PALOS vERDES HIGH SCHOOL 600  Cloyden  Road  •  Palos  Verdes  Estates,  CA  90274  

310-­‐378-­‐8471  •  www.pvhigh.com    

WASC  2015  Focus  on  Learning  Mid-­‐Term  Visit  

 April  27,  2015  

 Western  Association  of  Schools  and  Colleges  

 

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Table  of  Contents    Preface    

Acknowledgments                     2    WASC  Self-­‐Study  Visiting  Committee     Chair  and  Members                   3    Palos  Verdes  Peninsula  Unified  School  District  

Board  of  Education,  Student  Members,  and  District  Administration     4    

Palos  Verdes  High  School  Administration  and  WASC  Coordinator             5  Staff                       6  Departments                     7  School  Site  Council,  Booster  Club  and  PTSA  Leadership  Teams       8  

 Chapter  I   Introduction  and  Basic  Student  /  Community  Profile  Data       9    Chapter  II   Significant  Changes  and  Developments           53      Chapter  III   Process  for  the  Development  of  the  Progress  Report       56    Chapter  IV   Progress  of  the  Critical  Areas  for  Follow-­‐up           59    Chapter  V   Updated  School-­‐wide  Action  Plan             63                  

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Acknowledgments      

 

 

Palos  Verdes  High  School  

Wishes  to  thank  the  following  for  providing  photography  or  artwork  

Triton  Yearbook  

The  Point  Magazine  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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WASC  Self-­‐Study  Visiting  Committee    

Chair  

Mrs.  Nadine  Elwood,  Spanish  Teacher  /  WASC  Coordinator  

 

Members  

Mr.  Dave  Parsons,  Spanish  Teacher  /  Desert  Sands  Unified  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Palos  Verdes  Peninsula  Unified  School  District  

 Board  of  Education  

Larry  Vanden  Bos,  President  

Malcolm  S.  Sharp,  Vice  President  

Anthony  Collatos,  Clerk  

Barbara  Lucky,  Member  

Linda  Reid,  Member  

 

Student  Members  

Dominque  Russ,  Rancho  Del  Mar  High  School  Student  Member  

Michael  McFarland,  Palos  Verdes  Peninsula  High  School  Student  Member  

Nicola  Kirkpatrick,  Palos  Verdes  High  School  Student  Member  

 

District  Administration  

Dr.  Don  Austin,  Superintendent  

Dr.  Joanne  Culverhouse,  Assistant  Superintendent,  Curriculum  and  Instruction  

Lydia  Cano,  Deputy  Superintendent,  Business  Services  

Trent  Bahadursingh,  Assistant  Superintendent;  Technology  

Dr.  John  Bowes,  Assistant  Superintendent;  Human  Resources  

 

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Palos  Verdes  High  School    

Administration  

Dr.  Charles  Park,  Principal  

Ms.  Trista  Ramirez,  Associate  Principal,  Counseling  and  Guidance  

Mr.  Rich  Boccia;  Associate  Principal,  Operations  

 

WASC  Coordinator  

Charles  Park  Ed.D.,  Principal  

Rich  Boccia,  Associate  Principal  

 

   

 

 

 

 

 

 

 

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Palos  Verdes  High  School    

Staff        

   

Clerical  /  Secretaries  Borstel,  Ashlyn  De  Lorenzo,  Jeanne  Kastelan,  Lisa  Machi,  Geraldine  Aranda,  Shelly  Millar,  Robin  Stevenson,  Jan  Zientek,  Geri    College  and  Career  Center  Hoffman,  Teresa  Lewis,  Joanne    Computer  Lab  Johnson,  Seth  Sesay,  Abdul    Counselors  Hirano,  Christina  Clement,  Kristen  McHugh,  Amerika  Stapleton,  Paula  Marinkovich,  Lindsey  Lichter,  Megan  

 Custodial    Ihde,  Butch  Kim,  Shawn  

 Landscaping  Rosales,  Ruben  

  Camacho  Ibanez,  Geraldo  

   

Library  Brockman,  Ashley  Astiazaran,  Diane    Nurse  Trevett,  Marisa  Lauro,  Danielle    Security  Burton,  Richard  Duffy,  Courtney  Mitchell,  Jeff  Strahle,  Scott    Student  Store  Camp,  Patty  Mancusi,  Vicki  Semel,  Mel    Support  Services  Bolduc,  Julie  Foster,  Laurie  Hwang,  Winnie  Murgia,  Diane  Baca,  Tracy  Cappola,  Ignacio  Corcoron,  Katie  Garcias,  Michelle  Luera,  Tim  Self,  Sue  

 

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Palos  Verdes  High  School    

Departments  *Indicates  Department  Lead  

 Art  Anikouchine,  Nick  

*  Jimenez,  Kristy  Parkinson,  Shellie  Pinkelman,  Joe  Thompson,  Nicole  Vela,  Rene  Warren,  Jennifer      English  Bly,  Tracy  Damon,  Cindy  Kostrencich,  Karen  Larkins,  Derek  Mirosavich,  Jeff  Pavelka,  Susan  

*  Peterman,  Bill  Olson,  Jennifer  Rooney,  Shannon  Roth,  Robin  Secrist,  Cari    Soufl,  Mary  Jo  Thompson,  Nicole  Whitmer,  Keith    Foreign  Language  Byrne,  Amy  Calescibetta,  Gina  Ferraro,  Barbara  Lancey,  Gailene  Lynch,  Patrick  Morales,  Alex  

*  Remeta,  Cecilia  Rivera,  Ann  Sheridan,  Tamara  Sylvester,  Maria  Wang,  Lilia  

 Math  Broughton,  Alex  Calizar,  Jason  Helin,  Hank  Kim,  Jennifer  Loh-­‐Norria,  Lorraine  Mertens,  Edward  

*  Mitchell,  Cindy  Nemeth,  Leanne  Rho,  Daniel  Swatek,  Michael  Whalen,  Jim      Physical  Education  Mastan,  Kathleen  Quesnell,  Casey      Science  Capozzola,  Renee  Kuhn,  Marie  Maemoto,  Julie  Moeller,  Jill  Munoz,  Julie  O’Brien,  Patrick  

*  Scheerle,  Michaele  Shapiro,  Brian  Stamper,  Eva  Warren,  James  Wood,  Marta

 Social  Studies  Anikouchine,  Nick  Barton,  Tecia  Cormier,  Terrence  Gardner,  Guy  

*  Harley,  Louis  Heffernan,  Rich  Miller,  Dugan  Stoddart,  Bryce  Varela,  Christina  Wilson,  Christopher      Special  Education  Albeg,  Loren  Anderson,  Kristen  Belmonte,  Hasmine  Emery,  Leith  Gallagher,  Colm  

*  Klabe,  Allyson  Meadows,  Jeremy  Moriarty,  Kelly  Verendia,  Shawn    

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 Palos  Verdes  High  School  

 School  Site  Council  President,  Wade  Welch  

   

PTSA  President,  Deidre  Manns      

Booster  Club  President,  Dave  Hitzel      

                                                               

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WASC

CHAPTER  I  Introduction    

Basic  Student  /  Community  profile  Data  

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Palos  Verdes  High  School  Community    

Palos  Verdes  Peninsula  The  Palos  Verdes  Peninsula  is  a  beautiful  coastal  community  located  21  miles  southwest  of  metropolitan  Los  Angeles.  The  Peninsula  is  characteristic  of  rolling  hills  with  spectacular  views  of  the  rugged  coastline  and  glittering  metropolitan  city  lights  at  night.  With  a  temperate  climate,  this  location  is  one  of  the  most  appealing  residential  areas  in  Southern  California.  While  its  neighborhoods  are  mostly  comprised  of  single-­‐family  dwellings,  condominiums  and  apartments  are  present  in  some  areas.  The  population,  which  includes  various  racial,  religious,  and  ethnic  groups,  is  divided  among  four  cities  on  the  Palos  Verdes  Peninsula:  Palos  Verdes  Estates  (PVE),  Rancho  Palos  Verdes,  Rolling  Hills,  and  Rolling  Hills  Estates.    A  wealth  of  recreational  activities  is  available  on  the  Peninsula  and  along  the  coast  some  of  which  include  bicycling,  jogging,  equestrian  activities,  sailing,  fishing,  surfing,  scuba  diving,  ice-­‐skating,  swimming,  tennis,  recreation  classes  in  city  parks,  and  extensive  organized  youth  sports  are  among  the  available  opportunities.  The  Norris  Community  Theatre,  Peninsula  Symphony,  Symphonic  Band,  Chamber  Orchestra  of  the  South  Bay,  Palos  Verdes  Community  Art  Center,  and  the  Association  of  the  Peninsula  are  organizations  that  reflect  the  importance  of  cultural  activities  to  the  Peninsula  residents.        Socio  Economic  Status    The  Palos  Verdes  Peninsula  is  primarily  an  upper  middle-­‐class  community.  The  parents  in  the  community  are  well  educated;  the  majority  attended  college  in  addition  to  postgraduate  training  in  a  variety  of  fields.  The  2010  census  reports  that  66%  of  residents  over  the  age  of  25  completed  at  least  four  years  of  college  making  the  Peninsula  one  of  the  most  highly  educated  communities  in  the  country.  The  median  family  income  is  above  $130,000,  which  places  the  community  in  the  top  2%  for  median  income  when  compared  to  cities  of  similar  size  nationally  or  in  California.    Palos  Verdes  Peninsula  Unified  School  District  The  Palos  Verdes  Peninsula  Unified  School  District  (PVPUSD)  serves  the  four  Peninsula  cities  with  an  enrollment  of  approximately  11,900  students.  The  school  district  has  a  reputation  for  providing  high  quality  education  and  continues  to  receive  recognition  for  outstanding  achievement  at  the  local,  state,  and  national  level.  As  a  result,  the  school  district  attracts  many  families  to  this  suburban  area.  Students  attend  one  of  the  many  schools:  one  early  childhood  center,  ten  elementary  schools,  three  6-­‐8  intermediate  schools,  two  comprehensive  high  schools,  and  one  continuation  school.    Community  and  parent  volunteers  make  significant  contributions  to  the  public  schools.  The  Peninsula  Education  Foundation  (PEF)  is  successful  in  raising  local  funds  to  supplement  classroom  needs.  Strong  Parent-­‐Teacher-­‐Student  Association  (PTSA)  programs  also  support  and  enrich  school  curriculums.      

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   Palos  Verdes  High  School    The  Palos  Verdes  High  School  (PVHS)  campus  sits  on  approximately  40  acres  in  a  quiet  residential  neighborhood  in  PVE,  two  blocks  from  the  Pacific  Ocean.  The  school’s  architecture  is  geometric  in  design,  connecting  the  interior  to  exterior  spaces  with  a  stucco  finish  and  a  clay  tile  roof,  which  conforms  to  the  cities  deed  restrictions  requiring  clay  tile  on  major  roofs.  With  the  simple  post  and  beam  construction  designed  by  the  well-­‐known  modernistic  architect,  Richard  Neutra,  assisted  by  Robert  Alexander  and  Palos  Verdes  architect,  Carrington  Lewis,  the  school  is  carefully  arranged  within  the  landscape  to  provide  protection  from  ocean  winds,  the  feeling  of  architectural  space,  and  a  Pacific  Ocean  view.  The  initial  owner  of  the  PVHS  site  was  the  Los  Angeles  Unified  School  District  (LAUSD),  which  intended  to  make  it  a  junior  high  school.  During  that  time,  the  Peninsula  had  only  an  elementary  school  district  making  it  necessary  for  school  students  to  travel  to  El  Segundo  High  School,  Redondo  Union  High  School,  or  Narbonne  High  School.  In  1960,  the  Palos  Verdes  Peninsula  Board  of  Education  voted  to  unify  the  school  district  and  to  add  a  high  school.  As  a  result,  the  PVPUSD  purchased  the  property  from  LAUSD,  with  PVHS  opening  its  doors  for  the  first  time  in  September  of  1961.  The  first  graduating  class  went  through  commencement  ceremonies  in  June  1962.    The  district  grew  quickly,  making  it  necessary  to  build  two  additional  high  schools:  Rolling  Hills  High  School  (RHHS)  in  1964  and  Miraleste  High  School  (MHS)  in  1972.  The  student  population  at  PVHS  reached  a  peak  of  2,600  students  in  the  early  1970’s.  A  slow  decline  in  the  student  population  in  the  district  took  place  during  the  next  20  years.  By  1991,  the  PVHS  student  body  had  decreased  to  about  1,150  students  while  the  other  two  high  schools  had  similar  populations.  The  Board  of  Education  voted  to  close  PVHS  and  MHS  in  1991,  consolidating  the  three  high  schools  and  moving  them  to  a  central  location;  the  RHHS  campus.  The  name  of  the  high  school  became  Palos  Verdes  Peninsula  High  School  (PVPHS).  The  PVHS  and  MHS  sites  became  junior  high  schools  for  grades  6-­‐8.    

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By  2001,  it  had  become  apparent  that  PVPHS  with  an  enrollment  of  3,110  students  became  insufficient  to  house  all  of  the  high  school  students  in  the  district.  The  Board  of  Education  looked  at  a  number  of  alternatives  and  made  the  decision  to  reopen  the  PVHS  site.  The  newly  assigned  principal  had  one  year  to  transition  the  school  from  an  intermediate  to  a  high  school  site.  In  September  2002,  PVHS  reopened  its  doors  with  475  students  in  grades  9  and  10,  with  a  teaching  staff  of  approximately  20  teachers.    Since  reopening,  the  administration  and  the  faculty  provide  a  comprehensive  and  well-­‐rounded  instructional  curriculum.  As  a  result,  the  school  currently  has  an  Academic  Performance  Index  (API)  score  of  898  and  continues  to  receive  educational  recognition  and  national  rankings  from  a  variety  of  sources.  These  recognitions  and  rankings  include  receiving  a  California  Distinguished  School  award  in  2004.  In  2007,  PVHS  received  a  national  ranking  from  the  US  News  and  World  Report  as  one  of  the  top  100  schools  in  the  nation.  An  additional  national  ranking  came  from  The  Washington  Post  in  2014  with  PVHS  receiving  number  308  in  the  nation.  California  used  the  same  ranking  criteria,  which  ranked  the  school  33rd  in  the  state.    The  most  recent  rankings  in  2014  have  PVHS  ranked  12th  in  California  and  55th  in  the  Country.  The  PVHS  administration,  faculty,  parents,  students,  and  community  members  are  proud  of  the  school’s  academic  excellence  in  addition  and  its  national  and  state  recognitions.    In  April  2015,  PVHS  was  ranked  the  #35  Smartest  Public  High  School  in  the  Nation  by  Business  Insider.  Following  a  recent  school  visit  by  a  Gold  Ribbon  Visiting  Committee,  PVHS  has  been  recommended  for  the  Gold  Ribbon  Award  for  our  signature  practice  of  Building  a  Culture  of  Readiness.    PVPUSD  is  unique  by  allowing  eighth  grade  students  the  opportunity  to  select  which  of  two  high  schools  they  would  like  to  attend.  The  open  enrollment  policy  results  in  varying  class  sizes  and  influences  the  demographics  of  the  school.      

Palos  Verdes  High  Report  /  Enrollment  by  Ethnicity  for  2013-­‐14  &  2014-­‐15  

Year  Hispanic    or  Latino  of  any  Race  

American  Indian  or  Alaska  Native,  Not  Hispanic  

Asian,  Not  Hispanic  

Pacific  Islander,  

Not  Hispanic  

Filipino,  Not  

Hispanic  

African  American,  

Not  Hispanic  

White,    not  

Hispanic  

Two  or  More  

Races,  Not  Hispanic  

Not  Reported   Total  

‘13-­‐‘14   166   5   197   7   22   38   1,219   26   0   1,680  

‘14-­‐‘15   183   4   205   6   33   38   1,156   38   0   1695  

 Due  to  the  high  socioeconomic  status  of  the  majority  of  PVHS  families,  less  than  1%  of  the  enrollment  participates  in  the  free  and  reduced  lunch  program.  PVHS  has  a  small,  successful  English  Language  Learners  (ELL)  student  population.  The  21  ELL  students  identified  as  limited  in  English  proficiency  receive  support  in  general  education  classes.  Diversity  at  PVHS  also  comes  from  students  with  learning  disabilities.  There  are  147  students  with  an  Individualized  Education  Program  (IEP)  receiving  special  accommodations  from  special  education  teachers  and  other  staff  support.  An  additional  104  students  have  a  Section  504-­‐accommodation  plan.  The  administration,  faculty,  and  staff  continue  to  focus  on  enhancing  instructional  strategies  and  inclusion  opportunities  for  special  education  students  in  general  education  classes.    In  December  2014,  we  opened  PVLSC,  Palos  Verdes  Life  Skills  Center,  which  is  our  district’s  new  SPED  center  for  students  between  ages  14  to  22  who  need  additional  support  with  basic  life  skills.    The  Center  has  a  technology  lab,  movement  room,  and  classroom.    The  curriculum  at  PVHS  places  a  high  emphasis  on  college  preparatory  skills.  Many  PVHS  students  are  high  achieving,  either  taking  honors  or  Advanced  Placement  (AP)  courses.  In  2014,  our  students  continue  with  their  exceptional  AP  performance  with  38%  of  the  students  (612  of  1630)  taking  an  AP  exam  with  76.5%  scoring  greater  than  three.    The  Advanced  Via  Individual  Determination  (AVID)  program,  and  the  College  and  Career  

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Center  (CCC)  guide  and  support  PVHS  students  towards  college  curriculum.  Over  the  last  three  years,  80%  of  PVHS  students  attended  a  four-­‐year  college  or  university.  The  majority  of  the  remaining  20%  of  students  attended  a  community  college.    Although  many  students  are  high  achieving,  PVHS  is  increasing  its  emphasis  on  working  with  at-­‐risk  students  with  academic  performance  below  grade  level.  With  the  implementation  of  a  Response  to  Intervention  (RtI)  model-­‐reading  program  in  2009-­‐2010  students  are  screened  and  those  who  are  struggling  in  the  area  of  fluency  and  comprehension  are  pulled  out  for  an  intensive  reading  intervention  program.    PVHS  supports  and  challenges  all  students  to  be  successful.    In  addition  to  high  achieving  classes,  PVHS  offers  many  unique  programs.  One  unique  program  is  the  Palos  Verdes  Institute  of  Technology  (PVIT).  PVIT  features  a  series  of  classes  that  follows  a  national  curriculum  developed  by  Project  Lead  the  Way  (PLTW).  Students  in  the  PVIT  program  participate  in  national  engineering  and  robotics  competitions,  and  receive  class  instruction  from  UCLA  faculty  members  and  engineers  from  Northrop,  Grumman,  and  Aerospace  Corporations.  PVHS  award  winning  students  also  participate  in  Live  from  205,  a  nationally  awarded  broadcast  journalism  program.  Other  programs  include  the  production  of  The  Point,  the  school  newspaper,  and  The  Triton,  the  school  yearbook.  Several  academic  competition  teams  include  Model  United  Nations  (MUN),  Academic  Decathlon,  Speech  and  Debate,  and  Science  Bowl/Olympiad.    PVHS  is  based  on  a  two-­‐semester  calendar  schedule.  It  is  unique  to  the  other  district  high  school  by  offering  a  block  schedule.  With  the  block  schedule,  students  meet  in  three  113-­‐minute  periods  each  day,  rotating  every  other  day  on  an  A  and  B  schedule.  A  zero  period  class  is  also  available  each  morning  between  7:00  a.m.  and  7:55  a.m.  Students  have  the  opportunities  to  take  honors  and  advanced  placement  classes.  Since  the  reopening  of  the  school  in  2002,  PVHS  has  been  following  this  schedule  with  positive  reactions  from  both  teachers  and  students  who  report  that  it  provides  more  in  depth  class  discussions  and  more  time  for  activities.    During  the  last  three  years,  PVPUSD  has  been  subject  to  budget  cuts  from  the  State  of  California  similar  to  other  school  districts  in  the  state.  Specific  cuts  to  PVHS  have  resulted  in  larger  class  sizes,  fewer  custodial  staff,  and  special  education  aides.  In  2009,  PVHS  also  lost  an  associate  principal  overseeing  curriculum,  instruction,  and  special  programs.  Since  the  reopening  of  the  school,  the  only  principal  retired  in  2011.  As  a  result,  a  new  principal  was  appointed  for  the  2011-­‐2012  school  year  in  addition  to  two  new  associate  principals.  The  new  principal  takes  a  leading  role  in  curriculum,  instruction  coordination,  and  staff  development.  An  associate  principal  oversees  counseling,  guidance,  and  student  services  while  the  other  associate  principal  manages  student  discipline,  athletics,  technology,  and  school  operations.    In  2013,  a  new  principal  was  named  along  with  a  new  associate  principal.    PVHS  has  had  three  principals  in  the  past  13  years  since  its  re-­‐opening.        School  Facilities    Since  the  reopening  of  the  school,  Measure  K  bond  funds  and  matching  money  from  the  State  of  California  has  allowed  significant  upgrades  to  the  campus.  From  this  source  of  funds,  all  classrooms,  buildings,  and  offices  received  new  tile,  light  fixtures,  and  both  interior  and  exterior  paint.  Additionally,  there  has  been  extensive  renovation  of  the  water,  gas,  and  electrical  lines  on  the  campus.  In  2006-­‐2010,  additional  Measure  K  funding  supported  the  building  of  10  classrooms  and  2  science  classrooms.    The  final  phase  of  Measure  k  funding  allowed  for  the  opening  of  10  additional  classrooms  to  replace  the  portable  buildings  on  the  east  side  of  the  campus  in  December,  2013.      All  classrooms  have  cable  television,  which  allows  students  to  view  a  biweekly  television  show  called  Live  from  205.  Once  a  classroom,  Room  205  is  now  a  studio.  The  adjoining  classroom,  Room  204,  is  an  instructional  

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room  for  video  production.  Live  from  205  is  a  national  premier  student  broadcast  program.  Over  the  last  seven  years,  the  PTSA  and  Booster  Club  have  helped  fund  the  programs  equipment.  All  science  classrooms  have  mounted  LCD  projectors,  and  each  academic  department  share  a  number  of  LCD  projectors.    Live  from  205  has  been  named  Best  Student  News  Broadcast  in  the  Nation  by  STN,  Student  Television  Network,  five  times  in  the  past  ten  years.    Athletic  Facilities  The  extra-­‐curricular  facilities  were  in  disrepair  when  the  school  site  became  a  middle  school  in  1991.  When  PVHS  reopened  in  2002,  facility  renovations  were  a  priority.  In  order  to  renovate  the  facilities,  two  capital  campaigns,  which  included  bond  money  and  privately  raised  money,  were  significant  enough  to  allow  for  improvements  in  2008.  As  a  result,  it  was  possible  to  renovate  the  following  facilities:  a  new  30-­‐meter  pool,  all-­‐weather  track,  synthetic  stadium  field,  stadium  restrooms,  and  stadium  snack  bar.  In  2011,  PVPUSD  completed  the  stadium  field  project  by  erecting  new  bleachers.  In  addition,  fencing  for  the  tennis  courts  was  installed  along  with  state  of  the  art  weight  and  training  rooms,  softball  facility,  and  sand  volleyball  courts.  Recently,  through  a  capital  project  PVHS  added  a  locker  room,  snack  bar,  and  restroom  facility  at  the  baseball  field,  as  well  as  adding  a  new  backstop  and  bleachers.    In  February  2015,  the  Booster  Club  installed  an  outdoor  basketball  court  fully  funded  by  parents.    Library  Media  Center  The  PVHS  LMC  serves  all  Palos  Verdes  High  students,  providing  access  to  technology,  print  texts,  electronic  academic  resources,  and  more.  The  library  hosts  a  safe  welcoming  environment  for  students  to  use  for  studying,  reading,  researching,  collaborating,  and  relaxing.  Though  the  facility  is  small,  the  library  is  active  all  day,  utilized  by  students  of  all  grade  levels,  whole  classes,  faculty  and  staff.      The  LMC  works  with  students  and  collaborates  with  teachers  and  classes  so  that  PVHS  students  will  develop  as  mindful  and  effective  users  of  information  and  ideas,  and  become  lifelong,  independent,  and  socially  responsible  learners.    The  Palos  Verdes  High  School  Library  Media  Center  is  an  essential  resource  for  PVHS  students,  particularly  as  we  focus  on  standards-­‐based  research  across  the  curriculum,  building  a  foundation  in  informational  literacy  and  research  skills,  and  teach  and  support  digital  and  trans-­‐literacy.  The  Palos  Verdes  High  School  Library  Media  Center  strives  to  provide  a  wide  variety  of  high-­‐interest,  appropriate  and  relevant  books,  periodicals,  journals,  and  other  media,  to  all  students.      Although  the  LMC  facility  itself  is  small,  it  houses  a  16,000  count  collection,  with  over  12,200  titles  and  over  15,840  copies,  as  well  as  an  additional  subscription  to  eBook  bundle  of  over  5,000  books.  The  average  publication  date  of  the  physical  collection  is  1997,  and  averages  12  copies  per  student.  The  collection  grows  throughout  the  school  year,  providing  students  with  new  releases,  frequently  requested  books,  and  resource  materials.  Funding  for  titles  and  materials  comes  from  parent  line-­‐item  donations  in  the  PTSA  registration  packet.      The  LMC’s  website  expands  the  library  and  its  collection  beyond  the  physical  bounds  of  the  facility  and  regular  hours  of  a  school  day.  Featuring,  for  the  first  time,  remote  access  to  the  OPAC,  links  to  resources,  tutorials,  databases  and  eBooks,  as  well  as  a  growing  number  of  webcasts,  the  LMC’s  website  –  along  with  its  social  media  accounts  –  is  designed  to  engage  and  support  students  outside  of  the  traditional  school  day      Within  the  limited  space  of  the  LMC  the  interior  divides  into  several  sub-­‐spaces  used  for  studying,  collaboration,  computer  usage  and  relaxing.  There  is  also  a  back  patio  garden  designed  and  furnished  as  an  offshoot  from  the  library.  The  LMC  offers  comfortable  furniture  intended  to  promote  an  effective  student-­‐

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learning  environment.  The  library  is  at  the  beginning  stage  of  planning  a  new  area  of  the  library  that  will  be  designed  specifically  for  interactive  student  collaboration.      The  LMC  is  staffed  by  a  full  time  circulation  clerk  and  a  full  time  teacher  librarian.  The  TL/LMS  is  in  her  second  year  in  the  library  and  formerly  taught  English  at  PVHS  for  ten  years.  The  LMS  emphasizes  research  as  a  priority  in  the  library  and  collaborates  with  classroom  teachers  to  provide  instruction  in  information  literacy  skills  and  to  promote  recreational  reading.  With  the  help  of  Booster  Club  funding,  the  following  subscription  databases  are  available  to  our  students:  Expanded  Academic  ASAP,  ProQuest  Research  Library,  Global  Issues  in  Context,  Science  Online,  Opposing  Viewpoints  in  Context,  and  Student  Resources  in  Context.  PTSA  funding  provides  additional  subscriptions  to  EBSCO  eBooks,  Gale  eBooks,  25  magazine  subscriptions,  and  six  monthly  new-­‐book  subscriptions  spanning  narrative  nonfiction  and  high-­‐interest  fiction  genres.  PVHS  also  works  in  partnership  with  the  public  library  district,  PVLD,  to  provide  students  access  to  their  online  reserves  without  requiring  a  library  card.  Previously  the  library  provided  the  school’s  subscription  to  turnitin.com;  though  the  district  now  funds  it  for  both  high  schools,  the  library  still  manages  it  and  trains  teacher  and  students  as  needed.      There  are  30  desktop  computers  for  student  to  use  and  an  additional  10  Chromebooks  to  allow  for  a  full  class  to  utilize  a  1:1  ratio  while  in  the  library.  The  30  computers  are  networked  to  a  high-­‐volume  printer  for  student  use.  The  LMC  is  equipped  with  three  scanners  to  reduce  paper  waste  and  also  a  photo  copying  machine.  The  LMS  utilizes  both  a  document  camera  and  an  Apple  TV  linked  iPad  for  instruction  and  modeling.  Special  collections  include:  USC’s  U.S.-­‐China  Institute  East  Asia  collection,  music  CDs  for  AP  Music  Theory  and  jazz  band,  audio  books,  animation  DVDs  for  the  digital  animation  classes,  student  created  music  CDs,  and  more.        PVHS  provides  all  students  and  staff  with  BYOD  (Bring  Your  Own  Device)  capability,  through  which  students  and  staff  can  access  a  secured  network  anywhere  on  campus.    Staff  utilizes  Office  365  and  Outlook.    District  provides  five  free  copies  of  Microsoft  Office  to  students  and  staff.    Security  Adding  to  school  safety  are  three  full-­‐time  campus  supervisors  and  one  part-­‐time  campus  supervisor  who  assist  with  campus  supervision.  Since  the  PVP  Police  Station  is  located  less  than  two  miles  away  from  campus,  they  also  help  to  maintain  a  safe  school  environment  by  driving  through  and  around  the  campus  on  a  regular  schedule.    The  school  also  has  thorough  Emergency  Preparedness  Plans  along  with  the  required  Safe  Schools  Plans.                              

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WASC  Accreditation  History    

PVHS  received  a  provisional  accreditation  during  2002-­‐2005  based  on  the  accreditation  history  of  PVPUSD  and  PVPHS.  PVHS  completed  a  self-­‐study  during  the  2005-­‐2006  school  year  with  the  first  Western  Association  of  Schools  and  Colleges  (WASC)  accreditation  review  in  March  2006.  The  accreditation  results  gave  PVHS  high  marks  from  the  visiting  committee  resulting  in  a  six-­‐year  accreditation  with  a  three-­‐year  visit.      The  team  cited  specific  areas  in  2006  for  the  PVHS  staff  and  faculty  to  address.  These  specific  areas  include  the  following:  

§ Review  and  revisit  the  vision,  mission,  and  purpose  of  the  school  annually  as  PVHS  addresses  the  challenges  of  an  evolving  educational  environment.  

§ Improve  articulation  with  feeder  schools  to  provide  vertical  teaming,  staff  development,  and  cooperative  communication.  

§ Put  in  place  structures  that  allow  the  school  to  make  data  driven  decisions  in  relation  to  staff  development  and  instructional  practices  to  advance  all  student  learning.  

§ Increase  departmental  and  cross-­‐curricular  planning  to  promote  research-­‐based  student  projects  and  to  discuss  common  educational  issues.  

§ Continue  to  address  the  differentiated  instructional  needs  evidenced  by  the  Standardized  Testing  and  Reporting  (STAR),  English  Language  Arts  (ELA),  and  math  results.  

§ Create  more  opportunities  and  awareness  for  vocational  students  who  are  not  bound  for  four-­‐year  colleges.  

§ Improve  strategies  to  meet  the  needs  of  special  populations  and  low  performing  students  on  standardized  and  classroom  tests  in  math  and  English.  

§ Analyze  and  disaggregate  state  and  school  test  data  with  additional  planning  time.  § Improve  use  of  resources  for  cross-­‐curricular  research.  § Enforce  consistent  school  policies  and  procedures.  § Develop  courses,  policies,  and  procedures  to  address  the  needs  of  at-­‐risk  students.  

 In  March  2009,  PVHS  received  a  follow-­‐up  visit  from  the  WASC  accreditation  team  to  assess  its  progress  towards  the  above  areas  resulting  in  three  more  years  of  accreditation.  Since  2009,  PVHS  continues  addressing  each  area  by  developing  action  plans.  In  the  2010-­‐2011  school  year,  PVHS  began  the  process  of  collecting  evidence  to  identify  self-­‐study  focus  areas  in  preparation  for  the  upcoming  WASC  visit  in  March  2012  and  has  continued  to  review  and  develop  action  plans  as  related  to  the  areas  in  need  of  continued  attention  during  the  2013-­‐14  school  year  in  preparation  for  the  WASC  visit  in  April,  2015.                            

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School  Purpose    

The  PVHS  leadership  team  annually  discusses  the  school’s  purpose  and  mission  statement,  as  well  as  student  expectations.  The  leadership  team,  composed  of  administration,  faculty,  classified  staff,  parents,  and  students,  meets  as  the  School  Site  Council  (SSC)  to  discuss  and  act  upon  current  and  relevant  issues  facing  PVHS.  It  is  the  task  of  the  committee  to  revisit  the  school’s  purpose  and  mission  statement  each  year  to  ensure  that  PVHS  addresses  the  unique  and  changing  needs  of  each  student.    Mission  Statement  PVHS  highly  emphasizes  the  academic  success  and  emotional  well-­‐being  of  all  students.  For  all  levels  of  students,  various  programs  challenge  each  PVHS  student  to  reach  their  maximum  potential.  PVHS  ensures  students  are  well  equipped  with  academic  skills  allowing  them  to  follow  academic  pursuits  and  extracurricular  endeavors  in  high  school  and  beyond.    Student  Learning  Outcomes  (SLO)  

§ Community  Oriented  Citizenship  § Demonstrate  an  understanding  and  be  able  to  analyze  current  issues  from  historic,  political,  economic,  

geographic,  and  multicultural  perspectives.  § Use  technology  to  access  information,  communicate  ideas,  and  analyze  and  solve  problems.  § Demonstrate  knowledge  of  the  scientific  process  through  reading,  literature  analysis,  and  appreciation  

of  the  linkage  between  science  and  society.  § Understand,  appreciate,  and  respect  ideas,  attitudes,  and  values  that  shape  diverse  cultures  and  

individual  differences.  § Participate  in  community,  social,  civil,  or  cultural  service.  § Teamwork  &  Personal  Development  § Develop  teamwork  and  interpersonal  communication  skills.  § Communicate  articulately,  effectively,  and  persuasively  when  speaking  and  writing.  § Demonstrate  knowledge,  skills,  and  self-­‐discipline  necessary  to  achieve  and  maintain  personal  well-­‐

being.  § Foster  positive  interpersonal  relationships  within  diverse  settings.  § Contribute  and  function  in  various  group  roles,  accepting  individual  and  group  responsibility.  § Post-­‐secondary  Preparedness  § Set  appropriate  and  realistic  educational,  vocational,  and  personal  goals  and  make  informed  decisions  

based  on  those  goals.  § Stay  informed  and  prepared  on  post-­‐secondary  options.  § Apply  content  and  skills  learned  through  the  PVHS  curriculum  to  academic  and  extracurricular  pursuits  

after  high  school.  § Demonstrate  school-­‐to-­‐work/post-­‐secondary  transition  skills  and  knowledge.  § Pursue  intellectual,  artistic,  practical,  or  physical  endeavors.  

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Parent  and  Community  Support  Several  organizations  consisting  of  the  PVHS  Booster  Club,  PTSA,  and  PEF  make  annual  contributions  to  the  various  programs  serving  PVHS  students.    Booster  Club  PVHS  has  a  Booster  Club  that  supports  extra-­‐curricular  activities.  Approximately  60%  of  PVHS  families  are  Booster  Club  members.  During  the  year,  two  fundraising  nights  raise  additional  money  for  the  Booster  Club  programs.  The  Booster  Club  structure  has  three  separate  committees:  academics,  arts,  and  athletics.  For  the  last  consecutive  three  years,  the  PVHS  Booster  Club  raised  $425,000  for  various  activities.  A  general  meeting  takes  place  each  month  when  the  club’s  officers  approve  expenditures  submitted  by  the  PVHS  staff  and  faculty.    

§ Academics:  Approves  the  funding  for  advisors  and  materials  for  the  various  academic  competition  teams.  These  groups  include  the  academic  decathlon,  yearbook,  Mock  Trial,  and  MUN.  The  academic  committee  also  funds  an  extensive  list  of  electronic  research  databases  available  to  PVHS  students.    

§ Arts:  Supports  the  drama  program  with  three  yearly  productions,  Live  from  205,  and  digital  photography.  In  addition,  the  committee  supports  the  instrumental  and  vocal  music  programs  by  purchasing  instruments,  uniforms,  and  equipment.    

§ Athletics:  Funds  coach  stipends,  athletic  equipment  and  uniforms,  and  athletic  facilities.  The  Booster  Club  athletic  committee  also  plays  a  prominent  role  in  capital  budget  projects.  These  projects  included  building  a  new  stadium  field,  scoreboard,  swimming  pool,  and  tennis  courts  fencing,  as  well  as  renovating  the  softball  field,  locker  rooms,  and  offices  for  the  coaches.  

 Parent-­‐Teacher-­‐Student  Association  (PTSA)  The  PVHS  PTSA  also  supports  school  programs,  as  well  as  the  teachers.  Approximately  75%  of  PVHS  families  are  PTSA  members.  The  faculty  supports  the  association  with  100%  membership.  The  association  is  important  to  the  school  by  assisting  with  a  number  of  special  projects  that  are  essential  to  the  management  of  the  school.  These  projects  include  student  registration,  disaster  preparedness,  and  College  Day.  The  association  also  supplements  classroom  materials  by  pledging  $100  to  every  teacher  at  the  beginning  of  the  school  year,  in  order  to  assist  with  additional  classroom  expenditures.  In  addition  to  this  initial  amount,  there  are  two  rounds  of  gifting  during  the  school  year.  During  this  time,  the  PTSA  gives  over  $40,000  to  faculty  and  staff  members  for  optional  expenditures.    Peninsula  Education  Foundation  (PEF)  PEF  has  pledged  to  raise  $3,400,000  for  the  2014-­‐2015  school  year.  From  this  contribution  of  money  into  the  district’s  general  fund,  the  school  district’s  governing  board  determines  how  it  is  spent.  PEF  is  the  only  fundraising  group  that  directly  funds  salaries.  PEF  supports  K-­‐12  including  elementary  music,  world  languages,  engineering  programs,  academic  counselors,  and  helps  to  reduce  class  sizes.  PEF  also  provides  Chuck  Miller  Grants  to  teachers  who  request  additional  educational  materials  for  specific  classroom  projects.  During  the  summer,  PEF  offers  a  program  for  student  enrichment.  Typically,  K-­‐12  summer  school  earns  a  profit  of  approximately  $300,000  that  is  donated  directly  to  the  school  district.          

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Parcel  Tax  Support  The  PVPUSD  receives  fewer  Average  Daily  Attendance  (ADA)  dollars  per  pupil  than  most  school  districts  and  the  district  does  not  qualify  for  most  federal  or  state  aid  programs.  Accordingly,  there  is  a  significant  funding  gap  between  the  money  received  and  the  money  necessary  to  support  a  quality  educational  program.  The  parcel  tax  helps  ease  this  shortfall  of  money.  Since  2003,  Palos  Verdes  Peninsula  residents  continue  to  support  the  additional  funding  request  by  passing  a  parcel  tax.  Currently,  the  rate  is  $374  per  parcel.  Funds  raised  from  this  tax  go  directly  into  the  district  general  fund,  which  accounts  for  approximately  $4,000,000  per  year.  This  money  supports  educational  programs  including  math,  science,  technology,  PE,  music,  and  art.  It  retains  qualified  teachers  and  school  employees,  keeps  school  facilities  well  maintained,  and  continues  programs  that  promote  student  achievement.    Participation  Donations  Starting  in  the  2010-­‐2011  school  year,  PVPUSD  began  implementing  a  participation  donation  program  in  order  to  provide  additional  funding  for  athletic  and  extra-­‐curricular  programs.  Donations  go  toward  coach  stipends,  equipment,  and  other  related  costs.  Each  sport  or  extra-­‐curricular  activity  receives  a  suggested  donation  amount  from  participants.      Since  the  inception  of  the  participation  donation  we  have  experienced  decreased  donations:      

§ Year  one  2010-­‐2011  was  the  inaugural  year  of  the  PVPUSD  participation  donation  program  -­‐  the  athletic  programs  were  the  contributors.    None  of  the  extracurricular  program  participants  contributed.  

 § In  2010-­‐2011,  approximately  85%  of  students  who  participated  in  extracurricular  activities  made  a  

participation  donation.    

§ In  2011-­‐2012,  approximately  71%  of  students  who  participated  in  extracurricular  activities  made  a  participation  donation.  

 § In  2012-­‐2013,  approximately  63%  of  students  who  participated  in  extracurricular  activities  made  a  

participation  donation.    

§ In  2013-­‐2014,  approximately  58%  of  students  who  participated  in  extracurricular  activities  made  a  participation  donation.  

 § In  2014-­‐2015,  approximately  57%  of  students  who  participated  in  extracurricular  activities  made  a  

participation  donation.      

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Faculty  Qualifications    Certificated  Staff  The  certificated  staff  includes  one  principal,  two  associate  principals,  one  director  of  student  activities,  one  athletic  director,  one  part-­‐time  school  psychologist,  two  part-­‐time  speech  and  language  pathologist,  one  library  media  specialist,  and  six  school  counselors  each  with  a  master’s  degree  and  pupil  services  credential.    

Certificated  Staff     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  Teachers   79   75   79   75   75  Administrators   3   3   3   3   3  Pupil  Services   10   10   6   7   8  Total   92   88   88   85   86  

 Classified  Staff  The  classified  staff    consists  of  the  following:  seven  secretaries,  seven  custodians,  two  grounds  men,  four  security  guards,  two  technology  aids,  one  library  assistant,  one  part-­‐time  trainer,  one  full-­‐time  college  and  career  specialist,  one  part-­‐time  college  and  career  aide,  one  full-­‐time  student  store  manager,  and  one  part-­‐time  student  store  aide.    Classified  employees  are  not  required  to  hold  credentials.  Paraprofessionals  are  typically  instructional  aides  or  library  aids.  Examples  of  “Other  Staff”  include  custodians  and  cafeteria  workers.    

Classified  Staff     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015     FT   PT   FT   PT   FT   PT   FT   PT   FT   PT  Paraprofessionals   10   10   12   13   10   14   8   19   8   19  Office/Clerical  Staff   11   2   10   2   10   2   10   1   10   1  Other  Staff   15   6   15   6   15   5   12   5   12   5  Total   54   58   56   55   55  

                               

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Teachers  All  teachers  are  highly  qualified  with  teaching  credentials,  as  certified  by  No  Child  Left  Behind  (NCLB),  as  well  as  having  Bilingual,  Cross-­‐cultural  Language  and  Academic  Development  (BCLAD),  Cross-­‐cultural  Language  and  Academic  Development  (CLAD),  or  Specially  Designed  Academic  Instruction  in  English  (SDAIE)  certificates.    

Teachers  by  Education     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  Bachelor   14   14   14   16   16  Master   60   56   59   54   54  Doctorate   5   5   6   5   5  

 Teachers  by  Gender     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  Male   33   31   35   30   30  Female   46   44   44   45   45  

 Teachers  by  Ethnicity     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  American  Indian/Alaska     0   0   0   0   0  Asian   6   8   9   9   9  Pacific  Islander   0   0   0   0   0  Filipino   1   0   0   0   0  Hispanic/Latino   6   6   7   6   6  African  American   1   1   1   1   1  White   64   59   61   58   58  Multiple/No  Response   1   1   0   1   1  

 Professional  Development      In  alignment  with  educational  research,  the  school  administration  and  faculty  consider  it  necessary  to  allow  time  for  staff  collaboration  and  communication.  PVHS  has  a  one-­‐hour  late  start  every  Wednesday,  which  allows  staff  and  faculty  time  to  discuss  instructional,  student,  and  campus  needs.  Meetings  include  a  combination  of  staff  meetings,  department  meetings,  and  interdisciplinary  meetings.      The  table  below  outlines  the  Professional  Development  Plan  for  the  2014-­‐2015  School  Year.    Palos  Verdes  High  School  Professional  Development  Calendar  2014-­‐15    Our  Mission:  “PVHS  places  a  very  high  emphasis  on  academic  success  and  the  emotional  well-­‐being  of  all  students.    Various  programs  for  all  levels  of  students  challenge  each  PVHS  student  to  reach  his  or  her  maximum  potential.    PVHS  ensures  students  are  well  equipped  with  the  academic  skills  which  will  allow  them  to  follow  their  own  unique  academic  pursuits  and  extracurricular  endeavors  in  high  school  and  beyond.”    The  focus  of  professional  development  for  this  school  year  will  be  on  the  first  district  priority,  the  implementation  of  the  common  core  state  standards  while  continuing  to  foster  critical  thinking  skills,  collaboration,  communication  and  creativity  along  with  implementing  the  action  plans  as  associated  with  the  WASC  Report.  

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First  Semester    

 (1  =  Department)    –  (2  =  Capstone)  –  (3  =  All  Staff)  –  (PM  =  Project  Manager)  –  (MD  =  Minimum  Day)  –  (NM  =  No  Meeting)  –  (IP  =  Instructional  Planning)    

Date   Type   Theme   Facilitator  August  21   3   District  Welcome  Back   District  August  22   3   School  Site  Welcome  Back   Principal  August  27   IP   Instructional  Planning   Teachers  September  3   1   Department   Chair  September  10   2   Capstone   PM  September  17   3   All  Staff  /  SPSA   Principal  September  24   1   Department   Chair  October  1   2   Capstone   PM  October  8   3   All  Staff  /  WASC   Principal  October  15     Assessments    October  22   IP   Instructional  Planning   Teachers  October  24     End  of  the  Grading  Period    October  29   2   Capstone   PM  November  5   3   All  Staff  /  SPSA   Principal  November  12   1   Department   Chair  November  19   2   Capstone   PM  November  26   MD  3   All  Staff   Principal  December  3   1   Department   Chair  December  10   2   Capstone   PM  December  17   3   All  Staff  /  WASC   Principal  January  7   1   Department  /  WASC   Chair  January  14   IP   Instructional  Planning   Teachers  January  16     End  of  the  Semester    

   

Second  Semester          

January  21   2   Capstone   PM  January  28   3   All  Staff  /  WASC   Principal  January  30   3   Student  Free  PD  Day   District  February  4   1   Department  /  WASC   Chair  February  11   2   Capstone  Projects  Due   PM  February  18   3   All  Staff  /  WASC   Principal  February  25   1   Department   Chair  March  4   2   Capstone  Tier  I   PM  March  11   3   All  Staff   Principal  March  18   NM   CAHSEE    March  20     End  of  the  Grading  Period    March  25   1   Capstone  Tier  II   Chair  April  1   NM   Spring  Break    April  8   2   Capstone   PM  April  15   3   All  Staff   Principal  April  22   1   Department   Chair  April  29   2   Capstone   PM  May  6   IP   Instructional  Planning   Teachers  May  13   IP   Instructional  Planning   Teachers  May  20   3   All  Staff   Principal  May  27   1   Department   Chair  June  3   NM   Finals   PM  

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   Student  Demographics  The  following  section  describes  the  PVHS  student  body  over  the  years.  It  includes  the  enrollment  by  grade,  gender,  and  ethnicity,  as  well  as  the  number  of  students  in  categorically  funded  programs  such  as  ELL  and  students  with  learning  disabilities.  The  achievements  of  these  groups  follow  in  the  next  section.    Enrollment  

   

   Enrollment  by  Grade  and  Gender  The  following  charts  show  the  PVHS  enrollment  by  grade  and  gender  for  the  past  five  years.      

Enrollment  by  Grade     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  Grade  9   486   386   474   349   469  Grade  10   471   486   391   481   359  Grade  11   379   457   483   384   463  Grade  12   486   368   451   466   378  

 Enrollment  by  Gender     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  Male   935   855   953   887   896  Female   887   842   846   793   803  

Enrollment  by  Ethnicity  

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The  majority  of  students  at  PVHS  are  white.  A  significant  number  of  Asian  students  represent  a  major  subgroup.  Other  groups  of  students  include  African  American  and  Hispanic  with  a  multitude  of  ethnicities  and  nationalities  representing  small  numbers  at  PVHS.    

Enrollment  by  Ethnicity     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  American  Indian/Alaska     2   2   4   5   4  Asian   215   224   196   197   205  Pacific  Islander   8   12   9   7   6  Filipino   15   17   18   22   33  Hispanic/Latino   118   135   165   166   183  African  American   31   28   36   38   38  White   1408   1279   1345   1219   1156  Multiple/No  Response   25   0   1   26   38  

 Home  Languages  English  is  the  primary  language  for  PVHS  students  with  the  representation  of  many  additional  languages  as  determined  by  the  annual  California  English  Language  Development  Test  (CELDT).    

Language  Number  of  English  

Learners  (EL)  

Number  of  Fluent  English  Proficient  

(FEP)  Students  

Total  Number  of  EL  &  

FEP  Students  

Percent  of  Total  EL  &  FEP  Enrollment  

Korean     3   33   36   2.14%      Spanish     8   23   31   1.85%      Mandarin  (Putonghua)     6   17   23   1.37%      Japanese     4   17   21   1.25%      Farsi  (Persian)     1   5   6   0.36%      German     1   4   5   0.30%      Russian       5   5   0.30%      Portuguese       4   4   0.24%      French       3   3   0.18%      Cantonese       2   2   0.12%      Punjabi       2   2   0.12%      Serbo-­‐Croatian  (Bosnian,  Croatian,  Serbian)       2   2   0.12%      

Italian     1   1   2   0.12%      Thai     1   1   2   0.12%      Vietnamese       1   1   0.06%      Other  non-­‐English  languages       1   1   0.06%      Rumanian     1     1   0.06%      Arabic     1     1   0.06%      Armenian       1   1   0.06%  

 

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English  Language  Learners  (ELL)  The  following  chart  demonstrates  the  number  of  ELL  students  since  the  reopening  of  PVHS.  

 Number  of  English  Learners  for  Palos  Verdes  High  

                             

 

 Selected  School  Level  Data  

Palos  Verdes  High  School  and  PVPUSD    2013-­‐14  

 

School   Enrollment   English  Learners    

Fluent-­‐English/  Proficient  Students    

Students  Re-­‐designated  FEP    

Palos  Verdes  High     1,680     27  (  1.6  %)     122  (  7.3  %)     1  (  4.0  %)    

District  Total:     11,700     816  (  7.0  %)     1,083  (  9.3  %)     93  (  11.4  %)    

County  Total:     1,552,704     369,289  (  23.8  %)     435,748  (  28.1  %)     50,500  (  13.3  %)    

State  Total:     6,236,672     1,413,549  (22.7%)     1,273,561  (20.4%)     170,225  (12.0%)    PVHS  employs  a  part  time  ELL  teacher  that  monitors  student  progress,  teacher  communication,  and  student  support  in  academic  courses.      Students  with  Disabilities  Students  with  disabilities  are  grouped  into  three  subgroups.  The  definitions  for  these  three  subgroups  include  the  following:  

§ RSP:    (Resource  Specialist  Program)  Resource  students  with  an  IEP  enrolled  in  general  education  classes  and  RSP  classes.  

§ SDC:  (Special  Day  Class)  Students  with  an  IEP  enrolled  in  special  education  classes  the  majority  of  the  day  and  in  general  education  for  electives.  

§ 504  Plan:  Students  that  have  classroom  accommodations  specified  through  a  Section  504  plan  due  to  a  substantially  limiting  impairment.  

26  

The  population  of  special  education  students  at  PVHS  has  fluctuated  over  these  past  three  years  as  evidenced  by  this  table.    

  2012-­‐2013   2013-­‐2014   2014-­‐2015  SDC   16   12   20  RSP   157   128   132  

 PVHS  supports  special  education  students  with  six  special  education  teachers,  ten  special  education  assistants,  a  school  psychologist,  and  a  speech  and  language  pathologist.  One  of  the  PVHS  associate  principals  oversees  the  special  education  department.  PVHS  also  receives  support  from  a  behaviorist  BASIS  team  from  the  school  district.  Special  education  teachers  teach  one-­‐two  collaborative  classes,  one-­‐two  guided  study  classes  and  a  RSP  subject  specific  course.  A  common  course  students  take  is  Guided  Study,  which  builds  study  skills  and  allows  students  to  work  on  assignments  for  core  courses  with  help  from  a  special  education  teacher.  PVHS  supports  the  inclusion  of  special  education  students  into  general  education  classes.  Special  education  teachers  teach  the  following  classes:  Reading  and  Writing  Skills  (RWS)  1,  2,  and  3,  U.S.  Government,  World  History,  U.S.  History,  Life  Science,  Economics,  and  Essentials  of  Algebra.      504  Plan  Over  the  last  five  years,  the  number  of  PVHS  students  with  a  504  Plan  has  increased.    

504  Plans     2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  

  101   104   130   119   120    Student  Discipline    The  following  chart  displays  the  student  suspension  and  expulsion  rates  for  PVHS  over  the  past  four  years.    With  consistent  enforcement  of  disciplinary  consequences,  the  administrative  team  has  worked  with  the  teachers  and  staff  to  address  student  behavior.        Discipline  Data  

Year   Census  Enrollment   Students  Suspended   Suspension  Rate   Students  Expelled   Expulsion  Rate  

2011-­‐2012   1,695   50   2.8   3   0.2  

2012-­‐2013   1,799   31   1.7   1   0.1  

2013-­‐2014   1,680   15   0.9   0   0.0  

2014-­‐present   1680   29   NA   2*   NA  >  Full  data  for  2014-­‐2015  school  year  will  not  be  available  until  the  close  of  the  year.                                *  Recommended  

               

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Attendance  and  Truancy  Policies    The  chart  below  indicates  the  truancy  rate  for  the  last  four  years.  The  California  Department  of  Education  (CDE)  finds  the  truancy  rate  by  dividing  the  number  of  students  with  an  unexcused  absence  or  tardy,  three  or  more  days,  by  the  total  enrollment.  They  also  define  the  truancy  rate  as  the  number  of  students  with  an  unexcused  absence  or  tardy  of  more  than  30  minutes  on  three  or  more  days.      The  overall  truancy  rate  has  remained  relatively  consistent  over  the  last  four  years.    In  an  attempt  to  reduce  the  number  of  absences  and  truancies,  PVHS  implemented  a  new  truancy  and  tardy  policy  aimed  at  reducing  the  number  of  unexcused  absences  and  students  late  to  class.    In  addition  to  the  implementation  of  the  new  policy,  PVHS  has  made  a  significant  effort  to  consistently  enforce  these  policies  and  increase  communication  to  families  regarding  student  attendance.    

Truancies  2007-­‐2008   2008-­‐2009   2009-­‐2010   2010-­‐2011  Number   Percent   Number   Percent   Number   Percent   Number   Percent  925   48.89%   843   45.87%   945   51.39%   970   53.24%  

 Truancies  2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  Number   Percent   Number   Percent   Number   Percent   Number   Percent  626   35.5%   1006   54.17%   1047   62%   pending   pending  

   While  enrollment  decreased  over  the  past  four  years,  truancies  continue  to  fluctuate  and  increased.  This  continues  to  be  an  area  of  concern  for  the  PVHS  administration.  The  team  reviews  attendance  data  on  a  regular  basis  to  ensure  consistent  enforcement  of  policies,  identify  at-­‐risk  students,  and  address  current  procedures.    As  of  the  crafting  of  this  report  we  continue  to  be  gravely  concerned  about  our  truancy  data,  including  the  data  from  our  feeder  schools.    As  the  chart  indicates  below,  our  feeder  schools  also  have  a  high  truancy  rate,  which  is  consistent  with  our  high  school  truancy  rates.        

2013-­‐2014  Feeder  School  Truancy  Data    

School   Total  Truancies   Estimated  Truancy  Rate  %  Lunada  Bay  Elementary   127   34%  PV  Intermediate  School   433   44%  

 

Truancy  Rate  Calculations:    (Provided  by  PVPUSD  /  11.06.14)  

    2011-­‐2012   2012-­‐13   2013-­‐14  Previous  Method  

3+  TruAb  in  1  Period  35.5%   54.17%   46.36%  

New  Method  

3+  TruAb  any  Period/Day  40.78%   67.40%   61.00%  

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 Programs  of  Excellence  

Associated  Student  Body  (ASB)  The  ASB  Council  governs  the  Associated  Student  Body  at  PVHS.  Consisting  of  45  students,  this  class  creates  and  oversees  all  student  activities  at  PVHS.  Student  activities  range  from  pep  rallies  and  dances,  to  awareness  weeks  and  school-­‐wide  community  service.  The  purpose  of  each  activity  is  to  engage  students  and  create  a  welcoming,  spirited,  enriched,  and  involved  school  community  at  PVHS.  In  addition  to  campus  events,  the  ASB  Council  oversees  over  80  student-­‐run  organizations  on  campus.  The  executive  board  consists  of  12  students  elected  in  the  spring  of  the  preceding  year.  The  remaining  members-­‐at-­‐large  are  accepted  into  ASB  after  an  application  and  interview  process.    ASB  goals  include  the  following  actions:  

• Provide  a  formal  means  of  communication  between  students,  organizations,  district,  faculty,  staff,  and  administration  

• Advocate  for  students  • Provide  for  student  representation  on  campus  and  community  committees  • Provide  opportunities  for  the  development  of  the  social  and  cultural  interests  of  students  • Develop  leadership  and  responsibility  • Promote  school  spirit  and  student  morale  • Organize  activities  

 ASB  Club  List  2014-­‐2015    

Type  of  Club   Name   President   Advisor   Location/Meeting  Time  

Academics/Arts   4  Honor  Dance  Crew   Matthew  Diokno   Kathleen  Mastan   Dance  room/bi  weekly  Academics/Arts   French  Honors  Society   Anastasia  Ryzhhova   Amy  Byrne   330/Bi-­‐monthly  

Academics/Arts   Math  Club   Julea  Chin   Lorraine  Loh-­‐Norris   326/Tuesdays  weekly  

Academics/Arts   National  Arts  Honors  Society   Kristine  Nguyen   Jen  Warren   213/Bi  Weekly  Academics/Arts   National  Chinese  Honors  Soc.   Paige  Stockis   Lillia  Wang   406  

Academics/Arts   National  English  Honors  Soc.     Diamond  Naga  Siu   Bill  Peterman     511/Bi  Monthly  Academics/Arts   National  Honors  Society-­‐Dance   Grace  Remeta   Kathleen  Mastan   LDR/Lunch  Bi  Weekly  

Academics/Arts   Physics  Club   Nicholas  Arutunov   Jim  Warren   306/Weekly  M  or  F  

Academics/Arts   PVHS  Speech  &  Debate   Eileen  Kim   Shannon  Rooney   510/Every  Monday  Academics/Arts   Rho  Kappa-­‐History  Honors   Diamond  Naga  Siu   Louis  Harley   311  

Academics/Arts   Science  Bowl   Julea  Chin   Jim  Warren   306/Weekly  Afterschool  Academics/Arts   Science  National  Honors  Soc.   Melanie  Beecher   Eva  Stamper   Gym/1st  Monday  

Academics/Arts   Spanish  Honors  Society   Alison  Hong   Maria  Sylvester   331/monthly  Academics/Arts   Thespian  Club   Nicole  Amiridis   Nicole  Thompson   OAR/Bi-­‐Monthly  

Academics/Arts   Veritas   Anna  Der   Derek  Larkins   317/1st  Monday    

Community  Service   All  Day  Fore  Africa   Julia  Hitzel   Derek  Larkins   317  Community  Service   Chance  to  Dance   Roxy  Ghadimi   Allyson  Klabe   316/1st  Monday    

Community  Service   Compassion  It   Traci  Hirokawa   Louis  Harley   311/1st  Monday    Community  Service   El  Abrigo   Natanya  Fateilson   Ann  Rivera   329/Lunch  

Community  Service   Friends  for  Fiji   Kaitlin  Caylor   Dugan  Miller   403/1st  Wednesday    

29  

Community  Service   Friendship  Circle   Jordyn  Gressly   Jim  Whalen   306/Bi-­‐monthly  Tuesdays  

Community  Service   Girls  Learn  International   Taylor  Moore   Tecia  Barton   408/Tuesdays  at  Lunch  Community  Service   Good  Neighbors   Lauren  Kim   Cindy  Mitchell   305/Mondays  at  Lunch  

Community  Service   Interact  Club   Dylan  Martins   Cecilia  Remeta   328/Thursdays/bi  monthly  Community  Service   KIWINS   Alexis  Joo   Michele  Sheerle   502/Lunch/bi-­‐weekly  

Community  Service   Lemon  Club   Paige  Stockis   Jim  Whalen   306/Monthly  

Community  Service   Liberty  in  North  Korea   Julian  Szeiff   Louis  Harley   311/Fridays/weekly  Community  Service   PVHS  Red  Cross   Nathan  Kerules   Cecilia  Remeta   328/monthly  

Community  Service   Peace  4  Kids   Katie  Percz   Louis  Harley   311/monthly  Community  Service   Project  Philippines   Tatum  Contreras   Cecilia  Remeta  

Community  Service   Project  Runway   Kelley  Hawke   Marissa  Trevett   301/Monthly  

Community  Service   PVHS  Soccer  without  Borders   Catalina  Murray   Mary  Jo  Soufl   512/monthly  Community  Service   PV  Nutritional  Volunteer  Club   Katya  Forsyth   Cecilia  Remeta   328/Bi  Monthly  

Community  Service   PVHS  Press  Friends   Diamond  Naga  Siu   Susan  Pavelka   415/Mondays  at  lunch  Community  Service   Sea  King  Social  Scene   Melanie  Beecher   Daniel  Kirkpatrick   Weekly  at  lunch  

Community  Service   Solace  for  the  Children   Nic  Kirkpatrick   Cindy  Damon   516/Monthly  Community  Service   Soldier's  Angels  Club   Max  Minshull   Marie  Kuhn   313/First  A-­‐Day/Weekly  

Community  Service   Think  Pink   Rachel  Hane   Jill  Moeller   208/Monthly  

Community  Service   Toberman  Club   Brooke  Allen   Bryce  Stoddart   411/Monthly  Community  Service   United  Friends  of  the  Children   Joy  Kim   Cecilia  Remeta   328/Monthly  at  lunch  

Community  Service   Veterans  On  Deck   Olivia  Johnson   Gailene  Lancey   402/Monthly  Community  Service   World  Wide  Water   Dylan  Martins   Dugan  Miller  

Special  Interest   Anime  Club   Julea  Chin   Daniel  Rho   508/Fridays  at  lunch  

Special  Interest   Club  Cinema   Annie  Graziano   Rene  Vela   205/Weekly  at  lunch  Special  Interest   Cthulu  Inner  Circle   James  Applewhite   Bill  Peterman    

Special  Interest   Future  Women  Engineers   Christina  Marelli   Lorraine  Loh-­‐Norris   326/Lunch  Special  Interest   GSA   Ellie  Yoon   Christina  Varela   505/Tuesdays  at  Lunch  

Special  Interest   Guitar  Jams   Brad  Schneider   Shellie  Parkinson  Special  Interest   He  for  She   Emily  Fechner   Dugan  Miller   403/Thursdays  monthly  

Special  Interest   Healthy  Mind  Healthy  Body   George  Froelig   Chris  Wilson   506/Monthly  

Special  Interest   Junior  Booster  Club   Katie  Walker   Dr  Park/Jimenez   211/Monthly  Special  Interest   Money  Matters   Joe  McGuinness   Louis  Harley   311/B  Day  Wednesdays  

Special  Interest   MUSES   Nicole  Amiridis   Cindy  Mitchell   305/Monthly    Special  Interest   National  History  Club   Chris  Crump   Chris  Wilson   506/Monthly  

Special  Interest   PV  Teenage  Republicans   Ben  Robinett   Barbara  Ferraro   322/Monthly  

Special  Interest   PV  Car  Club   Maxwell  Forester   Robin  Roth   509/Monthly  Special  Interest   PV  Cornhole  Association   Craig  Messenger   Julie  Munoz   210/Monthly  

Special  Interest   PV  Fishing  Club   Noah  Lee   Daniel  Rho   508/TBD  Special  Interest   PV  eSports   Martin  Boujon   Karen  Kostrenchich   503/Monthly  

Special  Interest   PVHS  Magician's  Guild   Gabriel  Feingold   Louis  Harley   311/monthly  Special  Interest   PVHS  CEO  Club   Joy  Kim   Amy  Byrne   330/Monthly  

Special  Interest   S.C.R.U.B.S   Sophia  Breton   Julie  Maemoto   314/Bi-­‐Weekly  

Special  Interest   Sea  Queens   Hannah  Stapleton   Paula  Stapleton   301/Monthly  Special  Interest   Tabletop  Gaming   Tad  Kasai   Julie  Maemoto   314/Monthly  

30  

Special  Interest   Unicycle  Club   Anna  Der   James  Warren   206/Monthly  

Special  Interest   War  History  Club   Noah  Feingold   Louis  Harley   311/Weekly  Cultural   FCA   Kyle  Gherardi   Guy  Gardner   Gym/Thursdays/Bi  Mo.  

Cultural   French  Club   Dylan  Martins   Amy  Byrne   330/Last  Friday  Cultural   Irish  American  Club   Allison  Trujillo   Rich  Heffernan   324/Weekly  at  lunch  

Cultural   Latin  Club   Elizabeth  Berry   Dugan  Miller   403/Bi-­‐monthly  

Cultural   MESA   Vaughn  Tajirian   Bryce  Stoddart   411/Monthly  Cultural   Pinoy  Club   Connor  Fausto   Dugan  Miller   403/Monthly  

 Academic  Decathlon  The  PVHS  Academic  Decathlon  Team  is  a  new  addition  to  the  school.  During  the  2010-­‐2011  school  year,  PVHS  participated  in  the  Los  Angeles  Academic  Decathlon  for  the  first  time  in  over  20  years.  The  PVHS  team  proudly  won  “Best  New  School”  for  the  Los  Angeles  county  area.  All  students  that  register  for  the  program  receive  a  chance  to  make  the  team.  In  the  near  future,  the  school  will  be  creating  a  junior  varsity  team  in  order  to  encourage  additional  freshmen  and  sophomore  student  participation.  Academic  Decathlon  provides  students  from  all  learning  levels  the  opportunity  to  excel  academically  through  team  competition.    In  December  2015,  our  team  won  First  Place  in  the  Super  Quiz  and  brought  home  32  medals  and  achieved  its  highest  levels  since  becoming  a  team  and  was  recognized  in  the  local  newspaper.      Academic  Decathlon  is  a  team  competition  wherein  students  match  their  intellects  with  students  from  other  schools.  It  tests  students  in  ten  categories  over  two  Saturdays  in  late  January  and  early  February.  Students  are  tested  in  the  following  areas:  Art,  Economics,  Essay,  Interview,  Language  and  Literature,  Mathematics,  Music,  Science,  Social  Science,  and  Speech.  Each  high  school  enters  a  team  of  nine  students  with  three  “A”  or  Honor  students,  three  “B”  or  Scholastic  students,  and  three  “C”  or  Varsity  students.  It  is  important  to  note  that  Academic  Decathlon  is  not  just  for  “A”  students.    Advancement  Via  Individual  Determination  (AVID)  AVID  is  a  program  targeting  the  academic  middle  students.  It  serves  approximately  19%  of  the  PVHS  student  body.  The  PVHS  AVID  program  recruits  8th  grade  students  with  a  grade  point  average  (GPA)  range  of  2.5  to  3.0  who  have  the  desire  to  attend  college  with  a  commitment  to  work  hard.  These  students  have  the  capability  of  completing  a  rigorous  curriculum.  However,  in  middle  school,  they  fall  short  of  their  potential.  The  AVID  program  increases  rigor  by  providing  a  challenging  curriculum,  teaching  study  skills,  and  organization,  as  well  as  offering  academic  support.  As  a  result,  students  in  the  PVHS  AVID  program  maintain  an  average  GPA  of  3.3.    About  18%  of  our  students  participate  in  AVID  and  it  is  a  program  that  is  in  high  demand  by  our  community.    AVID  Curriculum    AVID  students  have  the  opportunity  to  enroll  in  some  of  the  most  difficult  classes  such  as  Honors  and  AP  courses.  Concurrently,  students  enroll  in  the  AVID  elective  class  that  meets  every  other  day  on  the  block  schedule.  The  college  readiness  curriculum  is  driven  by  the  WICOR  method:  writing,  inquiry,  collaboration,  and  reading.    College  test  preparation  is  emphasized  in  the  freshman,  sophomore,  and  junior  curriculum.  Students  prepare  for  the  Preliminary  Scholastic  Aptitude  Test  (PSAT),  PLAN,  Scholastic  Aptitude  Test  (SAT),  and  American  College  Test  (ACT)  in  AVID  with  the  support  of  outside  test  preparation  companies  such  as  Blue  Train  Tutoring  and  Study  Hut  Tutoring.  College  research  is  integral  to  the  curriculum.  During  junior  and  

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senior  years,  students  complete  college  applications,  college  essays,  and  have  the  opportunity  to  take  two  college  trips  per  year.  

 AVID  Faculty  One  key  to  a  successful  AVID  program  is  a  site  coordinator/teacher  who  works  well  with  the  faculty,  the  staff,  and  the  tutors.  The  site  coordinator  and  the  AVID  elective  teachers  strive  to  meet  the  needs  of  the  students  by  coordinating  AVID  methodology  school  wide,  organizing  the  AVID  curriculum  and  activities,  and  placing  students  on  a  college  preparatory  curriculum.  The  AVID  elective  team  guides  the  students  through  the  college  application  process.    AVID  Tutoring  Tutors  are  essential  to  the  success  of  the  AVID  elective  class  because  they  aid  students  accessing  rigorous  curriculum.  The  tutors,  college  students,  and  graduates  receive  formal  training  from  a  site  tutor  trainer.  As  a  result,  they  are  well-­‐qualified  and  excellent  role  models  for  students  in  the  AVID  program.  The  tutors  serve  as  mentors  to  small  groups  of  students  in  each  AVID  class.  Through  this  mentor  relationship,  the  tutor  provides  one-­‐on-­‐one  monitoring  and  coaching  of  each  student.  Tutors  are  available  before  school,  once  every  two  weeks,  and  at  lunch  every  A  day.  Additionally,  AVID  elective  teachers  and  tutors  also  offer  study  hall  the  weekend  before  semester  finals.    AVID  Parents  AVID  parents  support  their  students  by  encouraging  academic  achievement.  They  participate  in  site  team  meetings,  as  well  as  maintain  regular  contact  with  the  elective  teachers  and  the  AVID  coordinator.  AVID  family  events  draw  many  parents  and  students  to  participate.    AVID  Site  Team  AVID  elective  teachers,  administrators,  counselors,  content  teachers,  students,  parents,  and  tutors  make  up  the  site  team.  The  site  team  meets  monthly  to  evaluate  and  make  improvements  to  the  AVID  program.  Additionally,  the  team  works  to  ensure  annual  certification.    AVID  Student  Support  The  AVID  elective  teacher  and  counselor  monitor  the  students’  four-­‐year  plans,  ensuring  that  every  AVID  student  meets  the  A-­‐G  requirements  and  are  on  track  for  four-­‐year  university  admittance.  

 Mock  Trial  Mock  Trial  brings  Law  &  Order  to  the  classroom  with  students  receiving  formal  recognition  on  the  transcript.  Through  the  Constitutional  Rights  Foundation,  PVHS  offers  one  of  the  most  competitive  and  challenging  Mock  Trial  programs  in  Los  Angeles  County.  Limited  to  84  teams,  PVHS  consistently  lands  in  the  top  10  %  of  schools  competing.    Model  United  Nations  (MUN)  MUN  is  an  international  program  that  allows  high  school  and  college  students  to  compete  and  engage  by  debating  about  global  issues.  The  club’s  goal  is  to  develop  students’  critical  thinking  and  problem  solving  skills  through  the  medium  of  international  relations,  events,  and  ideas  that  shape  global  politics.  MUN  committees  meet  at  conferences  throughout  the  state  and  country.  PVHS  MUN  students  participate  in  conferences  at  UCLA,  UC  Berkeley,  and  Georgetown  University,  among  others.  PVHS  students  enrolled  in  MUN  earn  social  studies  elective  credit  and  satisfy  the  requirements  toward  earning  the  prestigious  Palos  Verdes  International  Diploma  (PVID).  

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Palos  Verdes  International  Diploma  (PVID)  This  program  is  modeled  after  the  Advanced  Placement  International  Designation  (APID)  certification  requirements.  Students  take  rigorous  and  challenging  courses  with  a  focus  on  international  history,  politics,  and  humanities.  PVID  requires  that  students  complete  AP  classes  in  Human  Geography,  Comparative  Government,  World,  European  and  US  History  as  well  as  US  Government  and  Economics.  Additionally,  students  must  take  a  humanities  course  at  a  local  college  or  university  while  participating  in  Model  United  Nations  (MUN).  PVID  students  complete  a  culminating  senior  research  project  on  a  topic  in  international  studies.    Palos  Verdes  Institute  of  Technology  (PVIT)  PVIT  opened  at  PVHS  in  1987  and  featured  one  of  the  first  high  school  robotics  programs  in  the  nation.  With  the  reopening  of  the  school  in  2001,  the  PVIT  tradition  continued  and  PVHS  became  the  only  high  school  to  field  a  Defense  Advanced  Research  Projects  Agency  (DARPA)  Grand  Challenge  autonomous  vehicle.  The  PVHS  team  competed  with  entries  from  Cal  Tech,  MIT,  Virginia  Tech,  and  Stanford.  With  this  established  record  of  success,  there  is  continuing  interest  to  develop  the  PVIT  program  to  offer  pre-­‐college  engineering/technology  courses  while  continuing  opportunities  for  competitions,  internships,  mentoring,  and  research.    Project  Lead  the  Way  (PLTW)  This  program,  a  national  nonprofit  organization,  offers  a  flexible  sequence  of  courses  to  build  students  skills  and  knowledge  in  engineering  /  technology.  PVHS  has  linked  math  and  science  classes  with  PLTW  courses,  which  UC  and  CSU  recognize  as  meeting  the  general  admission  requirement.  South  Bay  corporations,  Aerospace,  Boeing  Corporation,  Northrop  Grumman,  and  Honda  have  enthusiastically  advised  our  school  to  join  with  PLTW  to  help  PVHS  students  gain  the  necessary  knowledge  to  prepare  them  for  college  and  excel  in  engineering  and  other  high-­‐tech  fields.  Many  universities  including  Duke  University  and  Purdue  University  offer  credit  or  advanced  placement  for  PLTW  coursework  to  students  upon  enrollment.      Capstone  Senior  Project  Each  student  at  Palos  Verdes  High  School  conducts  a  culminating  Senior  Research  Project  in  his  or  her  senior  English  class.  The  components  of  the  project  include  a  research  paper,  a  physical  project,  which  is  a  minimum  of  15  hours  of  fieldwork  and  15  hours  of  community  service  related  to  some  aspect  of  the  paper,  and  a  presentation  to  a  panel  of  judges.  Students  select  their  own  area  of  study  and  have  the  opportunity  to  demonstrate  the  knowledge  and  maturity  they  have  gained  during  their  high  school  career.  By  conducting  formal  research,  academic  writing,  and  public  speaking  to  convey  ideas,  PVHS  seniors  are  well  prepared  to  be  successful  at  the  college  level.    Capstone  culminates  in  an  exhibition  during  which  all  seniors  present  their  projects  to  judges  comprised  of  faculty,  staff  and  industry  partners.                          

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Student  Media  Publications    Live  from  205  Live  from  205  is  a  student  run  news  broadcast  show  that  runs  two  25  minute  broadcasts  each  week.  The  program  consists  of  28  of  the  school’s  top  students  who  have  to  be  accepted  to  participate  in  the  program.  Live  from  205  has  proven  to  be  a  most  efficient  and  professional  mode  to  disseminate  information  to  the  student  body.  Over  the  last  seven  years,  Live  from  205  has  won  over  30  individual  awards  and  five  Excellence  Awards  at  the  Student  Television  News  national  convention.  www.livefrom205.com    Newspaper  The  Point,  the  school  newspaper,  involves  more  than  50  students  and  is  published  once  a  month.  This  student  run  program  features  stories  of  all  aspects  of  the  school  including  sports,  academics  and  an  editorial  section.  Several  journalism  students  submit  stories  for  the  local  newspapers  as  well.  The  Point  is  regarded  as  one  of  the  top  high  school  newspapers  in  the  South  Bay  area.    Open  Orchard  Productions  Students  at  Palos  Verdes  High  School  have  employed  their  creative,  writing,  journalistic,  editing,  and  technological  skills  to  develop  their  own  radio  production  organization.    Open  Orchard  Productions  is  in  its  5th  year  and  has  grown  from  its  original  5  creators  into  an  accredited  elective  class  (Broadcast  Journalism  I  and  II)  of  30  students.      Under  the  Open  Orchard  Productions  publishing  umbrella  are  4  series  of  podcasts:  The  Elements  (revealing  the  influencers  among  us),  The  Core  (uncovering  teen  stories),  Fresh  Picked  (focused  on  artists),  and  The  Harvest  (creative  audio).        Open  Orchard  Productions  (OOP)  has  accumulated  32  accolades.    Our  radio  shows  have  been  aired  28  times  on  national  radio  stations,  and  4  of  our  students  were  named  “Best  Teen  Radio  Producers”  of  the  year  by  PRX.  OOP  won  a  grant  from  Transom  (Atlantic  Public  Radio),  2  students  have  made  podcasts  for  our  contact  at  NPR  West  /  YouthRadio,  and  we’ve  been  hired  3  times  to  create  content  for  local  professionals.    Students  have  toured  Los  Angeles  production  studios  including  Paramount,  Sony,  Technicolor,  and  Disney.      KCRW  has  hosted  them  twice  as  part  of  the  LULA  (Listen  Up  Los  Angeles)  group  for  local  independent  radio  producers.    KPCC  has  given  students  a  tour  and  asked  them  to  present  their  work  to  some  of  their  own  producers.    Students  have  enjoyed  attending  radio  oriented  events  including  The  Moth  Main  Stage  Events  and  a  Canadian  Broadcasting  Company  event  “Q  with  Jian  Ghomeshi”.    Radio  professional  and  winner  of  15  RTNA  Golden  Mike  Awards,  Pete  Demetriou,  came  to  talk  with  students  about  careers  in  broadcasting.    Yearbook  and  Literary  Publications  

The  Triton  Yearbook  Student  staff  members  enrolled  in  this  course  capture  original  stories  and  photography,  work  under  strict  deadlines,  collaborate  with  editors  and  staff,  master  the  yearbook  online  design  program,  learn  Adobe  Photoshop  techniques,  and  foster  a  working  relationship  with  the  student  body,  teachers,  staff,  parents,  and  community  members.    Tradewinds  Literary  Publications  In  Tradewinds  Literary  Publications,  student  staff  members  meet  to  learn  about  the  finer  points  of  poetry  and  prose.  In  addition,  they  gather  original  student  submissions  for  the  publication  and  embed  it  within  The  Triton  yearbook.  Students  involved  in  the  Tradewinds  Literary  Publications  course  learn  the  following  

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publication  skills:  writing,  copy-­‐editing,  layout,  and  design.  Staff  members  collaborate  with  the  yearbook  Editors-­‐in-­‐Chief  and  Editors.  Both  yearbook  and  literary  publications  are  tiered  full-­‐year  elective  courses,  which  allow  students  to  enroll  all  four  years.  

 The  PVHS  Triton  Yearbook  and  Tradewinds  Literary  Publications  are  nationally  award-­‐winning  publications  produced  by  a  student  staff  during  class  time  and  after  school  hours.  These  publications  have  garnered  numerous  accolades.  Some  of  these  accolades  include  the  following:  

§ National  Scholastic  Press  Association  All-­‐American  Award  § Palos  Verdes  Triton  Yearbook  Staff  –  2015  § USD  National  Camp  People’s  Choice  Design  Award  § USD  National  Camp  Advanced  Design  Award  § Individual  Design  and  Writing  Awards    § NSPA  All-­‐American  –  2014  § National  Yearbook  Camp  People’s  Choice  Award  –  2014  § 1st  Place  Advanced  Design  at  National  Conference  –  2014  § National  Conference  Individual  Writing  Awards  –  2014  § National  Yearbook  Conference  Individual  Design  and  Business  Awards  2011,  2012,  2013  § Columbia  Scholastic  Press  Association  Gold  Medalist  –  2013  § National  Scholastic  Press  Association  All-­‐American  Award  –  2013  § National  Scholastic  Press  Association  –  First  Place  with  Three  Marks  of  Distinction  2012  § NSPA,  1st  place  award  recipient  –  2010,  2011,  2012  § ASPA,  1st  place  award  recipient  –  2010,  2011,  2013  § American  Scholastic  Press  Association  –  Outstanding  Theme  Anniversary  Yearbook  § American  Scholastic  Press  Association  –  First  Place  with  Special  Merit  –  2011,  2012  § PIA  Benny  Awards,  Certificate  of  Merit  –  2008,  2009  § 1st  Place  Advanced  Design  at  USD  National  Conference  –  2009,  2010,  2011,  2012,  2013  § YearTech  Online  Grand  Prize  Award–  2010  § YearTech  Online  First  Place  Award  –  2010  § YearTech  Online  Individual  Awards  –  2008,  2009,  2010,  2011,  2012  § Jostens  ‘Hot  Off  the  Press’  Pinterest  Award  Posting  for  Sports  Swimming  Spread  –  2013  § Jostens  ‘Hot  Off  the  Press’  Pinterest  Award  Posting  for  Student  Life  Spread  –  2014  § American  Scholastic  Press  Association  First  Place  with  Special  Merit  –  2014  § American  Scholastic  Press  Association  Outstanding  Section  Profiles    –  2014  § Columbia  Scholastic  Press  Association  Gold  Medalist  Certificate  –  2014  

   

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Athletics      Since  PVHS  re-­‐opened  in  2002,  the  athletic  program  has  grown  to  include  30  different  sport  teams.  In  2013-­‐14,  PVHS  won  7  League  Titles  and  1  CIF  Championship.  All  23  CIF  Sports  teams  went  to  CIF  playoffs.  In  December  2014,  our  football  team  won  CIF,  making  it  their  second  CIF  in  three  years.  In  spring  of  2014,  several  teams  were  recognized  by  CIF  for  superior  academic  achievement,  earning  scholar  athlete  awards.  While  winning  and  accolades  are  a  source  of  pride,  PVHS  athletics  seeks  to  build  student  character,  work  ethic  and  integrity.    With  new  facility  renovations,  the  school  continues  to  support  a  wide  variety  of  high  quality  athletic  programs.  Approximately  58%  of  the  PVHS  student  population  competes  on  athletic  teams.    There  is  a  need  for  a  second  gymnasium,  upgraded  weight  rooms  and  locker  room  facilities  based  on  input  from  the  coaching  staff  for  PVHS  to  remain  competitive  with  the  Bay  League  Teams  and  beyond.    PVHS  offers  30  boys’  and  girls’  sports.  At  the  end  of  the  school  year,  the  Athlete  of  the  Year  banquet  honors  and  celebrates  the  success  of  senior  athletes.  The  figure  below  lists  each  sport  by  season.    

Sports  by  Season  Fall  Sports   Winter  Sports   Spring  Sports  Cheer  (F,  JV,  V)  Boys’  Cross  Country  Girls’  Cross  Country  Equestrian  Football  (F,  JV,  V)  Girls’  Golf    (JV,  V)  Sailing  Song  (JV,  V)  Girls’  Tennis  (JV,  V)  Girls’  Volleyball  (F/S,  JV,  V)  Boys’  Water  Polo  (F/S,  JV,  V)  

Boys’  Basketball  (F/S,  JV,  V)  Girls’  Basketball  (F/S,  V)  Boys’  Soccer  (F/S,  JV,  V)  Girls’  Soccer  (F/S,  JV,  V)  Boys’  Surf  (V)  Girls’  Surf  (V)  Girls’  Water  Polo  (JV,  V)                  

Baseball  (F/S,  JV,  V)  Boys’  Golf  (JV,  V)  Boys’  Lacrosse  (JV,  V)  Girls’  Lacrosse  (JV,  V)  Softball  (JV,  V)  Boys’  Swimming  (F/S,  V)  Girls’  Swimming  (F/S,  V)  Boys’  Tennis  (JV,  V)  Boys’  Track  Girls’  Track  Boys’  Volleyball  (F/S,  JV,  V)  

       

36  

Student  Achievement  Data    

Academic  Performance  Index  (API)    

Since  the  last  WASC  visit  in  2012,  PVHS  continues  to  show  significant  improvement  in  nearly  every  standardized  testing  measure.  More  than  ever,  students  are  participating  in  AP  classes.  PVHS  students  continue  to  demonstrate  improvement  on  the  SAT  and  ACT  tests  and  matriculate  to  the  most  highly  ranked  universities.    

Groups  

Number  of  Students  

Included  in  2011  Growth  API  

2011  Growth  API  

Number  of  Students  

Included  in  2012  Growth  API  

2012  Growth  API  

Number  of  Students  

Included  in  2013  Growth  API  

2013  Growth  API  

Non-­‐Weighted  3-­‐Year  Average  

API*  

Weighted  3-­‐Year  Average  API*  

School-­‐wide   1308   898   1300   896   1317   884   893   893  

Black  or  African  American   21   828   19   851   27   863   847   849  

American  Indian  or  Alaska  Native   1       2       3              

Asian   159   942   151   941   147   933   939   939  

Filipino   11   882   11   859   14   903   881   883  

Hispanic  or  Latino   90   858   109   839   123   789   829   825  

Native  Hawaiian  or  Pacific  Islander   5       7       7              

White   978   898   978   897   966   889   895   895  

Two  or  More  Races   18   928   16   941   30   883   917   910  

Socioeconomically  Disadvantaged   13   765   17   718   40   790   758   768  

English  Learners   34   807   23   713   31   775   765   771  

Students  with  Disabilities   134   692   135   704   141   696   697   697  

 

 

 

 

 

 

Annual  Yearly  Progress  /  2013  -­‐  2014  

Participation  Rate       Target   Criteria  met  

English-­‐Language  Arts  Target   95%   Yes    

Mathematics  Target   95%   Yes      

 

37  

  ELA   Math  

Groups  Enrollment  First  Day  of  Testing  

Number  of  

Students  Tested  

ELA  Rate  

Met  2014  

Criteria  

Alternative  Method  

Enrollment  First  Day  of  Testing  

Number  of  

Students  Tested  

Math  Rate  

Met  2014  AYP  

Criteria  

Alternative  Method  

School-­‐wide   469     466     99     Yes     -­‐-­‐   469     463     99     Yes     -­‐-­‐  

Black  or  African  American   13     13     100     -­‐-­‐     -­‐-­‐   13     13     100     -­‐-­‐     -­‐-­‐  

American  Indian  or  Alaska  Native   0     0     -­‐-­‐     -­‐-­‐     -­‐-­‐   0     0     -­‐-­‐     -­‐-­‐     -­‐-­‐  

Asian   47     47     100     -­‐-­‐     -­‐-­‐   47     47     100     -­‐-­‐     -­‐-­‐  

Filipino   6     6     100     -­‐-­‐     -­‐-­‐   6     6     100     -­‐-­‐     -­‐-­‐  

Hispanic  or  Latino   49     49     100     -­‐-­‐     -­‐-­‐   49     48     98     -­‐-­‐     -­‐-­‐  

Native  Hawaiian  or  Pacific  Islander   2     2     100     -­‐-­‐     -­‐-­‐   2     2     100     -­‐-­‐     -­‐-­‐  

White   341     338     99     Yes     -­‐-­‐   341     336     99     Yes     -­‐-­‐  

Two  or  More  Races   11     11     100     -­‐-­‐     -­‐-­‐   11     11     100     -­‐-­‐     -­‐-­‐  

Socioeconomically  Disadvantaged   15     15     100     -­‐-­‐     -­‐-­‐   15     15     100     -­‐-­‐     -­‐-­‐  

English  Learners   18     18     100     -­‐-­‐     -­‐-­‐   18     18     100     -­‐-­‐     -­‐-­‐  

Students  with  Disabilities   61     59     97     -­‐-­‐     -­‐-­‐   61     60     99     -­‐-­‐     -­‐-­‐  

 

Percent  Proficient  -­‐  Annual  Measurable  Objectives  (AMOs)       Target   Criteria  met  

English-­‐Language  Arts  Target   100.0   No    

Mathematics  Target   100.0   Yes    

     

  ELA   Math  

Groups  ELA  Valid  Scores  

#  At  or  Above  

Proficient  

%  At  or  Above  

Proficient  

Met  2014  

Criteria  

Alternative  Method  

Valid  Scores  

#  At  or  Above  

Proficient  

%  At  or  Above  

Proficient  

Met  2014  AYP  

Criteria  

Alternative  Method  

School-­‐wide   461     374     81.1     No     -­‐-­‐   459     404     88.0     Yes     SH    

Black  or  African  American   13     11     84.6     -­‐-­‐     -­‐-­‐   13     9     69.2     -­‐-­‐     -­‐-­‐  

American  Indian  or  Alaska  Native   0     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐   0     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐  

Asian   47     39     83.0     -­‐-­‐     -­‐-­‐   47     44     93.6     -­‐-­‐     -­‐-­‐  

Filipino   6     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐   6     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐  

Hispanic  or  Latino   47     31     66.0     -­‐-­‐     -­‐-­‐   47     35     74.5     -­‐-­‐     -­‐-­‐  

Native  Hawaiian  or  Pacific  Islander   2     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐   2     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐  

White   336     277     82.4     No     -­‐-­‐   334     300     89.8     Yes     SH    

Two  or  More  Races   10     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐   10     -­‐-­‐     -­‐-­‐     -­‐-­‐     -­‐-­‐  

Socioeconomically  Disadvantaged   15     10     66.7     -­‐-­‐     -­‐-­‐   15     13     86.7     -­‐-­‐     -­‐-­‐  

English  Learners   18     10     55.6     -­‐-­‐     -­‐-­‐   18     15     83.3     -­‐-­‐     -­‐-­‐  

Students  with  Disabilities   58     29     50.0     -­‐-­‐     -­‐-­‐   59     41     69.5     -­‐-­‐     -­‐-­‐  

38  

Academic  Performance  Index  Three  Year  Report  /  Students  with  Disabilities    From  the  years  of  2008-­‐2010,  API  scores  for  students  in  special  education  fell,  which  became  a  concern  for  the  administration  and  faculty.  In  order  to  support  the  needs  of  these  students,  PVHS  began  to  develop  reading  and  pre-­‐algebra  intervention  programs.  With  the  establishment  of  these  programs,  PVHS  is  witnessing  signs  of  improvement  and  the  scores  have  increased  and  maintained.  These  signs  include  better  achievement  on  California  Standards  Tests  (CST),  CMA  assessments,  the  CAHSEE,  and  a  drop  in  initial  assessments  for  special  education  students.        

Groups  

Number  of    Students  Included    in  2011  

Growth  API  

2011    Growth  API  

Number  of  Students  Included  in  2012  

Growth  API  

2012  Growth  API  

Number  of  Students  Included  in  201  

 Growth  API  

2013  Growth  API  

Non-­‐Weighted    3-­‐Year    

Average  API*  

Weighted    3-­‐Year    

Average  API*  

School-­‐wide   1308   898   1300   896   1317   884   893   893  

Black  or  African  American   21   828   19   851   27   863   847   849  

American  Indian  or  Alaska  Native   1     2     3        Asian   159   942   151   941   147   933   939   939  

Filipino   11   882   11   859   14   903   881   883  

Hispanic  or  Latino   90   858   109   839   123   789   829   825  

Native  Hawaiian  or  Pacific  Islander   5     7     7        White   978   898   978   897   966   889   895   895  

Two  or  More  Races   18   928   16   941   30   883   917   910  

Socioeconomically  Disadvantaged   13   765   17   718   40   790   758   768  

English  Learners   34   807   23   713   31   775   765   771  

Students  with  Disabilities   134   692   135   704   141   696   697   697  

 The  test  score  results  among  this  subgroup  has  become  the  responsibility  of  all  PVHS  teachers,  administrators,  and  staff.  Special  education  students  are  in  all  classes  at  PVHS,  from  AP  to  Reading  and  Writing  Skills.  In  order  to  better  support  these  students,  the  PVHS  administration  and  faculty  continue  to  examine  the  curriculum,  teaching  strategies,  as  well  as  student  data  to  develop  effective  ways  to  educate  all  students.                              

39  

California  High  School  Exit  Examination  (CAHSEE)  The  state  of  California  requires  students  to  pass  the  CAHSEE  in  order  to  receive  a  high  school  diploma.  For  students  who  fail  to  pass  the  CAHSEE  in  the  tenth  grade,  PVHS  offers  students  multiple  opportunities  to  retake  the  CAHSEE  during  the  junior  and  senior  years,  and  by  the  end  of  the  senior  year  all  students  pass  the  CAHSEE.      PVHS  students  have  done  very  well  on  the  CAHSEE  over  the  past  three  years.  Most  students  pass  the  exam  on  their  first  attempt  in  March  of  sophomore  year.  The  pass  rate  for  first  time  students’  that  take  the  CAHSEE  fluctuates  between  97%  and  98%.  Most  of  the  students  not  passing  the  CAHSEE  on  the  first  attempt  are  special  education  students.  However,  approximately  four-­‐fifths  of  these  students  pass  the  CAHSEE  on  the  first  attempt.    

CAHSEE  Results  for  Grade  10:  All  Students  Subject   2011   2012   2013   2014  

Mathematics   99%   98%   96%   99%  English  Language  Arts   98%   98%   98%   98%  

   

CAHSEE  Results  for  Grade  10:  Special  Education  Students  Subject   2011   2012   2013   2014  

Mathematics   88%   82%   70%   88%  English  Language  Arts   85%   82%   82%   88%  

 The  success  of  sophomore  students  on  the  CASHEE  accounts  for  approximately  17-­‐22%  of  the  school’s  overall  API  score.  While  the  overall  pass  rates  of  sophomore  students  on  the  CAHSEE  are  very  good,  it  continues  to  be  important  to  recognize  the  achievement  of  students  with  disabilities.      Advanced  Placement  and  Honors  Participation    PVHS  and  PVPUSD  have  an  open  course  waiver  policy  that  allows  any  student  to  enroll  in  an  AP  class  as  long  as  there  is  space  and  the  student  has  met  the  necessary  course  prerequisites.  There  is  not  a  GPA  or  honors  requirement  to  enroll  in  an  AP  course.  Due  to  this  policy,  PVHS  has  a  large  number  of  class  sections  devoted  to  AP  or  Honors  courses.  Of  the  graduating  seniors  taking  an  AP  exam,  55.8%  passed  an  AP  exam  some  point  during  their  high  school  career  with  a  score  of  three  or  better.  The  chart  below  shows  the  number  of  AP  and  Honors  courses  and  sections.    

Number  of  AP  and  Honors  Courses     2009-­‐2010   2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014   2014-­‐2015  AP   26   27   29   28   27   65  sections  Honors   13   12   13   17   18   40  sections  AP  and  Honors  Sections   100   106   106   100   94   105  

 All  students  enrolled  in  an  AP  course  are  encouraged  to  take  the  AP  exam  in  May.  PVHS  charges  students  $90  per  AP  exam.  This  helps  to  support  the  AP  curriculum  with  additional  instructional  supplies,  as  well  as  providing  staff  development  training,  conferences,  and  symposiums.  Approximately  25  students  received  fee  reductions  for  AP  exams  based  on  financial  need.  The  Booster  Club  helps  financially  students  who  cannot  afford  to  take  AP  exams.  

40  

Advanced  Placement  Results  In  2014,  612  students  took  1,353  AP  tests  in  28  different  subjects.  76.5%  of  total  AP  students  passed  with  a  score  of  three  or  higher.  Over  the  last  five  years,  the  total  PVHS  AP  students  scoring  a  3  or  higher  ranged  between  76%  and  83%.     2010   2011   2012   2013   2014  

  Palos  Verdes  High  School  (052358)  

 Total  AP  Students  

 

640   600   654   647   612  

 Number  of  Exams  

 

1,351   1,283   1,326   1,390   1,353  

  AP  Students  with  Scores  3+    

517   499   532   521   468  

  %  of  Total  AP  Students  with  Scores  3+    80.8   83.2   81.3   80.5   76.5  

 

  California  

  Total  AP  Students    

282,819   301,505   321,501   338,891   354,229  

  Number  of  Exams    

518,476   555,057   594,959   635,596   668,494  

  AP  Students  with  Scores  3+    

181,485   191,999   207,367   215,233   227,779  

  %  of  Total  AP  Students  with  Scores  3+    64.2   63.7   64.5   63.5   64.3  

 

  Global  

  Total  AP  Students    

1,855,310   1,982,133   2,106,843   2,225,625   2,352,068  

 Number  of  Exams  

 

3,236,335   3,475,395   3,714,079   3,955,410   4,199,691  

 AP  Students  with  Scores  3+  

 

1,116,959   1,193,662   1,295,051   1,354,800   1,442,093  

 %  of  Total  AP  Students  with  Scores  3+  

 

60.2   60.2   61.5   60.9   61.3    

 

National  Merit  Scholar  Qualifying  Test  (NMSQT)    

(Class  of  2015)  Reported  September  2014  

2  National  Merit  Semifinalists  3  National  Hispanic  Scholars  

3  National  Achievement  Scholars  17  National  Merit  Commended  Scholars  

Scholastic  Aptitude  Test  (SAT)    The  SAT  is  one  of  the  two  major  quantitative  measures  that  colleges  and  universities  use  to  assess  the  college  preparation  of  applicants.  PVHS  students  prepare  for  the  SAT  through  course  curriculum  within  special  programs,  such  as  AVID,  to  increase  SAT  achievement.  PVHS  encourages  all  juniors  to  take  the  SAT  in  preparation  for  college  admission.      

Year   Grade  12  Enrollment  

Number  Tested  

Percent  Tested  

Critical  Reading  Average  

Math  Average  

Writing  Average  

Total  >=  1,500  Number  

Total  >=  1,500  Percent  

                 2010-­‐2011   486   423   87.04   563   585   582   342   80.9  2011-­‐2012   366   318   86.89   569   596   585   265   83.3  2012-­‐2013   451   373   82.71   559   581   563   276   74.0  

2013-­‐2014   470   387   82.3   568   596   581   307   79.3    

American  College  Test  (ACT)  PVHS  encourages  juniors  to  complete  the  ACT,  as  well  as  the  SAT.  With  the  extra  section  of  science,  the  ACT  proves  more  beneficial  to  some  students.  Colleges  and  universities  recognize  the  ACT  with  as  much  weight  as  the  SAT.    

Year   Grade  12  Enrollment   Number  Tested   Percent  Tested   Average  Score   Score>=21  Number   Score>=21  Percent  

2010-­‐2011   486   261   53.7   26.23   430   93.1  2011-­‐2012   366   220   60.11   26.2   196   89.09  2012-­‐2013     451     255     56.54     26.0     221     86.67    

2013-­‐2014   470   253   67   27.0   229   90  

41  

UC  and  CSU  Eligible  Students  (A-­‐G  qualified)  The  number  of  students  that  are  UC  and  CSU  eligible  is  important  to  the  PVHS  staff  and  faculty.  The  indication  of  college  readiness  correlates  with  the  number  of  PVHS  who  select  to  attend  four-­‐year  colleges.  The  UC  and  CSU  entrance  requirements  are  a  good  reference  point  for  the  percentage  of  PVHS  students  ready  for  a  four-­‐year  university.    Students  Eligible  for  UC  and  CSU  Admission       2009-­‐2010   2010-­‐2011   2011-­‐2012   2012-­‐2013   2013-­‐2014  Graduates   448   477   362   445   470  Number  of  Graduates  Eligible   344   383   286   369   380  Percent  of  Graduates  Eligible   76.8%   80.3%   79%   82.9%   80.8  

   Consistent  with  county  and  state  averages,  a  higher  percentage  of  female  students  than  male  students  are  UC  and  CSU  eligible.  This  will  continue  to  be  a  focal  point  for  PVHS  staff  and  faculty.    College  Admission  (2009  –  2014)  Parents  from  PVHS  expect  their  children  to  be  prepared  to  succeed  in  post-­‐secondary  educations.  Typically,  80%  of  the  students  go  directly  to  four-­‐year  universities,  with  an  additional  20%  going  to  community  colleges.  SAT,  ACT,  AP  scores,  STAR  test  results,  school  generated  data,  and  alumni  surveys  demonstrate  the  school’s  success  in  preparing  students  for  a  college  education.    College  Matriculation  (2011-­‐2014)  The  table  below  presents  the  acceptance,  SAT,  ACT,  and  GPA  statistics  of  students  from  the  classes  of  2011-­‐2014  to  universities.  The  table  includes  all  of  the  colleges  and  universities  that  our  students  have  been  accepted  at  over  these  past  three  years.    As  evidenced  by  the  following  report,  the  acceptance  rate  for  PVHS  students  is  higher  than  the  universities  acceptance  rate  for  all  applicants.    

College   SAT  Avg  

ACT  Avg  

GPA  Avg  

Net  Applied   Accept   Accept  

%  Academy  of  Art  University   1510     2.99   3   2   67%  The  University  of  Alabama  at  Birmingham   1555   23   3.6   5   4   80%  The  University  of  Alabama   1633   25   3.46   49   36   73%  Allegheny  College   1660   28   4.02   1   1   100%  American  Academy  of  Dramatic  Arts/West   1650     3.09   1   1   100%  The  American  Musical  and  Dramatic  Academy       2.55   1   1   100%  American  University   1894   28   4.21   35   24   69%  The  American  University  of  Paris   1770     3.54   3   3   100%  American  University  of  Rome   1640     3.38   1   1   100%  Amherst  College   2060   31   4.57   12   3   25%  Arizona  State  University   1633   24   3.4   148   108   73%  The  University  of  Arizona   1610   24   3.38   192   143   74%  Arts  University  Bournemouth   1970   27   4.3   1   1   100%  Ashworth  College       2.37   1   1   100%  Auburn  University   1633   24   3.74   13   10   77%  Austin  College   2080   27   3.22   1   1   100%  Azusa  Pacific  University   1683   24   3.76   17   11   65%  Babson  College   1837   26   4.35   7   3   43%  Bard  College   1980   32   4.37   3   2   67%  

42  

Barnard  College   2150   28   4.58   4   2   50%  Barrett,  The  Honors  College   2160     4.19   1   1   100%  Baruch  College  of  the  CUNY     22   3.86   1   1   100%  Bates  College     32   4.88   1   1   100%  University  of  Bath   2160   33   4.54   1   1   100%  Baylor  University   1784   27   3.97   44   35   80%  Becker  College       4   1   1   100%  Belmont  University   1834   25   4   12   8   67%  Bennington  College   2037   33   4.03   4   4   100%  Bentley  University   1880   24   4.32   6   3   50%  Berklee  College  of  Music       4.78   2   1   50%  Bethel  College-­‐IN   1670     3.5   1   1   100%  Bethel  University-­‐MN   1630   20   2.94   1   1   100%  Biola  University   1711   23   3.74   11   11   100%  Boise  State  University   1600   24   3.5   16   11   69%  Boston  College   2099   31   4.72   134   46   34%  Boston  Conservatory       4.4   2   1   50%  Boston  University   2000   30   4.37   130   74   57%  Brandeis  University   2052   30   4.54   12   8   67%  Brigham  Young  University   1883   30   4.18   9   8   89%  Brigham  Young  University,  Idaho   1770     4.01   2   2   100%  Brigham  Young  University-­‐Hawaii       3.69   2   1   50%  Brown  University   2263   33   4.8   96   3   3%  Bucknell  University   1930   29   4.26   28   9   32%  Buffalo  State  College  of  SUNY   1504     3.22   1   1   100%  Burlington  College       3.08   1   1   100%  Butler  University   1830   25   3.85   8   6   75%  California  Baptist  University   1477   27   3.6   7   5   71%  California  College  of  the  Arts  (San  Francisco)   1885   28   3.36   3   3   100%  California  Lutheran  University   1684   25   3.71   25   13   52%  California  Maritime  Academy   1542   22   3.19   19   16   84%  California  State  Polytechnic  University,  Pomona   1769   26   3.84   61   46   75%  California  Polytechnic  State  University,  San  Luis  Obispo   1897   29   4.28   377   167   44%  California  State  University,  Bakersfield   1620     2.37   3   1   33%  California  State  University,  Channel  Islands   1518   20   3.28   47   29   62%  California  State  University,  Chico   1646   24   3.42   78   50   64%  California  State  University,  Dominguez  Hills   1575   21   3.31   51   37   73%  California  State  University,  East  Bay   1468   21   2.91   6   4   67%  California  State  University,  Fresno   1653   27   3.46   22   10   45%  California  State  University,  Fullerton   1691   25   3.63   97   61   63%  California  State  University,  Long  Beach   1824   27   4.01   216   96   44%  California  State  University,  Los  Angeles   1683   28   3.49   17   9   53%  California  State  University,  Monterey  Bay   1555   24   3.39   43   23   53%  California  State  University,  Northridge   1660   24   3.61   54   26   48%  California  State  University,  Sacramento   1593   21   3.21   21   11   52%  California  State  University,  San  Bernardino   1500     3.33   3   1   33%  California  State  University,  San  Marcos   1523   21   3.4   64   36   56%  California  State  University,  Stanislaus   1540     3.16   7   5   71%  University  of  California,  Berkeley   2097   32   4.72   436   145   33%  University  of  California,  Davis  Extension   1773   26   4.22   9   5   56%  University  of  California,  Davis   1990   30   4.48   302   166   55%  

43  

University  of  California,  Irvine   1993   30   4.45   284   169   60%  University  of  California,  Los  Angeles   2084   32   4.66   557   142   25%  University  of  California,  Merced   1737   26   3.7   40   27   68%  University  of  California,  Riverside   1858   28   4.03   91   72   79%  University  of  California,  San  Diego   2077   31   4.66   427   170   40%  University  of  California,  San  Francisco   1637   24   3.54   5   3   60%  University  of  California,  Santa  Barbara   1994   30   4.46   528   265   50%  University  of  California,  Santa  Cruz   1913   29   4.16   235   135   57%  University  of  Cambridge   2110     3.44   1   1   100%  Canisius  College       3.31   1   1   100%  Carleton  College   2220     3.83   3   1   33%  Carnegie  Mellon  University   2153   32   4.55   45   16   36%  Carroll  College  (Montana)   1760   30   4.3   2   2   100%  Case  Western  Reserve  University   2072   34   4.42   9   7   78%  The  Catholic  University  of  America   1770   24   4.01   1   1   100%  Centenary  College       4   1   1   100%  Cerro  Coso  Community  College       2.73   1   1   100%  Champlain  College       3.52   3   3   100%  Chapman  University   1798   27   4.04   181   92   51%  College  of  Charleston   1797   28   4.09   5   4   80%  University  of  Chicago   2240   31   4.62   55   6   11%  University  of  Cincinnati       2.74   2   1   50%  The  Citadel,  the  Military  College  of  South  Carolina   1880     3.95   2   2   100%  Claremont  McKenna  College   1990   32   4.62   43   4   9%  Clark  University   2075   34   4.53   2   2   100%  Clarkson  University   2040   33   4.05   1   1   100%  Clemson  University   1794   28   4.15   22   13   59%  Cleveland  Institute  of  Music   1760   26   4.72   1   1   100%  Colby-­‐Sawyer  College       3.08   2   1   50%  Colgate  University   2227   33   4.63   13   6   46%  University  of  Colorado  at  Boulder   1746   27   3.73   196   146   74%  University  of  Colorado  at  Colorado  Springs   1594   25   3.57   14   11   79%  University  of  Colorado  at  Denver   1550   24   3.46   6   2   33%  Colorado  Christian  University   1760     4.02   1   1   100%  Colorado  College   2060   31   4.2   6   2   33%  Colorado  Mesa  University   1170     2.9   2   1   50%  Colorado  School  of  Mines   1940   31   4.42   5   2   40%  Colorado  State  University   1783   27   3.69   43   31   72%  Columbia  College       3.52   1   1   100%  Columbia  College  Chicago   1823   31   4.12   7   7   100%  Columbia  University   2266   34   4.85   79   11   14%  Concordia  University  -­‐  Irvine   1663   26   3.72   6   5   83%  Connecticut  College   1970   26   3.75   7   3   43%  University  of  Connecticut   1917   30   4.19   9   3   33%  The  Cooper  Union  for  the  Advancement  of  Science  &  Art   2180   31   4.82   5   1   20%  Cornell  College   2000     4.1   1   1   100%  Cornell  University   2140   31   4.75   102   25   25%  Cornish  College  of  the  Arts       2.55   1   1   100%  Creighton  University   1965   27   4.46   5   4   80%  Cuesta  College   1420   19   2.52   3   3   100%  Curry  College       2.58   1   1   100%  

44  

Dartmouth  College   2183   32   4.78   51   8   16%  Davidson  College   2100     4.33   5   4   80%  Denison  University   1970     4.14   2   1   50%  University  of  Denver   1833   26   3.99   31   22   71%  DePaul  University   1888   26   3.86   22   14   64%  Dickinson  College   1905   22   4.14   2   2   100%  Dominican  University   1520     3.31   1   1   100%  Dominican  University  of  California   1860   29   3.76   6   5   83%  Drew  University   1750   25   3.73   3   2   67%  Drexel  University   1892   30   4.03   32   26   81%  Duke  University   2211   33   4.79   83   10   12%  University  of  Dundee   1970   27   4.3   1   1   100%  Earlham  College   1960   32   4.62   2   2   100%  Eastern  Connecticut  State  University   1680     3.84   1   1   100%  Eckerd  College   1915   29   3.47   9   8   89%  Ecole  Hôtelière  de  Lausanne   1690     2.99   1   1   100%  University  of  Edinburgh   2095   33   4.44   2   2   100%  El  Camino  College   1572   24   3.02   83   63   76%  Elmhurst  College       3.11   1   1   100%  Elon  University   1775     3.92   11   4   36%  Embry-­‐Riddle  Aeronautical  University   1590     3.7   2   1   50%  Emerson  College   2035   29   4.25   12   3   25%  Emmanuel  College   1690     3.52   2   2   100%  Emory  University   2150   32   4.7   31   14   45%  Eugene  Lang  College  The  New  School  for  Liberal  Arts   1400   20   3.88   4   4   100%  University  of  Evansville       3.29   1   1   100%  The  Evergreen  State  College   1770     3.06   1   1   100%  Fairfield  University   1760     3.84   4   3   75%  Fairleigh  Dickinson  University,  Madison   1350     3.43   1   1   100%  Falmouth  College  of  Arts   1970   27   4.3   1   1   100%  Fashion  Institute  of  Design  &  Merchandising,  Los  Angeles   1725   28   3.29   3   3   100%  Fashion  Institute  of  Technology   1510   23   3.2   2   1   50%  The  University  of  Findlay     28   4.65   1   1   100%  Flagler  College   1390   22   3.8   2   1   50%  Florida  A&M  University       2.77   2   1   50%  Florida  Atlantic  University   1940     3.04   1   1   100%  Florida  International  University   1410     2.94   1   1   100%  Florida  State  University   1705   28   3.58   12   4   33%  University  of  Florida   1900   29   4.01   9   2   22%  Fordham  University  -­‐  Lincoln  Center  Campus/Rose  Hill  Campus   2020   30   4.34   54   25   46%  

Fort  Lewis  College   1680   23   2.93   1   1   100%  Franciscan  University  of  Steubenville   2020   27   3.98   2   2   100%  Franklin  and  Marshall  College   1970     4.28   2   1   50%  Franklin  University  Switzerland   1700   26   3.84   4   3   75%  Franklin  W.  Olin  College  of  Engineering   2150   34   4.51   3   1   33%  Furman  University   1960     4.22   1   1   100%  George  Mason  University   1815   26   4.19   6   2   33%  The  George  Washington  University   1947   28   4.28   52   26   50%  Georgetown  University   2111   34   4.82   58   15   26%  Georgia  College   1700     3.96   1   1   100%  

45  

Georgia  Institute  of  Technology   2069   33   4.52   16   8   50%  Georgia  Southern  University   1700     3.96   1   1   100%  The  University  of  Georgia   1845   28   4.17   26   9   35%  Gettysburg  College   1610   25   3.52   4   2   50%  University  of  Glasgow   2030     4.34   1   1   100%  Glion  Institute  of  Higher  Education  -­‐  London  Campus   1690     2.99   1   1   100%  Golden  West  College   1260     2.92   2   2   100%  Gonzaga  University   1845   29   4.04   33   16   48%  Goucher  College   1783   26   3.79   5   3   60%  Grambling  State  University       2.77   2   1   50%  Grand  Canyon  University   1650     3.47   3   2   67%  Grinnell  College   1765   28   3.99   5   2   40%  Hamilton  College  -­‐  NY   2140   30   4.58   12   6   50%  Hamline  University   1970     4.14   1   1   100%  Hampden-­‐Sydney  College   1820     3.48   1   1   100%  Hampshire  College   2130   29   4.1   1   1   100%  University  of  Hartford   1700   21   3.87   3   2   67%  Hartwick  College       3.08   1   1   100%  Harvard  University   2130   34   4.84   105   9   9%  Harvey  Mudd  College   2200   32   4.82   22   2   9%  Haverford  College   2240   33   4.83   6   3   50%  University  of  Hawaii  at  Hilo   1510   21   3.94   1   1   100%  University  of  Hawaii  at  Manoa   1588   23   3.42   36   24   67%  Hawaii  Pacific  University   1810   24   3.48   14   10   71%  Hofstra  University   1890   27   3.81   12   6   50%  Hollins  University   1690     3.43   1   1   100%  College  of  the  Holy  Cross     28   4.52   5   2   40%  University  of  Houston   1730     3.98   1   1   100%  Howard  University   1930     3.55   4   2   50%  The  University  of  Huddersfield   2160   29   3.39   1   1   100%  Humboldt  State  University   1595   25   3.24   26   20   77%  Hunter  College  of  the  CUNY     22   3.86   1   1   100%  Idaho  State  University   1600     2.38   1   1   100%  University  of  Idaho   1680   26   3.56   5   1   20%  University  of  Illinois  at  Chicago   1690     3.71   5   3   60%  University  of  Illinois  at  Urbana-­‐Champaign   1978   31   4.4   26   19   73%  Illinois  Institute  of  Technology       4.29   1   1   100%  Imperial  College  London   1890   33   4.05   2   2   100%  Indiana  Tech   1540     3.08   1   1   100%  Indiana  University  at  Bloomington   1819   27   4.07   114   89   78%  Indiana  University-­‐Purdue  University  Indianapolis   1475   21   3.73   3   3   100%  

Iowa  State  University   2000   32   4.1   2   2   100%  The  University  of  Iowa   1783   28   3.8   9   7   78%  Ithaca  College   2125   32   4.38   4   2   50%  ITT  Technical  Institute       2.98   1   1   100%  Jacksonville  University     20   3.78   1   1   100%  James  Madison  University   1950     3.77   3   2   67%  Jewish  Theological  Seminary  of  America     22   3.86   1   1   100%  Joffrey  Ballet  School       4.01   1   1   100%  Johns  Hopkins  University   2152   32   4.76   54   6   11%  

46  

Johnson  &  Wales  University  (Providence)   1720   30   4.35   2   1   50%  Kansas  State  University   1470   26   3.72   4   4   100%  University  of  Kansas   1727   25   3.75   16   13   81%  Kent  State  University   1600     2.38   1   1   100%  University  of  Kentucky   1710   24   3.73   7   7   100%  Kenyon  College   2080     4.29   4   2   50%  The  King's  College     25   2.98   1   1   100%  Kingston  University   2160   33   4.54   1   1   100%  La  Salle  University   1900     3.69   1   1   100%  La  Sierra  University   1050     3.59   1   1   100%  University  of  La  Verne   1740   25   3.75   5   2   40%  Lafayette  College   2130   30   4.58   8   5   63%  Laguna  College  of  Art  and  Design   2110     3.75   1   1   100%  Lake  Forest  College   1870   32   4.14   1   1   100%  Lawrence  University   1907   31   4.22   4   3   75%  Le  Moyne  College       3.31   1   1   100%  The  Lee  Strasberg  Theatre  and  Film  Institute       2.02   1   1   100%  Leeds  College  of  Art  &  Design   1970   27   4.3   1   1   100%  Lehigh  University   2098   34   4.65   15   4   27%  University  of  Leicester   2160   29   3.39   1   1   100%  LES  ROCHES,  Swiss  Hotel  Association,  School  of  Hotel  Management   1690     2.99   1   1   100%  

Lewis  &  Clark  College   1948   29   3.99   11   8   73%  Lewis-­‐Clark  State  College   1680     3.84   1   1   100%  Linfield  College   1717   28   3.5   7   7   100%  University  College  London   2160   33   4.54   1   1   100%  Long  Beach  City  College   1505     2.63   12   6   50%  Longwood  University   1680     3.84   1   1   100%  Loras  College   1470     3.56   1   1   100%  Los  Angeles  Harbor  College   1451   16   2.84   55   39   71%  Louisiana  State  University   1730   23   3.98   3   2   67%  University  of  Louisville   1550   23   3.34   2   1   50%  Loyola  Marymount  University   1890   28   4.14   216   106   49%  Loyola  University  Chicago   1844   26   3.88   12   9   75%  Loyola  University  Maryland   1690     3.38   2   2   100%  Loyola  University  New  Orleans   1840     3.81   2   2   100%  Macalester  College   2033   33   4.39   6   4   67%  Manhattan  College   1650     3.34   3   1   33%  Manhattanville  College   1510   26   3.59   2   2   100%  Marquette  University   2026   32   4.33   9   8   89%  Maryland  Institute  College  of  Art   1960   28   3.92   1   1   100%  University  of  Maryland,  College  Park   1880   28   4.06   19   14   74%  Marymount  California  University   1561   25   3.34   53   35   66%  Marymount  Manhattan  College       3.72   4   3   75%  Massachusetts  Institute  of  Technology   2178   34   4.79   36   4   11%  University  of  Massachusetts,  Amherst   1856   27   4.15   11   5   45%  University  of  Massachusetts,  Boston   1900     3.43   5   2   40%  University  of  Massachusetts,  Dartmouth   1710     3.8   3   2   67%  University  of  Massachusetts,  Lowell         2   1   50%  Master's  College  and  Seminary,  The   1670     3.5   1   1   100%  McGill  University   1910     4.26   2   1   50%  

47  

University  of  Melbourne   1910   32   4.45   1   1   100%  The  University  of  Memphis         1   1   100%  Menlo  College   1570     3.37   3   2   67%  Mercer  University   1680     3.84   1   1   100%  Miami  Dade  College         1   1   100%  Miami  University,  Oxford   1779   26   3.79   23   21   91%  University  of  Miami   1972   29   4.24   71   39   55%  Michigan  State  University   1727   27   3.72   26   24   92%  Michigan  Technological  University   1750   27   4.25   2   1   50%  University  of  Michigan   2025   30   4.58   177   74   42%  Middle  Tennessee  State  University   1650     4.05   1   1   100%  Middlebury  College   1995   32   4.23   14   4   29%  Mills  College   1896   29   3.94   5   5   100%  University  of  Minnesota,  Twin  Cities   1713     3.86   7   3   43%  MiraCosta  College   1870     3.98   1   1   100%  University  of  Mississippi   1643   24   3.52   12   10   83%  University  of  Missouri  Columbia   1712   26   4.13   9   8   89%  University  of  Missouri,  Kansas  City   1640     4.18   1   1   100%  Montana  State  University,  Bozeman   1625   25   3.54   5   4   80%  The  University  of  Montana,  Missoula   1678     3.3   7   6   86%  The  University  of  Montana,  Western   1720   30   4.35   1   1   100%  Moody  Bible  Institute   1670     3.5   1   1   100%  Morehouse  College       2.93   2   2   100%  Mount  Holyoke  College   1975   30   4.47   4   2   50%  Mount  St.  Mary's  College  (Chalon)   2000   32   4.34   3   2   67%  Mt.  San  Antonio  College       2.42   1   1   100%  Muhlenberg  College   2010   31   4.38   5   3   60%  National  Dong  Hwa  University  ,  Taiwan       3.13   1   1   100%  NCAA  Eligibility  Center   1900   28   3.66   10   2   20%  University  of  Nebraska  at  Lincoln   1740   28   3.78   4   3   75%  Nebraska  Wesleyan  University   1540   22   3.58   1   1   100%  University  of  Nevada,  Las  Vegas   1648   21   3.24   13   6   46%  University  of  Nevada,  Reno   1667   23   3.89   11   5   45%  University  of  New  Hampshire   1800   24   3.88   8   7   88%  University  of  New  Haven   1590   27   3.95   3   3   100%  New  Mexico  Institute  of  Mining  and  Technology   1360   23   3.34   1   1   100%  New  Mexico  State  University   1360   23   3.34   1   1   100%  University  of  New  Mexico   1817   25   3.46   15   11   73%  New  York  University   1993   30   4.37   106   45   42%  Newcastle  University   2160   29   3.39   1   1   100%  Niagara  University   1640     2.9   2   1   50%  University  of  North  Carolina  at  Asheville   1680     3.84   1   1   100%  The  University  of  North  Carolina  at  Chapel  Hill   2125   33   4.75   46   6   13%  University  of  North  Carolina  at  Charlotte   1775     3.93   3   2   67%  University  of  North  Carolina  at  Wilmington   1620   24   4.1   1   1   100%  North  Carolina  State  University   1915   28   4.13   7   3   43%  North  Dakota  State  University   1600     2.38   2   1   50%  University  of  North  Dakota   1590   25   3.99   4   3   75%  North  Park  University   1760     4.02   1   1   100%  University  of  North  Texas   1745     4   3   3   100%  Northeastern  University   1993   29   4.33   70   38   54%  

48  

Northern  Arizona  University   1539   22   3.39   45   36   80%  University  of  Northern  Colorado       3.45   2   1   50%  Northern  Illinois  University       2.55   2   1   50%  Northwestern  University   2133   33   4.81   100   8   8%  Norwich  University  College  of  The  Arts   1970   27   4.3   1   1   100%  Notre  Dame  de  Namur  University   1553     3.25   3   3   100%  University  of  Notre  Dame   2178   32   4.73   65   16   25%  Oberlin  College   2070   31   4.33   4   1   25%  Oberlin  Conservatory  of  Music   1760   26   4.72   5   1   20%  Occidental  College   1931   30   4.34   49   22   45%  Ohio  University   1625   26   3.42   4   2   50%  Ohio  Valley  University       2.76   1   1   100%  Ohio  Wesleyan  University   1838   29   3.9   6   6   100%  Oklahoma  City  University   1550     3.2   2   1   50%  Oklahoma  State  University   1705   28   4.06   3   3   100%  University  of  Oklahoma   1650   25   3.57   9   9   100%  Orange  Coast  College       2.61   2   2   100%  Oregon  Institute  of  Technology   1360   23   3.34   1   1   100%  Oregon  State  University   1606   24   3.48   76   41   54%  University  of  Oregon   1748   26   3.82   350   275   79%  Otis  College  of  Art  and  Design   1795     3.69   3   3   100%  Otterbein  University       4   3   1   33%  Pace  University,  New  York  City   1758   26   3.58   12   9   75%  Pacific  Lutheran  University   2090     3.25   1   1   100%  Pacific  University   1867   31   3.47   3   3   100%  University  of  the  Pacific   1841   28   3.98   56   36   64%  Palm  Beach  Atlantic  University   1390   22   3.8   1   1   100%  Paris  College  of  Art       2.74   1   1   100%  Parsons  The  New  School  for  Design   1510   23   3.2   1   1   100%  The  Peabody  Institute  of  The  Johns  Hopkins  University   1760   26   4.72   1   1   100%  Pennsylvania  State  University,  Erie:  The  Behrend  College     23   3.42   2   2   100%  Pennsylvania  State  University,  University  Park   1750   27   3.86   34   27   79%  University  of  Pennsylvania   2108   33   4.77   116   20   17%  Pepperdine  University   1855   26   4.08   109   35   32%  University  of  Pittsburgh   1870     4.26   3   2   67%  Pitzer  College   1913   31   4.55   21   7   33%  Point  Loma  Nazarene  University   1688   26   3.82   39   23   59%  Polytechnic  Institute  of  NYU   1870   29   3.99   1   1   100%  Pomona  College   2213   35   4.76   33   4   12%  Portland  State  University   1610   22   3.12   6   5   83%  University  of  Portland   1920   29   4.05   21   9   43%  Pratt  Institute   1780   28   3.98   7   7   100%  Presbyterian  College   1700     3.96   1   1   100%  Prescott  College       2.68   2   1   50%  Princeton  University   2263   34   4.91   70   7   10%  Providence  College   1977   33   4.41   5   3   60%  University  of  Puget  Sound   1893   29   4.02   17   15   88%  Purdue  University   1939   29   4.15   45   33   73%  Quinnipiac  University   1900     3.69   2   1   50%  University  of  Redlands   1729   26   3.68   25   16   64%  Reed  College   2170   33   4.49   10   4   40%  

49  

Regis  University   1832   28   3.86   7   6   86%  Rensselaer  Polytechnic  Institute   2054   31   4.43   10   8   80%  Rhode  Island  School  of  Design   2180   31   4.82   4   1   25%  University  of  Rhode  Island   1754   24   3.86   7   5   71%  Rice  University   2200   33   4.86   41   8   20%  University  of  Richmond   2124   31   4.69   13   7   54%  Rider  University       4.13   2   1   50%  Rochester  Institute  of  Technology   1960   33   3.82   4   4   100%  University  of  Rochester   2013   30   4.3   10   4   40%  Rollins  College   1917   28   3.44   4   4   100%  Rutgers  University-­‐New  Brunswick   1680   25   3.68   2   1   50%  Saint  Francis  University       2.31   1   1   100%  Saint  Louis  University   1967   26   4.38   4   4   100%  Saint  Mary's  College     28   4.58   1   1   100%  Saint  Mary's  College  of  California   1721   24   3.78   23   15   65%  Saint  Michael's  College   1810   29   4.52   1   1   100%  The  College  of  Saint  Rose   1710   24   3.9   1   1   100%  Salisbury  University   1650   24   3.71   1   1   100%  Sam  Houston  State  University   1710   24   3.9   1   1   100%  Samford  University   1820   26   4.27   1   1   100%  San  Diego  City  College       3.09   2   1   50%  San  Diego  Community  College  District       3.09   2   1   50%  San  Diego  Mesa  College   1415   19   2.83   7   5   71%  San  Diego  Miramar  College       3.09   2   1   50%  San  Diego  State  University   1772   27   4   307   128   42%  University  of  San  Diego   1849   27   4.19   198   92   46%  San  Francisco  Art  Institute   1680     3.65   1   1   100%  San  Francisco  State  University   1629   23   3.47   88   67   76%  University  of  San  Francisco   1810   27   3.92   100   71   71%  San  Jose  State  University   1634   23   3.31   40   34   85%  Santa  Barbara  City  College     24   2.85   10   8   80%  Santa  Clara  University   1917   29   4.32   196   115   59%  Santa  Monica  College   1481   27   2.9   41   34   83%  Sarah  Lawrence  College   2030   28   4.18   5   5   100%  Savannah  College  of  Art  and  Design       2.74   1   1   100%  School  of  the  Art  Institute  of  Chicago   1734   30   3.7   8   8   100%  School  of  Visual  Arts   1480   31   4.02   3   2   67%  Scripps  College   2000   29   4.66   4   3   75%  Seattle  Pacific  University   1660   24   3.64   10   8   80%  Seattle  University   1866   26   4.01   14   11   79%  Seton  Hall  University   1680   34   3.89   4   2   50%  University  of  Sheffield   2160   29   3.39   1   1   100%  Skidmore  College   2140   29   4.58   9   3   33%  Soka  University  of  America     29   3.84   5   3   60%  Sonoma  State  University   1599   23   3.39   81   66   81%  University  of  South  Carolina   1854   25   3.93   22   15   68%  University  of  Southern  California   2030   30   4.49   507   178   35%  Southern  Methodist  University   1877   28   4.18   127   68   54%  Southern  New  Hampshire  University   1650     3.34   1   1   100%  Southern  Oregon  University   1700   23   2.97   4   2   50%  Southern  Utah  University   1170   20   2.83   2   2   100%  

50  

Southwestern  University   1965   30   4.15   2   2   100%  Spelman  College   1890     2.97   1   1   100%  Springfield  College   1760     2.55   1   1   100%  St.  Edward's  University   1680     3.86   2   2   100%  St.  John's  College   1820     3.48   1   1   100%  St.  John's  University  -­‐  Manhattan  Campus       3.49   2   1   50%  St.  John's  University  -­‐  Staten  Island  Campus       3.49   1   1   100%  St.  John's  University  -­‐  Queens  Campus   1721   24   3.69   16   9   56%  St.  Lawrence  University   1590   23   3.06   1   1   100%  St.  Louis  College  of  Pharmacy   2090   33   4.54   1   1   100%  St.  Olaf  College   1860   31   4.02   1   1   100%  Stanford  University   2128   32   4.74   199   16   8%  Stevens  Institute  of  Technology   1870   29   3.99   3   1   33%  Stevenson  University   1650   24   3.71   1   1   100%  Stony  Brook  University   1805   27   3.5   6   4   67%  Suffolk  University   1773     3.27   6   6   100%  SUNY  College  at  Geneseo   2075   34   4.37   2   2   100%  University  of  Surrey   2160   29   3.39   1   1   100%  Swarthmore  College   2270     4.78   4   1   25%  Sweet  Briar  College   1690     3.43   1   1   100%  Syracuse  University   1917   28   4.03   34   21   62%  The  University  of  Tampa   1560   21   3.42   7   6   86%  Temple  University   1843     3.77   10   5   50%  University  of  Tennessee,  Knoxville   1625   22   3.29   6   5   83%  Texas  A&M  University   1655   24   3.57   11   4   36%  Texas  Christian  University   1831   27   4.04   176   104   59%  Texas  State  University   1545   23   3.14   4   2   50%  Texas  Tech  University   1690   25   3.48   3   1   33%  The  University  of  Texas,  Austin   1979   31   4.35   59   16   27%  The  Ohio  State  University   1830   28   4.05   25   15   60%  Towson  University   1630     3.26   1   1   100%  Trinity  College   2085   31   4.44   8   6   75%  Trinity  University   1793   28   3.66   4   3   75%  Tufts  University   2140   32   4.76   52   14   27%  Tulane  University   2048   31   4.46   40   21   53%  Tuskegee  University       2.77   1   1   100%  Union  College   1913   29   4.29   3   3   100%  United  States  Air  Force  Academy       4.36   5   1   20%  United  States  Air  Force  Academy  Preparatory  School   1720     3.4   1   1   100%  United  States  Air  Force  Recruiter       2.38   1   1   100%  United  States  Coast  Guard  Academy   2200   30   4.43   2   1   50%  United  States  Military  Academy   1890     3.65   4   1   25%  United  States  Naval  Academy   2220     4.74   7   1   14%  Unity  College   1720   30   4.35   1   1   100%  Universal  Technical  Institute  -­‐  Los  Angeles       2.44   2   2   100%  University  of  Mount  Union   1820     4.05   1   1   100%  University  of  Southern  California  School  of  Cinematic  Arts   2090   33   4.54   2   1   50%  Ursinus  College   1540   21   3.18   1   1   100%  Utah  State  University   1480   26   3.7   6   4   67%  Utah  Valley  University   1600     2.38   2   1   50%  University  of  Utah   1543   23   3.29   19   10   53%  

51  

Vanderbilt  University   2089   33   4.6   97   15   15%  Vanguard  University  of  Southern  California   1545   19   3.53   4   3   75%  Vassar  College   2045   32   4.71   9   2   22%  University  of  Vermont   1769   25   4   12   8   67%  Villanova  University   1955   29   4.41   52   31   60%  Virginia  Commonwealth  University     31   4.18   1   1   100%  Virginia  Military  Institute   1880     3.95   3   2   67%  Virginia  Tech   1837   32   3.93   6   6   100%  University  of  Virginia   2136   32   4.81   49   13   27%  Wagner  College       2.79   5   2   40%  Wake  Forest  University   2059   31   4.45   28   16   57%  Washington  and  Jefferson  College   1760   25   4   2   2   100%  Washington  and  Lee  University   2155   34   4.9   6   2   33%  Washington  College   1690     3.43   1   1   100%  Washington  State  University   1645   27   3.56   42   28   67%  Washington  University  in  St.  Louis   2150   32   4.75   74   22   30%  University  of  Washington   1895   29   4.25   241   155   64%  University  of  Washington,  Bothell   1720     3.78   1   1   100%  Wayne  State  University   1800   28   4.11   1   1   100%  Weber  State  University   1600     2.38   2   1   50%  Webster  University       2.55   1   1   100%  Wellesley  College   2150     4.94   5   1   20%  Wesleyan  University   2133   33   4.75   15   4   27%  The  University  of  West  Georgia   1700     3.96   1   1   100%  West  Virginia  University   1603   26   3.24   5   5   100%  Western  Michigan  University     20   3.78   1   1   100%  Western  Washington  University   2030   34   3.65   5   2   40%  Westmont  College   1728   26   3.76   22   16   73%  Wheelock  College   1900     3.69   1   1   100%  Whitman  College   2103   32   4.36   7   7   100%  Whittier  College   1645   26   3.66   18   13   72%  Whitworth  University   1670   27   4   3   3   100%  Wichita  State  University   1470     3.56   1   1   100%  Willamette  University   1938   30   4.14   24   21   88%  College  of  William  and  Mary   2112   32   4.53   21   8   38%  William  Woods  University   1550     3.2   1   1   100%  Williams  College   2220   34   4.94   6   1   17%  University  of  Wisconsin,  Madison   1936   30   4.35   33   17   52%  Woodbury  University   1460     2.53   3   1   33%  The  College  of  Wooster   1570   26   3.33   1   1   100%  University  of  Wyoming   1460   20   3.4   3   3   100%  Xavier  University   1830   28   4.2   4   3   75%  Yale  University   2154   28   4.74   87   7   8%  Youngstown  State  University   1600     2.38   2   1   50%  

           

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CEDLT  Achievement  An  important  point  with  the  below  data  is  that  the  number  of  students  tested  decreased  as  the  students’  progress  through  high  school.  For  instance,  fewer  seniors  are  tested  than  freshmen  students.  This  data  indicates  that  more  students  are  re-­‐designated  as  fluent  during  their  time  as  PVHS  freshmen.    Number  and  percent  of  Students  at  Each  Overall  Performance  Level:    

 Grade  9   Grade  10   Grade  11   Grade  12  

2012   2013   2014   2012   2013   2014   2012   2013   2014   2012   2013   2014  Advanced   63%   45%   50%   14%   20%   36%   57%   14%   40%     25%   67%  Early  Advanced   13%   27%   50%   43%   60%   36%   29%   14%   40%     75%    Intermediate   13%       29%     9%     43%         17%  Early  Intermediate   13%   9%       20%     14%   29%          Beginning     18%     14%     18%       20%       17%  Total  Students   8   11   6   7   5   11   7   7   5   0   4   6      Domain  Mean  Scores:    

 Grade  9   Grade  10   Grade  11   Grade  12  

2012   2013   2014   2012   2013   2014   2012   2013   2014   2012   2013   2014  Listening   643   603   670   603   644   629   677   542   653   0   664   648  Speaking   599   545   653   597   584   592   645   564   534   0   677   636  Reading   648   583   648   570   638   582   628   603   627   0   591   572  Writing   615   565   663   584   594   555   615   574   606   0   579   590        

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 WASC

 

CHAPTER  II  Significant  Changes  and  Developments  

   

               

               

   

54  

WASC  Chapter  II  Significant  Changes  and  Developments  

 The  previous  WASC  Visitation  occurred  in  March  2012  and  there  have  been  a  number  of  significant  changes  at  Palos  Verdes  High  School  since  the  previous  accreditation  visit.  

§ A  new  administrator  to  the  district  was  appointed  as  the  Associate  Principal  at  Palos  Verdes  High  School  on  July  1,  2012.      

§ The  previous  principal  that  served  for  two  years  took  a  high  school  principal  position  in  another  school  district  as  of  July  1,  2013.  

§ One  of  the  Associate  Principals  was  appointed  as  principal  effective  August  8,  2013.    There  was  a  month  and  a  half  long  recruitment  and  selection  process.      

§ Palos  Verdes  Peninsula  Unified  School  District  appointed  a  new  Associate  Principal  effective  August  8,  2013.  

§ In  January  2015,  Palos  Verdes  Peninsula  Unified  School  District  opened  the  Life  Skills  Center  on  the  PVHS  campus.    The  former  faculty  dining  room  was  remodeled  into  the  center  with  significant  improvements  made  to  address  the  needs  of  the  program.    The  center  educates  students  ages  15-­‐22  with  exceptional  needs  working  on  an  alternate  curriculum  to  address  academics,  functional  skills,  and  community  participation.    With  the  creation  of  this  program  on  our  campus,  one  new  SDC  teacher  was  hired  and  approximately  10-­‐15  new  students  will  enroll  by  15-­‐16  school  year.      

§ Palos  Verdes  High  School  is  currently  seeking  a  new  Associate  Principal  to  replace  a  retiring  Associate  Principal.  Interviews  for  the  new  position  will  take  place  in  April  2015.    

   

Palos  Verdes  Peninsula  Unified  School  District  appointed  and  promoted  a  number  of  new  district  senior  staff  to  include:  

§ Appointed  Dr.  John  Bowes;  Assistant  Superintendent  of  Human  Resources  effective  February  1,  2014.  § Promoted  Trent  Bahadursingh  to  the  position  of  Assistant  Superintendent  of  Technology  effective  July  

1,  2014  § Appointed  Dr.  Joanne  Culverhouse  to  the  position  of  Assistant  Superintendent  of  Instruction  effective  

August  1,  2014  § Appointed  Dr.  Don  Austin  to  the  position  of  Superintendent  of  Schools  effective  August  1,  2014  § There  were  some  administrators  moved  to  different  sites  and  new  positions  created  to  create  a  more  

efficient  organizational  clarity  for  the  district.      

There  have  been  additional  staffing  changes  at  Palos  Verdes  High  School  as  follows:  § There  was  a  change  in  the  lead  teacher  position  for  the  special  education  program.  § There  has  been  a  change  in  teaching  positions  to  include  Special  Education,  French,  English  and  our  

PVIT  Program.  § One  of  the  school  counselors  transferred  to  another  site  and  we  hired  two  counselors.    One  of  the  

counselors  is  fully  funded  by  PEF.  § There  has  been  a  change  in  the  director  of  the  College  and  Career  Center  along  with  a  new  librarian.  § There  have  been  some  changes  in  the  classified  staff  with  the  addition  of  one  custodian  and  the  

Principal’s  Secretary  retired  at  the  December  holiday  break.  This  past  January,  PVHS  hired  a  new  Principal’s  Secretary  and  Registrar.      

55  

The  instructional  arena  has  seen  a  number  of  changes  as  follows:  § The  district  has  created  Curriculum,  Instruction  and  Assessment  Committees  in  the  areas  of  

Mathematics,  English,  History,  Science,  Special  Education  and  World  Language.  § There  has  been  the  development  of  a  new  Mathematics  sequence  as  aligned  with  the  Common  Core  

Standards.  § The  Algebra  classes  are  piloting  new  textbooks  and  the  World  Language  Department  is  beginning  that  

process  in  the  area  of  Spanish.  § Targeted  district  and  site  funds  have  been  allocated  to  meet  technology  baselines  in  all  classrooms  to  

include  short  throw  projectors  and  digital  visualizers.    Bring  Your  Own  Device  was  implemented  and  Chromebook  carts  created  to  prepare  our  students  for  SBAC.    A  PC  cart  was  purchased  to  help  our  French  and  Spanish  AP  students  take  their  AP  exams  on  laptops  as  opposed  to  tape  recordings.      

§ The  school  principal  has  created  various  platforms  to  communicate  school  events  through  email  blasts  called  Constant  Contact,  Twitter  feeds,  daily  bulletins,  and  weekly  Principal’s  Updates.  

§ The  school  district  engaged  in  the  Smarter  Balanced  Assessment  Consortium  pilot  assessments  this  past  spring.    

Student  programs:  • Through  the  collaboration  with  PTSA,  school  leadership  created  a  new  tutoring  program  called  Triton  

Academy.    This  program  was  created  as  a  response  to  a  need  being  voiced  by  parents  and  students.  We  use  intervention  funds  to  hire  professional  tutors  from  Peninsula  Academy  and  the  provide  tutoring  in  the  areas  of  history,  English,  math,  science,  and  ACT/ACT  prep.    Students  can  reserve  appointment  slots  online  via  pvhigh.com.  

• Principal  created  a  new  student  advisory  council  called  the  Principal’s  Advisory  Council  (PAC).    This  council  provides  the  principal  which  honest  feedback  about  schoolwide  issues.    The  principal  also  has  the  PAC  represent  students  at  major  donor  events  and  community  events.        

• A  Speech  and  Debate  team  was  created.    It  is  a  Period  7  class  that  goes  on  the  transcript.    In  the  first  year,  over  15  students  have  enrolled  in  the  class  and  they  have  successfully  competed.  

• Our  Science  Research  class  has  increased  from  4  to  almost  20  students  with  appointing  a  new  faculty  member  to  reinvigorate  the  class.    We  had  over  13  students  compete  at  the  Los  Angeles  regional  science  fair  and  it  was  the  most  successful  showing  of  our  students  at  the  science  fair.      

• Our  Booster  Club  has  added  support  for  the  Academic  Decathlon  Team  and  the  team  is  now  a  Period  7  class.    For  the  past  two  years,  it  has  operated  as  a  club.    This  year,  our  Team  won  32  medals  and  placed  top  24  in  the  Los  Angeles  County  and  won  first  placed  in  the  Super  Quiz.    This  was  the  best  showing  of  our  Academic  Decathlon  Team  to  date.  

 

 

 

 

 

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 WASC

 

CHAPTER  III  Process  for  the  Development  of  the  Progress  Report  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

       

57  

WASC  Chapter  III  Process  for  the  Development  of  the  Progress  Report  

 In  March  of  2012  the  WASC  Visitation  Committee  completed  their  review  and  shared  their  report  with  the  Palos  Verdes  High  School  learning  community.    The  Accreditation  Team  granted  a  six-­‐year  accreditation  with  an  April  2015  mid-­‐term  visit.        The  leads  met  with  their  departments  during  the  months  of  December  and  January  to  gather  input  from  their  teams  to  determine  the  level  of  progress  in  each  area.  The  school  principal  shared  this  document  with  the  School  Site  Council  and  the  Parent  Teacher  Student  Association  to  gather  their  input  regarding  progress  towards  meeting  these  goals.    There  needs  to  be  a  focus  on  communicating  and  involving  students  in  the  process  of  the  Self  Study.    A  consistent,  steady  administrative  team  will  help  foster  a  more  successful  process  in  developing  an  action  plan  for  the  Full  Self-­‐Study  in  2018.    The  Action  Plan  needs  to  be  better  monitored  and  made  into  a  priority  as  the  school  enters  the  2015-­‐16  academic  school  year.    Focus  Groups  need  to  be  put  into  place  and  Late  Start  Wednesday  Collaboration  Time  needs  to  be  spent  on  Focus  Groups  and  reviewing,  modifying  and  updating  the  Action  Plan  as  a  collective  effort.      Ongoing  School  Improvement:  In  the  2012  Full  Self-­‐Study,  PVHS  has  identified  the  following  needs  based  upon  their  Self  Study  report.  

1.  Algebraic  Proficiency    

Our  students  in  Algebra  are  in  need  of  extra  support.      One  teacher  in  the  math  department  teaches  all  of  the  Algebra  classes.    Currently,  there  are  about  25%  of  the  Algebra  students  receiving  a  D  or  F.    Administrators  and  teacher  leaders  have  been  working  with  the  teacher  to  provide  extra  support  to  the  students  in  the  class.    AVID  strategies  were  also  implemented  into  the  classroom.    We  utilized  intervention  funding  to  place  a  professional  teacher  into  each  Algebra  classroom  that  has  helped  in  re-­‐teaching  concepts  to  small  groups  in  the  class.    The  teacher  has  expressed  that  the  extra  support  structures  are  welcomed  and  helpful.    The  teacher  has  also  reported  that  overall  class  test  and  quiz  scores  are  improving.    There  has  also  been  a  decrease  in  parent  calls  and  concerns  from  parents  about  homework  and  quizzes.    Teacher  has  also  provided  the  students  with  the  ability  to  re-­‐take  exams  to  allow  students  to  access  time  and  re-­‐teaching  opportunities  to  master  the  content.  

2.  Support  for  Special  Education  Students    

CAHSEE  scores  for  special  education  students  are  at  the  highest  levels  since  2012  at  88%  passage  rates  for  both  English  and  Math.    A  lot  of  this  can  be  attributed  to  the  fact  that  since  the  last  full  self-­‐study,  we  have  hired  a  new  SPED  Coordinator  who  has  led  the  department  to  new  heights  under  his  leadership.    SPED  teachers  are  utilizing  collaboration  time  effectively  to  learn  new  instructional  strategies  especially  in  the  area  of  using  technology  such  as  our  Chromebooks.    Our  Collab  classes,  where  general  English  classes  have  a  Special  Education  teacher  in  the  class  to  help  RSP  students  and  504  students  with  writing  and  reading.  There  has  also  been  a  better  case  management  of  IEPs  where  we  are  meeting  compliance  on  meeting  timelines  on  all  or  our  IEPs.      Our  Special  Education  district  meetings  have  been  helpful  in  the  sharing  of  ideas  and  articulation  of  ideas  between  our  high  schools  and  intermediate  schools.      

The  District  selected  PVHS  as  the  new  site  for  the  PVLSC  (Palos  Verdes  Life  Skills  Center)  where  

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students  across  the  district  will  be  able  to  come  to  PVLSC  to  access  its  new  facilities  and  technology.    We  are  striving  to  provide  the  best  for  our  students  with  special  needs.      

 

    3.  Consistent  Implementation  of  School  Policies    

    There  will  be  an  end-­‐of-­‐year  survey  which  will  have  the  same  baseline  questions  from  the  2012  survey  questions  provided  to  our  students,  staff  and  community  regarding  the  implementation  and  practice  of  school  policies.    Since  2012,  we  have  implemented  a  K-­‐9  Drug  Detection  Program  on  our  campus  where  for  the  past  three  years,  our  partnership  with  Palos  Verdes  Estates  Police  has  improved  and  increased.    At  least  once  every  two  months,  the  K9  has  been  on  our  campus  and  its  presence  has  decreased  the  number  of  controlled-­‐substance  activities.  We  have  also  been  able  to  utilize  social  media  highlighting  the  dog’s  presence  on  campus,  which  has  also  helped  deter  these  activities.    

Our  student  cheering  section  called  Red  Tide  has  had  a  negative  perception  from  community  members  for  their  chants  and  behavior  during  athletic  events,  especially  football  games.    Although  behavior  has  been  improving  from  year  to  year,  the  administrative  team  decided  to  restructure  the  selection  process  of  the  five  leaders  who  are  chosen  as  Red  Tide  leaders,  called  Red  Tide  Presidents,  for  the  upcoming  year.    Although  PVHS  has  grown  from  450  to  1700  in  the  past  13  years,  the  Red  Tide  structure  has  remained  the  same,  much  like  a  small  club.    Its  membership  is  over  500+  and  to  manage  the  behavior  of  such  a  large  club  is  quite  a  challenge.    Starting  in  2015-­‐2016  academic  year,  the  Red  Tide  presidents  will  be  selected  through  student  votes  and  approval  by  school  leadership  members  in  the  Principal’s  Cabinet.    In  addition,  the  Red  Tide  Presidents  will  also  be  enrolled  in  the  ASB  Leadership  Class  and  will  receive  a  grade  and  citizenship  grade,  placing  greater  accountability  for  student  behavior.  

Every  year,  Halloween  is  seen  as  a  day  where  student  behavior  has  not  been  at  its  best.    Each  year  since  2012,  Halloween  has  been  much  placated  in  negative  student  behavior  partly  due  to  our  staff’s  consistent  message  to  students  about  dress  code  and  proper  behavior.    Also,  part  of  the  recent  success  with  Halloween  was  due  to  changing  the  time  of  ASB  related  activities  from  lunch  to  nutrition  break.  This  allowed  for  a  shorter  time  for  Halloween  events  and  more  time  for  instruction.    

 

 

 

 

 

 

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CHAPTER  IV  Progress  of  the  Critical  Areas  for  Follow-­‐Up  

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CHAPTER  IV  Progress  of  the  Critical  Areas  for  Follow-­‐Up  

 1.  There  is  a  need  to  develop  assessment  data  (from  classroom  >  formative  >  summative  >  state  and  national  exams),  and  examine  the  data  through  more  analysis  to  further  drive  academic  improvement  for  all  students.      The  Special  Education  Department  has  incorporated  standardized  test  results  to  help  formulate  IEP  goals.  These  goals  are  being  realigned  to  comply  with  CCSS.  Special  Education  students’  classroom  performance  is  regularly  reviewed  by  their  case  carriers.  Special  Education  students  who  have  not  passed  the  CAHSEE  review  relevant  content  in  their  Guided  Study  classes.  Additionally,  they  review  English  content  in  Reading  Writing  Skills  classes  and  focus  on  math  goals  in  Essentials  of  Algebra  classes.      The  Science  Department  analyzes  the  results  of  formative  and  summative  assessments  to  guide  re-­‐teaching:  the  formative  assessments  are  used  to  check  for  student  understanding,  while  the  summative  assessments  are  used  to  check  for  content  retention.    AP  data  is  studied  to  drive  instructional  modifications  to  AP  courses.  The  Science  Department  is  anticipating  the  New  Generation  of  Science  Standards  (NGSS)  and  their  associated  assessments.  Their  preparation  includes  exploring  lessons  aligned  with  Common  Core  and  the  NGSS.      The  Mathematics  Department  analyzed  2012-­‐2013  STAR  results  at  the  beginning  of  the  2014-­‐2015  school  year  to  improve  curriculum.  Pacing  guidelines  for  each  subject  area  within  the  department  were  created  and  implemented.  AP  teachers  analyze  AP  exam  results  each  year  to  improve  the  AP  curriculum.  The  department  analyzes  SAT,  ACT,  and  AMC  results  to  assess  student  achievement  on  National  exams.  In  anticipation  of  the  transition  to  the  SBAC,  the  department  is  waiting  for  SBAC  results  and  guidelines  in  order  to  continue  realigning  the  math  curriculum.    The  History/Social  Science  Department  reviews  their  Advanced  Placement  Exam  results  by  content  area  each  year.  Additionally,  the  department  reviews  the  AP  Program  based  on  the  number  of  courses  offered  and  student  enrollment  in  these  courses.    The  English  Department  reviewed  its  reading  lists  and  pacing  guides  at  the  beginning  of  the  2014-­‐2015  school  year  in  order  to  prepare  for  the  transition  to  the  SBAC.    The  department  is  currently  reviewing  CCSS  vendors’  products  to  incorporate  in  quarterly  assessments  and  SBAC  preparation.  Additionally,  the  English  Department  will  begin  to  modernize  its  writing  portfolio  requirement.  The  goal  is  to  eventually  replace  the  current  hard  copy  with  an  electronic  one.  Students  will  be  required  to  submit  essays  to  turnitin.com  as  the  first  step  in  this  transition.      The  World  Language  Department  utilizes  teacher  created  writing  samples  at  the  beginning  of  the  year  to  assess  students’  abilities  and  set  pacing  and  other  instructional  goals.  Additionally,  the  department  is  using  quarterly  assessments.  Teachers  utilize  placement  tests  for  Spanish  2  &  3  and  Chinese  2,  3  &  4  to  ensure  students  are  in  the  appropriate  level.  AP  Data  is  used  to  review  pacing  and  content  for  upper  level  courses.  The  Visual  &  Performing  Arts  Department  is  incorporating  various  types  of  written  assessments.  Students  write  reflections  regarding  projects  and  performances.  Students  record  their  pieces  of  work  for  feedback.  The  department  is  using  technology  such  as  online  surveys,  student  reflections,  social  media,  online  sharing  sites  and  peer/instructor  critiques  in  order  to  provide  a  variety  of  opportunities  for  assessment.        

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2.  There  is  a  need  for  a  focus  on  ongoing  staff  development  in  support  of  varied  research-­‐based  teaching  strategies  (i.e.-­‐use  of  block  schedule  time,  differentiated  instruction  and  differentiated  assessment  to  address  students  with  different  abilities-­‐including  Special  Education,  further  data  assessment  training),  as  well  as  feeder  school  articulation.      The  Special  Education  Department  is  improving  development  and  articulation  in  myriad  ways.  The  department  provides  educators  with  opportunities  to  attend  conferences  such  as  ASCD  and  CCSS.  Aide  training  is  provided  to  para-­‐educators.  In  addition,  the  department  is  collaborating  with  other  sites  that  have  Basic  Skills  teachers.  The  District  CIA  team  communicates  ongoing  CCSS  developments  with  the  department,  while  the  Special  Education  Department  regularly  communicates  with  general  education  teachers  who  work  with  their  students.  Recently,  the  district  curriculum  and  instruction  department  added  special  education  teachers  to  the  CIA  team  meetings,  which  has  allowed  district  special  education  teachers  to  collaborate  on  current  practices  and  challenges  being  faced  at  the  secondary  level.    The  Science  Department  increased  their  time  spent  collaborating.  Many  teachers  have  attended  conferences  and  shared  materials  at  late  start  meetings.  These  include  Common  Core,  Kagan,  NGSS,  NSTA,  and  APSI.  Also,  many  teachers  have  attended  PBL  symposiums  which  teach  the  basics  of  BL  learning  implementation;  teachers  are  implementing  PBL  units  and  assessments  in  their  teaching  practices.  The  department  was  trained  in  the  use  of  science  databases  and  how  to  incorporate  more  research  into  teaching  methods.  Teachers  in  every  science  discipline  are  part  of  a  district  level  CIA  team  which  discusses  best  practices  for  all  K-­‐12  teachers.        The  Mathematics  Department  participates  in  staff  development  individually  and  collectively.  Several  members  have  attended  various  mathematics  conferences  such  as  AP  and  CMC-­‐South  conferences.  The  department  participates  in  District  CIA  meetings  and  regular  site  department  meetings.  The  Mathematics  Department  used  the  districtwide  in-­‐service  days  to  meet  with  grade-­‐level  colleagues.  The  department  articulates  with  feeder  schools  through  CIA.      The  History/Social  Science  Department  participates  in  District  Professional  Development  during  late  starts,  pupil-­‐free  days,  and  rotating  staff  through  CIA  meetings.  Many  teachers  also  attend  AP  Conferences.  Department  members  have  collaborated  on  topics  such  as  scaffolding  Document  Based  Questions  and  AP  US  History  curriculum.      The  English  Department  is  collaborating  during  regular  late  start  meetings,  district  staff  development  days,  and  at  CIA  meetings.  In  collaboration  with  Peninsula  High  School,  department  grade  level  teachers  are  meeting  and  sharing  best  practices  on  the  district’s  required  novels  at  CIA  meetings.  Department  members  participated  in  summer  workshops  such  as  NEA  and  AP.  Department  members  share  new  ways  to  use  technology  in  the  classroom  such  as  turnitin.com  and  Google  drive.    

The  World  Language  Department  is  working  on  improved  articulation  with  feeder  schools.  The  Department  regularly  studies  pacing  and  planning  at  Wednesday  Late  Start  Meetings.  Many  teachers  attended  professional  conferences  such  as  the  CLTA  Conference  in  San  Diego.  Teachers  have  attended  MCLASC  (Modern  and  Classical  Language  Association  of  Southern  California)  and  Occidental  College  World  Language  Project  conferences  covering  the  topics  of  Common  Core  implementation,  Project  Based  Learning  and  technology  in  the  classroom.  Department  members  also  attended  the  College  Board  Spanish  AP  Literature  seminar  and  the  Southern  California  Chinese  Teachers  Association  Conference.  Latin  teachers  at  PV  and  Pen  collaborated  on  curriculum  and  attended  the  state  conference.  

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The  Visual  &  Performing  Arts  Department  collaborates  on  site  during  regular  late  start  department  meetings.  They  participate  in  interdepartmental  conversations  with  members  of  other  departments  during  lunch  breaks.  Department  members  are  involved  in  district  based  professional  development  concerning  CTE  and  CCSS.  Teachers  attend  Common  Core  Conferences  that  relate  to  their  discipline.  Additionally,  PVHS  students  perform  collaboratively  with  middle  school  students  from  feeder  schools  by  working  together  to  put  on  concerts,  performances,  and  shows.          3.  The  school  needs  to  continue  to  find  ways  to  foster  a  culture  of  consistency  in  school  policies.                The  PVHS  Staff  sees  improved  communication  and  consistency  in  a  variety  of  areas.  Teachers  have  worked  to  improve  the  accuracy  of  attendance  and  tardy  records.  Teachers  and  administration  have  enforced  consequences  such  as  Saturday  School  and  trash  pickup.  This  has  helped  reduce  the  number  of  students  wandering  campus  during  instructional  time.  Parents  are  informed  of  attendance  issues  in  a  timely  manner  through  automated  phone  messages.  Teachers  who  take  students  on  field  trips,  special  events,  and  athletic  competitions  submit  rosters  to  the  attendance  office,  ensuring  student  accountability.  The  district  has  updated  and  increased  the  number  of  attendance  codes  which  allows  for  more  consistency  in  teachers  taking  attendance  and  parent  notifications  for  school  absences  and  period  tardies.  The  attendance  team  meets  with  the  administration  on  a  weekly  basis  to  share  information  about  student  attendance  issues,  including  truancy  and  the  SARB  process.    A  renewed  focus  on  safety  is  exemplified  by  the  installation  of  security  cameras  and  the  presence  of  the  Palos  Verdes  Estates  Police  Department  campus  K9  unit.  All  science  programs  implement,  enforce,  and  adhere  to  lab  safety  guidelines.  School  safety  and  emergency  drills  have  been  updated  and  implemented.  Some  staff  members  completed  Specialized  Emergency  Response  Training,  with  plans  for  more  to  complete  training  in  the  future.  Other  improvements  include  the  hiring  of  a  female  security  staffer  to  support  gender  specific  issues.  Defined  faculty  parking  areas  help  keep  the  campus  in  order.  The  closing  of  specific  lockers  and  areas  on  campus  has  helped  to  control  student  behavior  during  lunch  and  breaks.      The  administration  has  utilized  various  types  of  media  to  communicate  with  the  school  community.  The  staff  handbook  and  PTSA  handbooks  are  updated  annually.  Throughout  the  year  new  and/or  updated  policies  such  as  dress  code,  behavior  at  athletic  events,  and  Halloween  costume  guidelines  are  communicated  through  the  daily  bulletin,  emails,  pvhigh.com,  the  school  twitter  feed,  and  the  student  news  program  Live  From  205.    Recent  improvements  in  communicating  expectations  to  students  have  been  developed  by  Be  The  Change  and  Associated  Student  Body.  Incoming  freshmen  attended  induction  activities  prior  to  the  beginning  of  the  school  year.  This  process  culminated  in  Coronation  Day  during  the  first  week  of  school  where  they  officially  became  Sea  Kings.  The  central  gathering  area  on  campus  formerly  known  as  Senior  Park  was  renamed  Sea  King  Park  in  order  to  foster  a  spirit  of  community.  Various  speakers  have  been  invited  to  campus  to  discuss  digital  citizenship  and  the  consequences  of  online  behavior.                          

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CHAPTER  V  Updated  School-­‐wide  Action  Plan