosa Junior College, the local community college, for students to receive college credit and/or advanced placement for courses in child development, video, photography, culinary arts and metal. Additionally, students have had the opportunity to receive ServSafe Industry Certification and begin the National Institute for Metal Working Skills (NIMS) Certification, Level 1 on a limited basis. Additional funding is received with application and documentation through the Carl J. Perkins grant for CTE sequences of courses. Engineering, Design & Technology Academy Personalization /Career Readiness The Engineering, Design and Technology (EDT) linked learning pathway was developed in after research and consideration, including several off site visitations. Subsequently, the EDT pathway was implemented in the fall of With only the spring term to recruit and summer to plan, the EDT team of teachers went to NAF (National Academy Foundation) and STEM (Science, Technology, Engineering and Math) training, developed curriculum and began the school year with the first class of sophomores. New CTE courses have been developed: Introduction to Engineering and Principles of Engineering (POE) where students learn Solid Works and 3-D modeling to provide experience-based learning. A third capstone course will be introduced next year for the seniors in the EDT pathway. The pathway is structured with most of the students having common math, English, history and Engineering teachers who work together to provide integration across the curriculum. These teachers meet weekly after school and are compensated for their time. The EDT team lead has a 0.2 assignment to work on coordination within SVHS as well as coordinating with the community connections. EDT provides a smaller learning community for students with common interests and has a goal to provide opportunities for work-based learning, certification opportunities and ties to industry. The pathway has strong community support with an active Advisory Board interested in contributing to and advising the development of the EDT pathway School Accountability Report Card for Sonoma Valley High School Page 9 of 16

10 Sustainable Agriculture Academy - Development and Implementation sonoma Valley High School has a very active agriculture program with courses in Agriculture Earth Science, Agriculture Biology, Agriculture Chemistry, Plant & Soil Science, Agriculture Mechanics and Advanced Agriculture Mechanics. More than 300 students take agriculture courses and are involved in the Future Farmers of America (FFA) program. Investigation, planning and prpareation for a new agriculture academy has taken place over the past few years with implementation of the first year of academy students in Sonoma Valley High School completed its Federal Program Monitoring of its CTE programs in fall Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 149 % of pupils completing a CTE program and earning a high school diploma 61.7 % of CTE courses sequenced or articulated between the school and institutions of postsecondary education 36% Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 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 School District State English-Language Arts Mathematics 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 School Accountability Report Card for Sonoma Valley High School Page 10 of 16

11 California High School Exit Examination Grade Ten Results by Student Group (School Year ) Group Not Proficient English-Language Arts Proficient Advanced Not Proficient Mathematics Proficient All Students in the LEA All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 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 ) Grade Percent of Students Meeting Fitness Standards Level Four of Six Standards Five of Six Standards Six of Six Standards 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) Advanced Parents have opportunities to participate and support their student/s throughout their high school years. Parents become involved in their individual student s progress through individual meetings with counselors, administrators, or Special Services caseworkers. Sonoma Valley High hosts night meetings for students and their parents to attend. Topics include: Back to School Night; College Nights for Seniors, College Nights for Juniors, Financial Aid Night, Scholarship Nights, Incoming Freshman Night, Senior Project, etc. All events are held with simultaneous Spanish translation. Feedback is solicited to provide continued support for parents and to consult them on their student/s education. Parents are also encouraged to become involved by becoming part of our School Site Council, our English Learner Advisory Council (ELAC) and Boosters. In addition, many parents attend extracurricular activities such as sporting events and club activities. Parents and community members can become involved in our school as mentors (Sonoma Valley Mentoring Alliance), as classroom volunteers (Teacher Support Network TSN), or with Senior Projects. Please refer to Sonoma Valley High s website for contact information for the many ways to become involved in our high school School Accountability Report Card for Sonoma Valley High School Page 11 of 16

12 Parent Survey Results (WASC Process, fall 2013) Statements: "Behavior expectations including school policies on attendance, academic honesty and dress code are clear and effective." Parent Response: 88% Agree 5% Disagree "There are support systems in place or help for my student when he/she encounters difficulties." Parent Response: 88% agree 3% disagree "SVHS does a good job of communicating information about academic progress, school programs and opportunities for students." Parent Response: 85% agree 6% disagree "Students are welcomed in a clean, safe and orderly environment. " Parent Response: 86% agree 7% disagree ( *Not all percentages add to 100% because some people either indicated no comment/didn t know.) Conclusions: All surveys were completed in early fall Parent surveys were voluntary response paper surveys filled out at Back to School Night and one of the ELAC (English Learner Advisory Council) meetings. Some results are highlighted above. Overall, parent response was positive and most parents believe that our discipline policies are clear and that the school is safe and clean. They also mostly believe that our school supports students in need and effectively communicates. 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 Dropout Rate Graduation Rate School Accountability Report Card for Sonoma Valley High School Page 12 of 16

13 Completion of High School Graduation Requirements (Graduating Class of 2013) Group Graduating Class of 2013 School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 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 Suspensions Expulsions 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) Sonoma Valley High School staff and School Site Council annually review and revise the comprehensive school safety plan. Five campus supervisors assist the four administrators in supervising the campus daily. A school resource officer is also present on campus. We conduct school wide emergency drills (fire, earthquake, intruder, etc.) and often discuss the school safety plan and emergency preparedness in staff meetings. As reflected in our WASC Self-Study, students, parents, and staff feel Sonoma Valley High School is a clean, safe campus with friendly staff and students. Our School Safety Plan is updated every year and is posted on our school website at School Accountability Report Card for Sonoma Valley High School Page 13 of 16

14 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 ) AYP Criteria School District Made AYP Overall No N/A Met Participation Rate: English-Language Arts Yes N/A Met Participation Rate: Mathematics Yes N/A Met Percent Proficient: English-Language Arts No N/A Met Percent Proficient: Mathematics No N/A Met Graduation Rate (if applicable) Yes N/A Federal Intervention Program (School Year ) Indicator School District Program Improvement Status N/A In PI First Year of Program Improvement Year in Program Improvement* Year 3 Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement 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 Avg. Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class Class Size Size Size English Mathematics Science Social Science 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 School Accountability Report Card for Sonoma Valley High School Page 14 of 16

15 Academic Counselors and Other Support Staff (School Year ) Title Number of FTE Assigned to School Academic Counselor Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist Other 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 ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted --- Average Teacher Salary School Site $9,241 $5,925 $3,315 $58,298 District $3,346 $57,174 Percent Difference: School Site and District State $4,690 $63,037 Percent Difference: School Site and State Note: Cells with --- do not require data. Types of Services Funded (Fiscal Year ) Schools receive funding in a variety of formats. We receive general funding that is generated on a per pupil basis. General fund money is mostly used for classroom teachers and buildings. Anything else we receive comes from categorical funding. Some of these funds may be generated from students who are English Language Learners or are Socio or Economically Disadvantaged. Categorical funds may be specifically designated to purchase textbooks, or be used to provide professional development. Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $35,118 $38,920 Mid-Range Teacher Salary $55,092 $59,803 Highest Teacher Salary $68,879 $78,096 Average Principal Salary (Elementary) $95,719 $95,836 Average Principal Salary (Middle) $95,506 $99,849 Average Principal Salary (High) $131,198 $107,599 Superintendent Salary $163,232 $151,912 Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries 5 6 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at School Accountability Report Card for Sonoma Valley High School Page 15 of 16

16 Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses Note: Cells with --- do not require data. * Where there are student course enrollments. Professional Development days days days School Accountability Report Card for Sonoma Valley High School Page 16 of 16

17 Escuela Preparatoria del Valle de Sonoma Informe de Responsabilidad Escolar Correspondiente al año escolar Publicado durante el La ley estatal requiere que cada escuela en el estado de California publique un informe de responsabilidad escolar (SARC, por sus siglas en inglés), para el 1 de febrero de cada año. El SARC contiene información sobre la condición y desempeño de cada escuela pública en California. Bajo la fórmula de financiamiento bajo control local (LCFF, por sus siglas en inglés) todas las agencias educativas locales (LEA, por sus siglas en inglés) son requeridas preparar un plan de responsabilidad bajo control local (LCAP, por sus siglas en inglés), que describe como intentan cumplir las metas anuales específicas a la escuela para todos los alumnos, con actividades específicas para abordar prioridades estatales y locales. Además, datos reportados en un LCAP debe ser consistente con los datos reportados en el SARC. Para mayores informes sobre los requisitos del SARC, favor de consultar la página web del SARC del Departamento de Educación de California (CDE, por sus siglas en inglés), en Vea el SARC en línea en los sitios web de la escuela y/o LEA Para más información sobre el LCFF o LCAP, vea el sitio web CDE LCFF Si los padres y el público general desean recibir información adicional sobre la escuela, pueden comunicarse con el director o la oficina del distrito. Sobre esta escuela Información de contacto (año más reciente) Información de contacto escolar Nombre de la escuela Dirección Escuela Preparatoria del Valle de Sonoma Broadway Ciudad, estado, código postal Sonoma, CA Teléfono Director Correo electrónico Sitio web escolar Kathleen Hawing khawing@sonomavly.k12.ca.us Código CDS Información de contacto distrital Nombre del distrito Distrito Escolar Unificado del Valle de Sonoma Teléfono Sitio web Superintendente Louann Carlomagno Dirección de correo electrónico lcarlomagno@sonomavly.k12.ca.us Informe de Responsabilidad Escolar del para Escuela Preparatoria del Valle de Sonoma Página 1 de 16

18 Misión y descripción escolar (año más reciente) LA COMUNIDAD El Distrito Escolar Unificado del Valle de Sonoma sirve las necesidades educacionales de todo el Valle de Sonoma, desde la Bahía de San Pablo en el sur hasta Kenwood en el norte. El valle mide aproximadamente 18 millas de largo y 24 millas cuadradas de ancho. La Ciudad de Sonoma incorporada tiene una población de aproximadamente 10,000, mientras que el área de Boyes Hot Springs al norte tiene otros 20,000 residentes más o menos. De acuerdo a las figuras de la Cámara de Comercio, toda la población del valle es aproximadamente 45,000, incluyendo Glen Ellen y Kenwood. La Ciudad de Sonoma es enormemente homogénea, pero las comunidades al norte de la ciudad son más diversas. El grupo étnico más grande hasta ahorita es la población Latina con una fuerte presencia en el área de Springs. El Valle tiene una base agrícola, pero artículos y servicios de venta, amenidades y atracciones para los turistas y oportunidades culturales forman parte de otros sectores notables. Las cavas, los viñedos y sus industrias auxiliares forman el segmento más grande de la economía local. El empleador más grande es Sonoma Developmental Center localizado en Eldridge, al sur de Glen Ellen en Arnold Drive. El Distrito consiste de una escuela preparatoria (grados 9 12), una escuela preparatoria alternativa (9 12), dos escuelas secundarias (6 8), y cinco escuelas primarias (K 5). Además, también hay dos escuelas chárter K-8. La Escuela Sonoma Chárter, abrió en 1994 y Woodland Star abrió en LA ESCUELA La Escuela Preparatoria del Valle de Sonoma es la única escuela preparatoria en el Distrito Escolar Unificado del Valle de Sonoma. La inscripción total de la escuela era 1318 en diciembre de La composición demográfica es 44% Blanco, 51%Latino y 5% otras etnicidades incluyendo asiáticos y afroamericanos. La inscripción de los estudiantes incluye una gran variedad de adolescentes, incluyendo los sobresalientes, los estudiantes aprendices de inglés, educación especial, estudiantes en riesgo y jóvenes en desventaja. Las últimas figuras indican que hay 153 estudiantes ELL matriculados y 165 estudiantes con IEP para apoyo del Especialista de Recursos o en las clases de Día Especial, y 34 estudiantes con Planes 504 (aunque pudiera haber una cantidad pequeña de estudiantes con IEP y Plan 504). Hay una porción significante de la población que está en desventaja socioeconómica y 49% del cuerpo estudiantil participa en el programa de Almuerzo Gratis o a Precio Reducido. La Escuela Preparatoria del Valle de Sonoma cuenta con 74 maestros, 3.4 consejeros, una bibliotecaria de 0.8 horas y 3.35 administradores. El plantel incluye cuatro laboratorios de computadoras, producción de video, laboratorios de fotografía e ingeniería, instalaciones de artes finas, talleres de artes industriales, una granja agrícola, un teatro, tres gimnasios, cuatro canchas de tenis, una pista para todo tipo de clima y campos de práctica. La escuela ofrece un programa AVID específico para los estudiantes que son la primera generación de estudiantes en ir a la universidad y con un nivel socioeconómico bajo. Los estudiantes tienen acceso al apoyo de las organizaciones comunitarias tal como la Alianza de Mentores del Valle de Sonoma, los Servicios de Adolescentes del Valle de Sonoma, el Club de Niños y Niñas del Valle de Sonoma, 10,000 Degrees y la Red de Apoyo a los Maestros de la Educación de Fundación del Valle de Sonoma, entre otros. El Distrito y la escuela han adoptado los requisitos de graduación a-g como algo estándar, empezando con la clase de 2015, con opciones para regresar a los requisitos minutos de graduación en el Estado de California, por medio de un formulario de exención, en caso de ser necesario. Un Proyecto de Graduación también es un requisito para la graduación. La Escuela Preparatoria del Valle de Sonoma ofrece una gran variedad de clases electivas y programas para sus estudiantes. Los cursos avanzados de artes escénicas y visuales incluyen: Diseño de Arte, Drama Avanzada, Baile Avanzado, Coro, Banda de Jazz y Concierto, Fotografía Avanzada, Video Arte Avanzado y Diseño Floral. Los programas de música, anuario, periódico, culinario, forense, agricultura, fotografía y video artes han sido reconocidos, presentados y honorados en los eventos locales y del condado, así como a nivel estatal y nacional. Una granja agrícola está localizada junto al plantel donde los estudiantes han participado en las competencias de FFA y han ganado muchos galardones, incluyendo Grados Estatales y Galardones Gran Campeón y Campeón Supremo. Hay una serie desarrollada recientemente de cursos de ingeniería para los estudiantes en la Ruta de Ingeniería, Diseño y Tecnología. Adicionalmente, la Escuela Preparatoria del Valle de Sonoma ofrece una gran variedad de actividades extracurriculares incluyendo más de 46 clubes y 30 equipos de deportes escolares. Informe de Responsabilidad Escolar del para Escuela Preparatoria del Valle de Sonoma Página 2 de 16

19 En los últimos 10 años, los últimos 20 años, el Distrito Escolar Unificado del Valle de Sonoma ha aprobado 3 medidas de bonos, cada uno de las cuales ha beneficiado enormemente a la Escuela Preparatoria del Valle de Sonoma. El éxito de las medidas aprobadas en 1994 y 1997 ayudaron en los proyectos de remodelación y expansión que resultaron en un edificio nuevo para los servicios de estudiantes, edificio nuevo para inglés/artes finas, biblioteca nueva, y edificio nuevo para matemáticas y tecnología que ahora ha hecho que haya más espacio para los salones de ciencias adicionales. Los esfuerzos de modernización tuvieron como resultado en una instalación de artes culinarios comercial, tierra adicional para la granja agrícola, modernización del edificio principal y realineación y pavimento en el estacionamiento. La Medida H fue aprobada en el 2010, y proporciono fondos para mejorar la tecnología y ha resultado en la facilitación de la energía solar para la electricidad, mejoras en la tecnología de los salones de clases y mejoras en el software educacional y secretarial. El año académico es organizado en un horario modificado de rotación de bloques con todas las clases reuniéndose los miércoles. Los estudiantes generalmente toman seis clases de 95 minutos, y casi todas se llevan a cabo durante el transcurso de dos semestres. Además, hay varias clases de 55 minutos ofrecidas en el periodo cero que se reúnen todos los días, empezando a las 7:00 a.m. Hay una gran variedad de clases disponibles. Los cursos están disponibles para cumplir con todos los estándares de admisión de UC/CSU. Actualmente hay 14 clases de Colocación Avanzada disponibles en las materias de inglés, matemáticas, lenguaje español, ciencias, historia, y ciencias en informática. Las clases electivas que se ofrecen incluyen drama, música, agricultura, arte, baile, artes industriales (madera y metal), fotografía, video, forense, liderazgo, desarrollo infantil y arte culinario. Los estudiantes del novena grado están matriculados en equipos, en los que ellos comparten a cuatro maestros en común en sus clases de matemáticas, inglés, ciencias y educación física y tienen mayores oportunidades para reunirse con sus maestros. Adicionalmente, los maestros de los Equipos Freshman tienen tiempo adicional de colaboración en el día. Una Ruta de Ingeniería, Diseño y Tecnología para el aprendizaje ligado ha sido desarrollada y está entrando en su segundo año de implementación, con participantes del décimo y onceavo grado. VISIÓN, MISIÓN Y RESULTADOS DE APRENDIZAJE DEL ESTUDIANTE La Visión de la Escuela Preparatoria del Valle de Sonoma es proveer la mejor educación posible en un ambiente seguro, ordenado y comprensivo que desafíe a todos los estudiantes a lograr todo su potencial. Esta declaración se basa en la creencia de que todos los estudiantes pueden lograr altos niveles académicos para que los estudiantes se gradúen habiendo logrado los Resultados de Aprendizaje de los Estudiantes. El desarrollo de un Plan Estratégico por el Distrito durante los últimos tres años incluye cuatro puntos importantes: por lo menos un año de prescolar de alta calidad, leer a nivel de grado para el 3er grado, proficiente en inglés y matemáticas para el 6to grado y listos para las clases de preparación universitaria para el 9no grado, con el objetivo final de que todos los estudiantes se gradúen de la escuela preparatoria listos para la universidad y una carrera profesional. La misión del Distrito Escolar Unificado del Valle de Sonoma estipula, Juntos, con el apoyo de los padres de familia, maestros, y la comunidad, los estudiantes se graduarán de SVUSD preparados para el éxito en la universidad, una carrera profesional, y la vida en sí. Nuestro enfoque como escuela ha sido definir lo que significa estar listos para la universidad y una carrera profesional y asegurar que lo que hacemos como escuela es dirigido a esta meta. Los Resultados de Aprendizaje de los Estudiantes (SLO, por sus siglas en inglés), anteriormente conocido como Resultados de Aprendizaje Esperados a Nivel Escolar (ESLRs), fueron desarrollados para mostrar lo que debería saber, entender y poder hacer cada estudiante para el tiempo en que ellos se gradúen, de acuerdo a la propia definición de WASC para este término. Los SLO, que permanecen del proceso previo del WASC incluyen: trabajar por salir adelante, usar el lenguaje efectivamente; calcular, analizar, aplicar; escoger la salud y el bienestar; ejercitar la ciudadanía; expresar creatividad; y demostrar respeto. Matriculación de alumnos según el nivel de año (año escolar ) Nivel de año Cantidad de alumnos Noveno año 367 Décimo año 329 Onceavo año 320 Doceavo año 313 Matriculación total 1,329 Informe de Responsabilidad Escolar del para Escuela Preparatoria del Valle de Sonoma Página 3 de 16