Pleasanton Unified School District

Amador Valley High School

Grades 9 through 12 Jim Hansen, Principal 1155 Santa Rita Road Pleasanton, CA 94566 PH: (925) 461-6100 FAX: (925) 461-6133

2010-11 School Accountability Report Card

Published January 2012
Pleasanton Unified School District 4665 Bernal Avenue Pleasanton, CA 94566-7498 (925) 462-5500

Principal's Message
I would like to take this opportunity to welcome you to Amador Valley High School. Our school and its programs have received multiple awards and honors making it an ideal place for kids to receive their education. Amador Valley High School has recently been honored in "U.S. News and World Report's" Best High Schools ranking, achieving a silver ranking. When evaluated using criteria that highlight measurable academic outcomes, this organization ranks Amador among the top schools in the nation. In addition, Amador Valley has been honored as a "No Child Left Behind ... National Blue Ribbon School." These awards honor and validate the tremendous effort of the Amador Valley staff in supporting all students in their pursuit of excellence. Amador Valley, in partnership with the school district and the City of Pleasanton, has also been named a National School of Character by the Character Education Partnership. As a result of this award, Amador Valley has been chosen to mentor other schools across the nation in their efforts to develop and implement similar programs. Amador Valley has also been named a National Demonstration School by the Advancement Via Individual Determination (AVID) foundation, a non-profit organization that successfully prepares students in the "academic middle" for four-year college eligibility. The Western Association of Schools and Colleges granted a six-year "clear" accreditation to Amador Valley's academic program. Amador Valley boasts an instructional program that strives to meet the needs of all students. Our teaching and support staff is committed to implementing innovative teaching strategies to assure all students receive a world class educational experience. Honors and Advanced Placement courses enhance our college-preparatory programs to provide our students with the opportunity for an in-depth exploration of the curriculum. Amador Valley benefits from extensive community involvement from businesses and community groups. Pleasanton Partners in Education and the Tri-Valley Educational Collaborative facilitate collaboration between the educational and business communities in Pleasanton. Many of Amador Valley's students participate in internships at local businesses and research facilities. Community and business support of Amador Valley's Character Education Program further underscores the connection between the school and the community. Amador Valley offers a diverse extra-curricular/co-curricular program and all have received national recognition. Our athletic program continues to excel with EBAL, North Coast Section, and Nor-Cal Championship athletic teams. Parent groups such as Parent Teacher Student Association, Amador Friends of Music, and the Amador Athletic boosters dedicate countless hours in support of our students and programs. We look forward to working with you individual students to help them achieve their goals for the 21st Century. Without question, Amador Valley is truly a great place for kids.

Website Address
www.pleasanton.k12.ca.us

2011-12 Board of Trustees

Joan Laursen President Jeff Bowser Clerk Valerie Arkin Member Chris Grant Member Jamie Hintzke Member

District Administration
Parvin Ahmadi Superintendent Luz T. Cazares Assistant Superintendent, Business Services Cindy Galbo Assistant Superintendent, Educational Services Dr. Bill Faraghan Assistant Superintendent, Human Resources

Mission Statement
The mission of Amador Valley High School is to promote and enhance the intellectual and personal growth of our students. Our Goals Improving Student Achievement Fostering Innovation and Creativity Developing Interpersonal Communication Increasing Global Orientation Supporting Personal Development Emphasizing Environmental Awareness Learning Lifetime Planning

Contents
Principal's Message Mission Statement School Profile Student Achievement Parent Involvement School Facilities & Maintenance Classroom Environment Curriculum & Instruction College Preparation & Work Readiness Professional Staff District Expenditures SARC Data

School Profile
Amador Valley High School is located in the central region of Pleasanton and serves students in grades nine through twelve following a traditional calendar. At the beginning of the 2010-11 school year, 2592 students were enrolled, including 7% in special education, 3% qualifying for English Language Learner support, and 5% qualifying for free or reduced price lunch. Amador Valley High School achieved a 2011 Academic Performance Index (API) score of 894 and met all 2011 Adequate Yearly Progress criteria. Student Enrollment by Ethnicity / Grade Level 2010-11 Ethnic Group African-Amer. Amer. Indian or Alaskan Native Asian Filipino Hisp. or Latino Pacific Islander Caucasian Multi-Racial % 1.70 % 0.89 % 22.22 % 2.55 % 7.41 % 0.23 % 63.39 % 0.81 % Total Enrollment 2,592 Grade Level Grade 9 Grade 10 Grade 11 Grade 12 # 703 684 620 585

Amador Valley High School

2010-11 School Accountability Report Card

Student Achievement
Standardized State Assessments
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, ten, and eleven. Student scores are reported as performance levels. Detailed information regarding the STAR program results for each grade and performance level, including percent of students not tested can be found on CDE's Standardized Testing and Report Results website at http://star.cde.ca.gov. Program information regarding the STAR program can be found in the Explaining 2011 STAR Program Summary Results to the Public guide at http://star.cde.ca.gov/star2011/. Language Arts Math Science Social Science

STAR Results - All Students Percentage of Students Scoring at Proficient & Advanced Levels Amador Valley High School 08-09 79 54 82 76 09-10 81 54 84 78 10-11 82 57 85 81 08-09 81 71 83 77 District 09-10 83 72 87 78 10-11 82 72 86 79 08-09 50 46 50 41 California 09-10 52 48 54 44 10-11 54 50 57 48

STAR Results - Ethnic Subgroups Percentage of Students Scoring at Proficient & Advanced Levels 2010-11 Amador Valley High School Amer. Indian or Alaskan Native 76 35 * *

AfricanAmer. Language Arts 61 38 45 57 Math Science Social Science

Asian 91 80 91 90

Caucasian 82 51 84 79

Filipino 87 69 86 89

Hisp. or Latino 61 34 80 65

MultiRacial 83 62 * 87

Pacific Islander * * * *

California High School Exit Exam

The California High School Exit Exam (CAHSEE) is a state-mandated test given to 10-12 grade students to measure student proficiency in math and language arts. The CAHSEE helps identify students who are not developing skills that are essential for life after high school and encourages schools to give these students the attention and resources needed to help them achieve these skills during their high school years. Students must pass the language arts and math components of the examination to be eligible for a high school diploma. The test is initially given to students in the tenth grade. Students are given numerous chances to pass the test during their sophomore, junior, and senior years; 89% of Amador Valley High School's tenth grade students who took the test passed the math portion of the exam and 90% passed the language arts portion. Proficiency scores from the test are used as a determination of Adequate Yearly Progress (AYP) as noted in the AYP section of this report.

STAR Results - Other Subgroups Percentage of Students Scoring at Proficient & Advanced Levels 2010-11 PUSD Amador Valley High School Economically Disadvantaged 48 19 52 43

All Lang. Arts Math Science Social Science 82 72 86 79

All 82 57 85 81

Male 79 57 85 83

Female 86 57 85 79

English Learners 18 42 * 28

Students with Disabilities 30 17 31 26

Migrant Educ.

Physical Fitness
In the spring of each year, Amador Valley High School is required by the state to administer a physical fitness test to all students in grade five, grade seven, and grade nine. The physical fitness test measures each student's ability to complete fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be in the "healthy fitness zone." The chart disclosed in this document reports only the percentage in each category, not a cumulative total of the results for categories 4 of 6 and 5 of 6. Comparative district and state results can be found at the CDE's website.

California High School Exit Exam Percentage of Students Scoring in Each Performance Level 2010-11 English Not Proficient All Students Male Female African-Amer. Amer. Indian or Alaskan Native Asian Filipino Hisp. or Latino Pacific Islander Caucasian Multi-Racial English Learners Economically Disadvantaged Migrant Educ. Students with Disabilities 10 13 6 45 * 4 4 25 * 9 * * 40 * 58 Proficient 18 20 17 18 * 9 30 25 * 21 * * 30 * 27 Advanced 72 67 77 36 * 87 65 49 * 70 * * 30 * 16 Not Proficient 11 9 13 25 * 3 4 24 * 12 * * 32 * 59 Math Proficient 35 37 34 50 * 22 43 46 * 39 * * 48 * 30 Advanced 54 54 53 25 * 75 52 30 * 49 * * 19 * 11

* To maintain confidentiality, scores are not disclosed when fewer than 10 students are tested.

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2010-11 School Accountability Report Card

California High School Exit Exam All Students Percentage of Students Scoring at Proficient & Advanced Levels Amador Valley High School 08-09 Language Arts Math 84 86 09-10 85 86 10-11 85 86 08-09 83 84 PUSD 09-10 84 84 10-11 89 86 08-09 52 53 California 09-10 54 53 10-11 59 56

Academic Performance Index (API) Three Year Rank Comparison 2008 Statewide Rank Similar Schools Rank 10 7 2009 10 7 2010 10 6

Results generated from 2008, 2009, and 2010 Base API Reports Academic Performance Index (API) Three Year Performance Comparison Increase/Decrease in API Score Results Schoolwide - All Students 2008-09 10 2009-10 4 2010-11 11

Three levels of performance are set: Advanced, Proficient, and Not Proficient. A score of Proficient is different from the passing score for the graduation requirement. Students must achieve a scaled score of 350 on each portion to pass the exam. Students scoring above a scaled score of 380 qualify for placement in the Proficient or above category.

Physical Fitness Test Percentage of Students Meeting California Fitness Standards 2010-11 Number of Standards Met: Grade Tested Fifth Seventh Ninth Four of Six N/A N/A 7.6% Five of Six N/A N/A 18.3% Six of Six N/A N/A 70.6%

Ethnic Subgroups African-Amer. Amer. Indian or Alaskan Native Asian Filipino Hisp. or Latino Multi-Racial Pacific Islander Caucasian Other Subgroups Students with Disabilities Economically Disadvantaged English Learners -35 * * -59 * * 22 * * * * 9 * 33 * * 8 * * 3 * -30 * * 5 * * 7 * 19 * * 6

Academic Performance Index

California uses the results of STAR testing to calculate the Academic Performance Index (API) which is used to measure school performance, set academic growth targets, and monitor progress over time. The API is a numeric index between 200-1000 that measures student performance in grades two through eleven. An API score of 800 is the state's designated performance target for all schools. Test results are weighted and a formula is applied to determine API. Growth Targets: For schools with an API under 800, the state requires a gain of 5% of the difference between the school's actual API and 800. Growth Targets apply not only schoolwide, but to each numerically significant subgroup as well. Schools/subgroups that have achieved an API of 800 or above must maintain their scores. Statewide Rank: All schools in California are categorized according to type (elementary, middle, high) and are placed on a scale of 1 to 10, with 10 being the highest. Similar Schools Rank: School performance is also compared to other similar schools in the state, based on demographic characteristics, and ranked 1 to 10 within a grouping of 100 schools.

Results generated from 2009, 2010, and 2011 Growth API Reports Academic Performance Index (API) Growth by Student Group 2011 Growth API Group African-Amer. Amer. Indian or Alaskan Native Asian Filipino Hisp. or Latino Pacific Islander Caucasian Multi-Racial Economically Disadvantaged English Learners Students with Disabilities All Students 728 740 642 894 761 841 729 906 884 School 775 829 952 921 799 District 794 840 967 918 793 848 897 State 696 733 898 859 729 764 845 836 726 707 595 778

Amador Valley High School

2010-11 School Accountability Report Card

Adequate Yearly Progress

The Federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessment by the year 2014. Meeting Adequate Yearly Progress (AYP) milestones helps determine whether students are reaching proficiency level targets set by NCLB. AYP requires annual evaluation and reporting of the academic progress of all students and defined student subgroups. For the 2010-11 AYP cycle, high schools must achieve a 66.7% or higher proficiency rate in English/Language Arts and 67.1% or higher proficiency rate in math on the California High School Exit Exam (grade 10 results only). Additional criteria contributing to whether or not a school demonstrates AYP include achieving a 95% or above participation rate on the CAHSEE, obtaining an API growth score of 710 or higher or increasing the API growth by 1 point, and obtaining a graduation rate of 90%. More information on AYP can be found on the California Department of Education's (CDE) website www.cde.ca.gov/nclb/ and the U.S. Department of Education's website www.ed.gov/nclb/accountability/. Adequate Yearly Progress (AYP) Results Reported by Indicator & Compared to District Performance 2010-11 Did the school and district meet or exceed 2011 AYP performance criteria in each of the areas listed below? AYP Indicator Overall Results Participation Rate Language Arts Math Percent Proficient Language Arts Math API Score Graduation Rate Yes Yes Yes Yes No No Yes Yes Yes Yes Yes Yes AVHS Yes PUSD No

Title I Program Improvement (PI) Status AVHS PI Status Implementation Year Year in PI No. of Schools Currently in PI % of Schools Currently Identified for PI N/A = not participating in Title I Program N/A N/A N/A PUSD Not in PI N/A N/A 2 13.3% Year Built Acreage Square Footage

Campus Description 1922 39.27 231,068 Quantity Permanent Classrooms Portable Classrooms Restrooms (sets) Computer Lab(s) Gymnasium(s) Staff Lounge(s) Staff Work Room(s) Multipurpose Room/Cafeteria Library 114 0 18 1 1 1 1 1 1

Parent Involvement
Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through flyers, the school marquee, school website, teacher newsletters, eConnection, PTSA published newspaper "Amador Valley Express", automated telephone message system, Zangle Parent Connect, and the PTSA. Contact Jan Mitchell at (925) 461-6100 for more information on how to become involved in your child's learning environment. Opportunities to Volunteer Chaperone Office Helper Committees Athletic Booster Clubs Parent Teacher Student Association Music Booster Clubs Tech Advisory Council School Activities Sports Events Student Performances Competition Civics Mock Trial

Deferred Maintenance
Amador Valley High School participates in the State School Deferred Maintenance Program, which provides dollar-for-dollar matching funds to assist school districts with major repairs or replacement of existing school building components. Deferred maintenance projects generally include roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting, and floor systems. During the 2010-11 school year, Amador Valley High School received a portion of $269,264 in deferred maintenance funds for the repair and/or maintenance of: Roofing Plumbing Heating/Air Conditioning Systems Floor Systems Other Systems

Facilities Inspection
The district's maintenance department inspects Amador Valley High School on an annual basis in accordance with Education Code 17592.72(c)(1). Amador Valley High School uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent school inspection took place on Friday, October 21, 2011. Deficiencies noted in the school inspection survey were corrected immediately by the district's maintenance department. During fiscal year 2010-11, all restrooms were fully functional and available for student use.

Reported data based upon performance of all subgroups for each of the areas listed

School Facilities & Maintenance

The district takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Amador Valley High School's original facilities were built in 1922; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff. District maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests. Every morning before school begins, the custodian inspects facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. Four day custodians and four evening custodians are assigned to Amador Valley High School. The day custodians are responsible for: Classroom cleaning Cafeteria setup/cleanup Groundskeeping Office area cleaning Restroom cleaning Restrooms are checked throughout the day for cleanliness and subsequently cleaned as needed. The evening custodians are responsible for: Classroom cleaning Cafeteria cleanup Office area cleaning Restroom cleaning The principal communicates with custodial staff daily concerning maintenance and school safety issues.

No Child Left Behind (NCLB)

The No Child Left Behind (NCLB) Act is part of the Federal Title I funding program designed to support additional staffing and programs to meet the needs of low-income, low achieving students, and other designated students with special needs. Schools may apply, based upon their student demographics, for one of two types of Title I funding: Title I Schoolwide or Title I Targeted Assistance. Title I Schoolwide schools use federal funds for schoolwide improvement of student achievement. Title I Targeted Assistance schools use federal funds to help those students who meet specific program criteria. In 2010-11, Amador Valley High School did not participate in the Title I program and is therefore not required to comply with program mandates. Any school receiving Title I funds is required to comply with respective program testing and reporting activities, achieve specific levels of student proficiency, and monitor school progress towards meeting established goals. California Adequate Yearly Progress calculations determine whether a Title I school has met performance goals. Schools not meeting specific AYP criteria enter Program Improvement, a monitoring system and curriculum enhancement program designed to help schools to increase student proficiency levels. More information about Title I and Program Improvement can be located on the CDE's website www.cde.ca.gov/ta/ac/ti/.

Amador Valley High School

2010-11 School Accountability Report Card

School Facility Good Repair Status Most Recent Inspection: Friday, October 21, 2011 Item Inspected Good 1. Gas Leaks 2. Mechanical Systems 3. Windows/ Doors/ Gates (Interior and Exterior) 4. Interior Surfaces (Walls, Floors, & Ceilings) 5. Hazardous Materials (Interior & Exterior) 6. Structural Damage 7. Fire Safety 8. Electrical (Interior & Exterior) 9. Pest/ Vermin Infestation 10. Drinking Fountains (Interior & Exterior) 11. Restroom 12. Sewer 13. Playgrounds/ School Grounds 14. Roofs 15. Overall Cleanliness Repair Status Fair Poor

campus before, during, and after school. As students arrive on campus each morning, administrators and campus supervisors patrol the campus, entrance areas, and designated common areas. Administrators, the school resource officer, and campus supervisors monitor lunch time activity in the cafeteria and common student activity areas. At the end of the day when students are dismissed, administrators and campus supervisors monitor student behavior and ensure students either leave campus or travel to after-school activities in a safe and orderly manner. Amador Valley High School is a closed campus. During school hours, all visitors must sign in at the school's office and wear identification badges while on school grounds.

Teaching Load Distribution Departmentalized Instruction 2008-09 Avg. Class Subject English Math Science Social Science Size 25.2 24.9 30.3 29.0 Avg. Class Subject English Math Science Social Science Size 26.3 25.8 30.3 29.3 Avg. Class Subject English Math Science Social Science Size 26.8 27.1 30.3 30.5 14 13 3 7 40 39 3 7 Number of Classrooms 1-22 23-32 33+ 49 41 17 44 2 13 33 40 41 Number of Classrooms 1-22 23-32 39 35 52 60 Number of Classrooms 1-22 23-32 46 51 38 16 33+ 33 15 22 40 33+ 20 16 12 22 17 24 35

2009-10

School Site Safety Plan

The Comprehensive School Site Safety Plan was developed for Amador Valley High School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. The school's most recent school safety plan was reviewed, updated, and discussed with school staff in Fall 2011.

2010-11

Classroom Environment
Discipline & Climate for Learning
Amador Valley High School's discipline practices and behavior management strategies comply with approved board policies and are designed to create effective learning environments and minimize classroom disruptions. Progressive discipline and proactive measures are employed in the classroom for those students experiencing difficulty following school rules and demonstrating positive behavior. Disciplinary intervention is managed by school administrators in a fair, firm, and consistent manner based upon the nature of each situation. Suspensions & Expulsions AVHS 08-09 Suspensions (#) Suspensions (%) Expulsions (#) Expulsions (%) 124 4.93 % 11 0.44 % 09-10 110 4.25 % 8 0.31 % PUSD High Schools Suspensions (#) Suspensions (%) Expulsions (#) Expulsions (%) 397 7.84 % 18 0.36 % 321 6.29 % 21 0.41 % 278 5.47 % 13 0.26 % 10-11 84 3.24 % 2 0.08 %

Dropouts
Amador Valley High School's teachers and administrative staff practice the early identification of and intervention on behalf of students who exhibit warning signs and/or behavioral traits that may lead to dropping out of school. Intervention strategies used to promote attendance and reduce dropout rates include monitoring CAHSEE test results and performance and the Freshman At-Risk program. Understanding that the needs of each student are different, administrators, counselors, and teaching staff continue their efforts to discover successful solutions to help students complete their high school program. In the following Dropout & Graduation Rates table, 2009-10 data is the most current information available, since state certification/release dates for dropout data occur too late for inclusion in this report. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/. Graduation & Dropout Rates AVHS 07-08 Dropout Rate Graduation Rate 0.3% 99.5% 07-08 Dropout Rate Graduation Rate 0.5% 97.9% 07-08 Dropout Rate Graduation Rate 4.4% 80.6% 08-09 0.2% 99.5% PUSD 08-09 0.4% 97.8% California 08-09 3.9% 80.2% 09-10 0.9% 97.7% 09-10 4.6% 80.4% 09-10 0.5% 98.7%

Repair Needed and Action Taken or Planned Section Number (2) Comment A Bldg Admin - Roof duct work needs replacing, temporary repairs are in progress J Bldg Library & Media Center - South windows leak when raining, and adjacent drywall is water damaged (maintenance is working to resolve); N Bldg Large Gym - Exterior doors and stucco are starting to fail (Bldg envelope is not compromised) J Bldg Library & Media Center - South windows leak when raining, and adjacent drywall is water damaged (maint. is working to resolve); P Bldg Small Gym Ceiling in gym and wrestling room are both in need of paint/remodeling L Bldg Classrooms - Exterior facia at edge of roof is dryrotted (Bldg not compromised); Stadium Complex Stadium seating (grandstands are in need of repairs) Parking Structure - Lights on upper deck need to be repaired A Bldg Admin - Coving at edges of roof need to be re-roofed (not leaking)

(3)

(4)

(6)

(8) (14)

This table illustrates the total cases (not number of days) of suspensions and expulsions, and includes students with multiple instances of suspension. For example, a student suspended in one month for 2 days and then suspended a month later for three days is counted as two cases of suspension.

Overall Summary of School Facility Good Repair Status Exemplary Good Fair Poor

Teaching Load
The Teaching Load Distribution table in this report illustrates the distribution of class sizes by subject area, the average class size, and the number of classes that contain 1-20 students, 21-32 students, and 33 or more students. Calculations exclude classrooms of 50 or more students.

Rating Description Good: The school is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies are isolated, and/or result from minor wear and tear, and/or are in the process of being mitigated.

Graduation Requirements
Students must accumulate 230 course credits, pass the math portion of CAHSEE, pass the language arts portion of CAHSEE, earn a passing grade in Algebra 1, demonstrate proficiency in the area of technology, and participate in 20 hours of community service to receive a high school diploma from Amador Valley High School. Alternative methods of acquiring a diploma are available through the Continuation School and Adult school for

Campus Supervision
School administration and teaching staff place a high priority on providing adequate adult supervision on Amador Valley High School 5

2010-11 School Accountability Report Card

those students who have been unsuccessful in a high school environment or have exhausted their opportunities to remain at Amador Valley High School. The following table illustrates the percentage of students graduating from Amador Valley High School who have met both CAHSEE and district graduation requirements. Percentage of Students Passing CAHSEE & Meeting District Graduation Requirements* 2009-10** Amador Valley High School 98.7 % PUSD 97.7 % California 80.4 %

Graduation Rate Formula: # of Graduates divided by CBEDS 12th Grade Enrollment * The state requires disaggregated data for numerically significant subgroups to be disclosed; however, the statistical data necessary to provide disaggregated results were not collected by the state and are not available for disclosure at the time this report was published ** Most current information available

The Board of Trustees adopted Resolution No. 2011.12.01 which certifies as required by Education Code 60119 (1) that textbooks and instructional materials were provided to all students, including English learners, in the district to the extent that each pupil has a textbook or instructional materials, or both, to use in class and to take home, (2) sufficient textbooks and instructional materials were provided to each student, including English learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in math, science, history-social science, and English/language arts, (3) sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language or health classes, and (4) sufficient laboratory science equipment was available for science laboratory classes offered in grades 9-12 inclusive. In addition to core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used for their visual/performing arts curricula. During the 2011-12 school year, Pleasanton Unified School District provided each student, including English learners, enrolled in a visual/performing arts class with a textbook or instructional materials to use in class and to take home. These materials complied with the state's content standards and curriculum frameworks.

Textbooks Adoption Year 2007 2007 2007 2007 Pupils Lacking Textbooks 0% 0% 0% 0%

Publisher & Series Glencoe/McGraw-Hill, World Geography and Cultures Holt McDougal, Holt American Anthem McGraw Hill, American History Pearson Prentice Hall, Economics: Principles in Action Pearson Prentice Hall, Magruder's American Government Pearson Prentice Hall, World History: The Modern World Harcourt, Elements of Literature Holt, Rinehart and Winston, World Literature Pearson Prentice Hall, Timeless Voices, Timeless Themes Pearson Prentice Hall, Writing & Grammar Communication (Ruby Edition) Glencoe/McGraw Hill (Sopris West), Algebra Concepts and Applications Glencoe/McGraw-Hill, Algebra 2 Glencoe/McGraw-Hill, Geometry Glencoe/McGraw-Hill, Geometry: Concepts and Applications Glencoe/McGraw-Hill, Mathematics with Business Applications Key Curriculum Press, Problem Solving Strategies McDougal Littell, Geometry Pearson, Calculus Pearson Prentice Hall, Algebra 2 Pearson Prentice Hall, Algebra I Saxon, Algebra 2 W. H. Freeman, For All Practical Purposes Addison Wesley, Conceptual Physics Glencoe/McGraw Hill (Sopris West), Physics, Principles and Problems Glencoe/McGraw-Hill, Glencoe Health McDougal Littell, Biology Pearson Prentice Hall, Chemistry Pearson Prentice Hall, Conceptual Physics Prentice Hall, Biology

History-Social Science

2007

0%

2007

0%

Language Arts 1998 1998 1999 0% 0% 0%

Curriculum & Instruction

Staff Development
All training and curriculum development activities at Amador Valley High School revolve around the California State Content Standards and Frameworks. During the 2010-11 school year, Amador Valley High School held staff development devoted to: Data Analysis Technology Training Instructional Strategies AVID (Advancement Via Individual Determination) Service Learning and Beyond Equit and Closing the Achievement Gap Decisions concerning selection of staff development activities are performed by all staff using tools such as teacher input and data analysis to determine the areas in which additional teacher training may enhance classroom instruction and increase student achievement levels. Amador Valley High School supports ongoing professional growth throughout the year on minimum days. Teachers meet in both grade level and department level teams to conduct data analysis to identify areas of need. Amador Valley High School offers support to new and veteran teachers through peer coaching and mentoring. Instructional aides are provided targeted training focused on teaching strategies and curriculum content. Substitute teachers are invited to participate in designated staff development activities. All staff are encouraged to attend professional workshops and conferences. Classified support staff receive job-related training from department supervisors and district representatives. Staff Development Days Three-Year Trend 2008-09 3 2009-10 3 2010-11 1

2007

0%

Math 2003 0%

2003 2003 2003

0% 0% 0%

2005

0%

2007 2003 2001 2003 2003 2003 2007 Science 2001 2008

0% 0% 0% 0% 0% 0% 0%

0% 0%

2006 2008

0% 0% 0% 0% 0%

Instructional Materials
All textbooks used in the core curriculum at Amador Valley High School are aligned to the California Content Standards and Frameworks. Standards-based instructional materials are approved by the district's Board of Trustees. The district follows the State Board of Education's six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts, and health. On Tuesday, September 13, 2011, the Pleasanton Unified School District's Board of Trustees held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. Amador Valley High School 6

2008 2009 2008

The textbooks and instructional materials used by the school are the most recently SBE adopted instructional materials.

School Leadership
The administrative team is comprised of the principal and three vice principals, who work closely with the leadership team, teachers, the counselor, and school staff to provide a standards-based instructional program. 2010-11 School Accountability Report Card

Principal Jim Hansen is responsible for the day-to-day operations of the school and overall instructional program. The principal delegates supervisory responsibilities to the vice principals based upon individual strengths and expertise. The vice principals take a prominent role in managing student discipline and student activities. Also coordinating efforts with the Principal is the Curriculum Council, comprised of the principal, vice principals, grade level representatives, and department chairs. The Curriculum Council meets monthly throughout the year to discuss operational and curricular issues and address staff development needs. Principal Jim Hansen has been in the educational field for 39 years and serving Amador Valley High School for 12 years (as of 2010-11). Previous positions held in other schools include: vice principal and classroom teacher. Principal Jim Hansen holds a bachelor's degree in History and a master's degree in Technology.

Advanced Placement Courses Offered & Student Participation 2010-11 No. of Courses Offered Computer Science English Fine and Performing Arts Foreign Language Math Science Social Science All Courses 1 3 2 5 3 3 4 21 % of Students in AP Courses 4.0 % 9.0 % 2.0 % 9.0 % 21.0 % 9.0 % 28.0 % 82.0 %

Amador Valley High School receives funds from the Carl D. Perkins Vocational and Technical Education Act (Perkins). This grant enables Amador Valley High School to provide its students with the academic and technical skills needed to succeed in a knowledge- and skills-based economy and helps provide programs that prepare students for both postsecondary education and the careers of their choice. CTE table in this report shows the total number of students participating in the district's CTE courses and regional occupational programs and program completion rates. For more information on career technical programs, ROP, workability, partnership academies, and work experience, contact the counselor or visit the state's career technical website at http://www.cde.ca.gov/ci/ct/. Career Technical Education (CTE) Program Participation 2010-11 Total number of students participating in CTE programs Percentage of students completing CTE program and earning a high school diploma Percentage of CTE courses sequenced or articulated between the school and institutions of postsecondary education 400 100.0 % 54.0 %

College Preparation & Work Readiness

College Preparation Courses
Students are encouraged to take required courses if they plan on attending a four-year college or university. The adjacent table illustrates the proportion of courses taken and successfully completed in relation to the number of course enrollments (sum of total enrollment in all classes). Admission Requirements for California Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admission requirements please visit the University of California Website at http://www.universityofcalifornia.edu/admissions/general .html. California State University Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses, and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements, please visit the California State University Website at http://www.calstate.edu/admission/. Students Enrolled in UC/CSU Courses 2009-10* % Students enrolled in courses required for UC/CSU admission Graduates who completed all courses required for UC/CSU admission *Most current data available 81.9 71.9

Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the number of students enrolled in all courses will, and the number of students enrolled in AP courses may, exceed the actual student enrollment figure for the school.

Workforce Preparation
Students in grades nine through twelve receive counseling from school personnel regarding career paths and courses of study. During their freshman year, students meet with the counselor to discuss their four-year academic plan and are introduced to Amador Valley High School's technical and career education programs; the counselor meets at least once a year with each student to follow-up on their progress in meeting graduation requirements and career objectives. All career and technical education (CTE) courses comply with state-adopted content standards and are integrated into the student's four-year academic plan as elective courses. Amador Valley High School offers the following programs that promote leadership, develop job-related skills, provide on-the-job experience, and increase interest in school: Work Experience Regional Occupational Programs Workability Career Pathways Vocational Education Courses Individual student assessment of work readiness skills takes place through: End of course exams Completion of course-required projects On-the-job observation Classroom observation Work experience students are partnered with local community organizations that provide on-the-job training and mentoring for students 16 years of age or older. Work experience students receive guidance and supervision designed to ensure maximum educational benefit from part-time job placement. For more information, students should contact the counselor. Regional Occupational Programs (ROP) are offered in partnership with the Tri-Valley Regional Occupational Center. A variety of career technical education courses are available to help prepare high school students (16 years and older) for entry-level employment, upgrading current job skills, or obtaining more advanced levels of education. Workability provides work experience opportunities outside the school day that meet the students' interests and aptitudes while providing real-world job experience prior to graduation. The program is available to all students with disabilities who have an Individualized Education Plan. During the 2010-11 school year, Amador Valley High School offered the following career technical education programs as elective courses: Food and Hospitality Services Food and Beverage Production and Preparation Counselor Adaptive PE Child Welfare Health Clerk Hearing Therapist Nurse Psychologist Speech Therapist * as needed Counselor-to-Student Ratio: 1:370 FTE = Full-Time Equivalent

Professional Staff
Counseling & Support Staff
Amador Valley High School provides professional, highly qualified staff that provide additional services and support centered on the whole student academically, physically, and mentally. The Counseling and Support Services table in this report illustrates the availability of non-instructional support staff to Amador Valley High School's students. Full-time equivalent (FTE) is a standard measurement used to identify an employee's regular work load on a weekly basis. For example, an FTE of 1.0 designates a full-time position and the employee is on campus and available all day every day of the week; an FTE of 0.5 indicates that the staff member is available and on campus a portion (50%) of the week. Counselors & Support Personnel (Nonteaching Professional Staff) 2010-11 No. of Staff 7 1 1 1 1 1 1 1 FTE 6.5 0.5 0.2 1.0 0.2 * 1.0 0.8

Teacher Assignment
During the 2010-11 school year, Amador Valley High School had 111 teachers who met all credential requirements in accordance with state guidelines. The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as "NCLB Compliant." Minimum qualifications include: possession of a bachelor's degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. In the table below, which identifies the number of classrooms taught by NCLB-compliant and non-compliant teachers, high poverty schools are those schools in the highest quartile for student participation defined by the free and reduced price meal program. Low poverty schools are those schools that are in the lowest quartile of program participation. 2010-11 School Accountability Report Card

Advanced Placement
In 2010-11, Amador Valley High School offered advanced placement courses for those students seeking to qualify for college credit. Sophomores, juniors, and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation's colleges.

Amador Valley High School

Percentage of Core Classes 2010-11 Taught by NCLBCompliant Teachers Amador Valley High School District Totals All Schools High-Poverty Low-Poverty 99.7 % 100.0 % 99.7 % 0.3 % 0.0 % 0.3 % 100.0 % Taught by non- NCLBCompliant Teachers 0.0 %

Education has provided average salary data from school districts having similar average daily attendance throughout the state. (Note: 2009-10 salary comparison data was the most recent data available at the time this report was published.) Salary Comparison 2009-10 State Average of Districts in Same Category $41,035 $65,412 $84,837 $197,275 $121,538 39% 5%

Expense of Education Per Pupil 2009-10 Dollars Spent per Student State Avg., Dist. % Diff. Same % Diff. School Size & School & Dist. Type & State
N/A 95.48 89.99 96.05 N/A N/A N/A $5,455 N/A N/A N/A 80.71 141.36

AVHS
ADA* Total** Restr. Unrestr. Avg. Teacher Salary 2492 $4,833 $430 $4,403

PUSD
14213 $5,062 $478 $4,584

PUSD Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Superintendent Salary $54,744 $79,443 $96,455 $229,952 $141,715 41% 4%

$80,808 $82,958

97.41 $57,163

Teacher Credentials & Assignments AVHS 08-09 Total Teachers Teachers with full credentials Teachers without full credentials Teachers in alternate routes to certificaton Pre-Internship Teachers with emergency permits Teachers with waivers Teachers teaching outside subject area Total teacher misassignments Teacher misassignments for English learners Other misassignments of certificated staff Teacher vacancies 116 110 6 0 0 1 0 2 0 0 09-10 115 111 4 0 0 0 0 0 1 1 10-11 112 111 1 0 0 0 0 0 0 0 PUSD 10-11 715 711 4 0 0 0 0 0 0 0

Average Principal Salaries: High School Teacher Salaries Administrative Salaries Percentage of General Fund Expenditures for:

* Average Daily Attendance ** Total Restricted and Unrestricted $ per student Restricted (Supplemental) $ per student Unrestricted (Basic) $ per student

SARC Data
DataQuest DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about Amador Valley High School and comparisons of the school to the district, the county, and the state. DataQuest provides reports for school accountability, including but not limited to API, AYP, STAR results, enrollment, and staffing. Public Internet Access Location Parents may access Amador Valley High School's SARC and access the internet at any of the county's public libraries. The closest public library to Amador Valley High School is Pleasanton Public Library. Address: 400 Old Bernal Ave., Pleasanton Phone Number: (925) 931-3400 WebSite: http://www.ci.pleasanton.ca.us/library.html Number of Computers Available: 24 Disclosure The statistical information disclosed in this report is obtained from the California Department of Education and the Pleasanton Unified School District. At the time of publication, this report met all SARC-related state and federal requirements, using the most current data available. Data to prepare the instructional materials and school facilities sections were acquired in November 2011.

Expenditures Per Student

For the 2009-10 school year, Pleasanton Unified School District spent an average of $7,599 of total general funds to educate each student (based on 2009-10 audited financial statements and in accordance with calculations defined in Education Code 41372). The table in this report 1) compares the school's per pupil expenditures from unrestricted (basic) and restricted (supplemental) sources with other schools in the district and throughout the state, and 2) compares the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE website at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.) In addition to general fund state funding, Pleasanton Unified School District receives state and federal categorical funding for special programs. For the 2009-10 school year, the district received categorical, special education, and support programs funds for: ARRA: State Fiscal Stabilization Fund Class Size Reduction, Grades K-3 (optional) Economic Impact Aid (EIA) English Language Acquisition Program, Teacher Training & Student Assistance K-12 Service Learning Initiative (CalServe) Lottery: Instructional Materials State Lottery Title I Title II Title III Title IV Tobacco-Use Prevention Education Transportation Transportation: Special Education Vocational Programs

Teacher Credentials & Assignments (cont'd) AVHS 11-12 Total teacher misassignments Teacher misassignments for English learners Other misassignments of certificated staff Teacher vacancies 0 0 0 0 PUSD 11-12 0 0 0 0

Teacher Education Levels 2010-11 AVHS Doctorate Master's degree plus 30 or more semester hours Master's degree Bachelor's degree plus 30 or more semester hours Bachelor's degree Less than Bachelor's degree 1.0 % 0.0 % 33.7 % 62.5 % 2.9 % 0.0 %

PUSD 0.7 % 2.6 % 30.2 % 62.5 % 3.9 % 0.0 %

District Expenditures
Salary & Budget Comparison
State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the State Department of Amador Valley High School 8 2010-11 School Accountability Report Card