Contact Information

This section provides the school’s contact information.

	School		District
School Name	Oroville High	District Name	Oroville Union High
Street	1535 Bridge St.	Phone Number	530-538-2300
City, State, Zip	Oroville, CA 95966-5060	Web Site	www.ouhsd.org
Phone Number	530-538-2320	Superintendent	Dwayne Robinson
Principal	Charles Tracy	E-mail Address	drobinso@ouhsd.org
E-mail Address	ctracy@ouhsd.org

School Description and Mission Statement

This section provides information about the school’s goals and programs.

The mission at Oroville High School is to provide a safe, engaging environment, that promotes high academic achievement and personal and social responsibility through a cooperative effort of students, teachers, and parents with high expectations for our diverse student population. �� �� Oroville High School's guiding vision is to prepare our students for success in our rapidly changing information-based society and to make sound, informed, ethical decisions in all aspects of their adult lives. We offer quality programs to help our students succeed. Courses, curriculum, and school-wide goals at Oroville High School are reviewed and aligned regularly with local, state and national standards. Our students learn how to be critical thinkers, life-long learners, effective communicators, and community contributors.

Oroville High School is located in the rural north valley at the base of the Sierra Nevada foothills, about seventy miles north of Sacramento. Oroville is the Butte County seat and the primary source of income for the city's population of 13,700 residents (55,000 in the greater Oroville area. Other significant sources of income are Agriculture, light manufacturing, tourism, retail trade services, transportation, public utilities, construction, finance, government and public administration. The medium household income in the city is $21,911.�� �� Oroville High School was founded in 1892 and is the oldest high school in the district. The four-acre campus has forty six classrooms and all are Internet connected. Additionally, there are two computer labs, one is in the library. In addition, five of the classrooms also contain full functioning computer labs for a total of seven school wide. Computer labs are located in our Industrial Technology department, the Opportunity School, the Business department, the Math department and in the Science department.�� �� The district was able to pass a school bond on 2003 for $8,523,932. It allowed for the building of a new library, science wing, industrial technology center. In addition, modernization monies will convert the existing shop building to an art building, the old library into a performing arts center, and to modernize the main gym. �� �� Oroville High School employs fifty certificated teachers, three counselors, and twenty five classified staff. �� �� The population of OHS reflects the community. According to the October 2006 California Basic Education Data Systems (CBEDS), our current enrollment of 1179 students consists of 316 freshman, 325 sophomores, 285 juniors and 253 seniors. Our 2006-2007 student population is comprised of 6.2% American Indian, 22.5% Asian, .7% Pacific Islander, .4% Filipino, 6.8% Hispanic, 5.5% African American, and 58% White.�� �� The instructional staff are a dynamic, flexible, caring, thoughtful, attentive, collaborative group of professionals who care about the individual needs of each and every student. �� �� The Oroville Union High School District is a rural high school district serving two comprehensive high schools:Oroville High School and Las Plumas High School, as well as a charter high school, a continuation high school and an adult school. �� �� Opportunities for higher education are plentiful. Butte Community College offers comprehensive programs in many fields as well as a college connection program for current seniors. California State University Chico, a four-year university, that offers a full spectrum of curricula, is about a 25-minute drive from Oroville. furthermore, Oroville is about three hours from the cultural centers of San Francisco and the Bay area and just about two hours from Reno, Tahoe and Sacramento.

Opportunities for Parental Involvement

This section provides information about opportunities for parents to become involved with school activities.

Student Enrollment by Grade Level

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students	Grade Level	Number of Students
Grade 9	334	Grade 12	258
Grade 10	326	Total Enrollment	1222
Grade 11	304

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African-American	5.00%	White (Not Hispanic)	55.97%
American Indian or Alaska Native	5.48%	Multiple or No Response	0.16%
Asian	24.47%	Economically Disadvantaged	53.00%
Filipino	1.00%	English Learners	14.00%
Hispanic or Latino	8.00%	Students With Disabilities	8.00%
Pacific Islander	0.65%

Average Class Size and Class Size Distribution

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2004-05				2005-06				2006-07
	Number of Classrooms				Number of Classrooms				Number of Classrooms
	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+
English	29.3	3.0	24.0	12.0	27	11.0	20.0	13.0	27	11.0	21.0	13.0
Mathematics	30.4	3.0	13.0	14.0	29.2	2.0	16.0	12.0	29	3.0	19.0	10.0
Science	31.7	1.0	10.0	14.0	29.3	3.0	14.0	9.0	27	5.0	22.0	4.0
Social Science	31.7	1.0	15.0	13.0	31.2	1.0	17.0	13.0	32	-	14.0	12.0

School Safety Plan

This section provides information about the school's comprehensive safety plan.

OHS actively promotes a safe, clean, and orderly learning environment and has a comprehensive disaster and safety plan in place. The school has both a safety and discipline committee that meet regularly to evaluate existing practices and determine school needs. The safety and discipline plans are reviewed by district committees each year and are approved by the Board of Trustees. �� �� OHS has two full time assistant principals and a resource officer. There is also one campus security supervisor and two universal staff positions, who sometimes serve as a campus supervisor. All five positions are equipped with communication devices, and the campus supervisor has a bicycle for patrol. In addition, OHS has a full-time Oroville Police Department Officer and a part-time probation officer.�� �� Based on our recent safety survey, the majority of students feel safe at Oroville High School. Visitors to OHS must register immediately upon entering the school grounds. �� �� OHS also involves SAC (Staff Advisory Committee) in school safety issues, which include communication concerning, and staff training for, safety and violence incidences. All staff is notified regarding students with a record of violence that could affect classroom management. �� �� All teachers have access to a telephone in their classroom to allow immediate contact with parents or emergency personnel. In addition, several Oroville High School personnel have cell phones and many have hand radios to provide school staff with immediate contact if it is necessary. As a preventative measure, OHS administrators are responsible for conducting periodic safety checks as well as monitoring site upgrades such as alarm installation and repairs��

�� The Safe School Plan encompasses several components (EC 35294.1):�� �� The goal of this document is to outline procedures for a safe and orderly environment at Oroville High School, which allow all students to pursue their educational goals without interference from others. In addition, it is our goal to provide clearly understood procedures to be followed in the event of an emergency. �� �� Maintenance and Improvements:�� The Oroville High School staff, together with the students, parents and community is making every effort to make our school a safe and nurturing environment. While working on our School Safety Plan it became evident that our school needs to address the following safety related maintenance and improvement issues:�� �� Oroville High School administration needs to continue to meet regularly with local law enforcement, emergency and social service agency personnel to update and practice crisis plans in the event of a natural disaster or man made emergency.�� �� Oroville High School has an updated Comprehensive Safety Plan, which is reviewed and updated by March 1 of each year. BP0450(a-d)�� �� It is recognized that students contribute positively to a safe and wholesome school climate when they are actively engaged in their education and when they feel they are an important and integral part of the school community. With this in mind, Oroville High School staff will continue to look for opportunities to promote student growth and affiliation with the school. ��

�� The Oroville High School staff will continue to develop a method to reward and recognize student success including the securing of more college scholarship funds. Staff involved in security and supervision need uniform clothing maintained and replaced as needed annually.�� �� Safety and supervision equipment need annual maintenance and replacement when needed (this includes, but is not limited to cell phones and hand held two-way radios.�� A central component of our school and district crisis plans is the Public Address system. The system at Oroville High School has been in the process of being upgraded. In the event of an emergency it meets minimum standards.�� �� A video camera/ surveillance system has been installed. it meets contemporary daytime school security requirements and records after hours crimes. Problems with student traffic flow and an inadequate amount of tables and seating in the cafeteria result in unnecessary conflict. This creates a safety risk. We have added 8 new cafeteria tables, and our wood shop has provided three rows of rope stands to help keep our students in line in an orderly fashion.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate		School			District
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Suspensions	2.13%	3.90%	3.83%	2.60%	2.10%	3.20%
Expulsions	0.14%	0.60%	0.64%	0.76%	0.42%	0.78%

School Facility Conditions and Improvements

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

School Grounds and Facilities:�� �� Oroville High School maintenance is provided by the Districts Maintenance and Operations Department. They do an extremely good job considering the age of some of our buildings on campus. ��

�� Two years ago, 2004, we completed the modernization of the M-Wing, which added a new computer lab to the facility.��

�Oroville High School meets all safety upgrades requirements. These include fire alarms, panic bars on exit doors, a fire alarm with lights and lighted exit signs above each door.�� �The buildings contain the required number of fire extinguishers and safety cleanup kits.��

�There is a District wide effort in the improvement on all campuses to better meet the requirements for ADA compliance.��

�The Assistant Principal will be a member of the District Safety Committee and the Committee will conduct several checks of the facility to insure the safety of all students and employees. It is essential to the safety and security of the Oroville High School site that the administrator remains an integral part of this safety team.�� �� To date the Oroville Union High School District has committed $122,000 to deferred maintenance district wide!

School Facility Good Repair Status

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and�� Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Exemplary	Good	Fair	Poor
Overall Summary		X

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers		School		District
	2004-05	2005-06	2006-07	2006-07
With Full Credential	44	48	49	132
Without Full Credential	4	5	4	8
Teachers Teaching Outside Subject Area	0	2	2	-

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2005-06	2006-07	2007-08
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	97.3%	2.7%
All Schools in District	94.0%	6.0%
High-Poverty Schools in District	14.0%	86.0%

Academic Counselors and Other Support Staff

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Academic Counselor
Academic Counselor	2.0	611
Library Media Teacher (Librarian)	1.0	-
Psychologist	1.0	-

Quality, Currency, and Availability of Textbooks and Instructional Materials

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and�� Instructional Materials	Percent of Pupils�� Who Lack Their Own�� Assigned Textbooks and�� Instructional Materials
Reading/Language Arts	The Oroville Union High School District School Board has policies in place to ensure all content subject areas are aligned to the State of California textbook adoption cycles. In the recent past two years, Oroville High School has had an adoption of the English and Social Science and Science have had new textbooks added. Math will be our next adoption in the next two years. Oroville High School enjoys a new library facility. During the construction of this new facility, many of the books were damaged as a results of a roof failure in the area where the books were being stored. School funding and local support through donations have helped to replenish the damaged books. Efforts will continue over the next few years to fully stock the library with the reading materials needed for student success. All materials must be approved by the District School Board. These materials must be on display for public review and comment for a thirty day period prior to the school board taking action.	Zero. Every student has their own assigned textbook for the classroom as well as one to take home.

that houses a state of the art system. well as one to take home.

Lab equipment meet current safety

and teaching standards. New

computers are also in place or being

planned to enhance the learning of

each student.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$6,777.78	$1,355.78	$5,422.78	$59,964.00
District	-	-	-	$51,766.00
Percent Difference - School Site and District	-	-	-	-16%
State	-	-	$4,943.00	$61,994.00
Percent Difference - School Site and State	-	-	-10%	3%

Types of Services Funded

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

During the 03/04 school year Oroville wrote and received the SB65 Motivation and Maintenance Grant. This grant allowed for the hiring of a full time outreach consultant. Two outreach consultants were hired, one full-time and one part-time, to act as a change agent in the effort to prevent student dropout by creating a climate that fosters academic success. The outreach consultant works directly with at-risk students including truants, students at-risk of failing, as well as those who have other personal problems that could lead to failure and dropping out of school. Since November of 2004, one full-time outreach consultant has served as our Dropout Prevention Specialist. She does this primarily by facilitating two programs within the Motivation and Maintenance Program itself: The Student Success Team (SST) and the Collaboration of Services Team (COST). The SST process is a strength-based program designed to empower the at-risk/high risk student to become involved as a pro-active member in his or her own educational process. This is accomplished by bringing together the students parents, teachers, counselor, administrator, and outreach consultant (ORC) to discuss the students strengths and skills in the attempt to use these attributes to aid the student in fashioning a successful academic plan. After a plan has been devised, the Student Study team then meets again a month later to fine tune the plan as the student continues to receive advocacy and support from the parents and professionals in the team. �� �� The COST program is a team of