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School Description and Mission Statement Introduction to the Community Oroville
High School (OHS) is located in Oroville in the County of Butte. The high school
has 1027 students, grades nine through twelve. OHS is one of four high schools
in the Oroville Union High School District. Established in 1892, our school is
rich in tradition. Many prominent county citizens are OHS alumni. The
district draws students from an area of approximately 663 square miles and from
seven different elementary districts. The principle community within the
district’s boundaries, Oroville, has an immediate shopping population of
approximately 50,000. The primary industries in Oroville are government
(including education), retail trade, service industries, light manufacturing,
agriculture, and lumbering. The median household income in Oroville is $16,614. Opportunities
for higher education are plentiful. Butte Community College offers comprehensive
programs in many fields. California State University, Chico, a four-year college
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. Oroville High School Vision & Mission StatementOroville
High School Mission Statement: Oroville High School is a safe, engaging
environment that promotes individual and cooperative efforts through optimum
student-teacher-parent and community effort on campus, with high expectations
for a diverse student population. Opportunities for Parental Involvement
Communication
between school and home is a priority at OHS. Prior to the beginning of school,
parent letters are mailed home to each parent inviting them to become involved
in various decision-making groups on campus, such as: School Site Council,
Parent Teacher Association (PTA), Boosters/Foundation Support Group, district
discipline committee, school board membership and staff interview involvement.
At the Back-To-School Night, the Principal’s presentation includes an
invitation to all parents to get involved in OHS in anyway they feel
comfortable. Our principal explains the variety of opportunities for parents to
contribute to our students' and our schools' success, such as: committees,
extra-curricular activities, clubs, advisory committees, PTA,
project/service-based learning and /or business related mentorship programs.
Teachers also solicit parent participation as needed. Generally, we get about
30% of our parents volunteering in various ways at the school each year. Parents
who request to be involved on campus are encouraged by staff to visit classes,
chaperone field trips, provide transportation, join committees, assist in
athletic programs, form parent or support clubs and attend board meetings. OHS
parents often fill needed coaching positions; currently, two parents serve as
coaches. Parents join students and
staff twice a year for campus beautification days where they donate and plant
shrubs and flowers as well as clean the campus. This
year we opened a new avenue for parent and community involvement with the
implementation of a Leadership Team comprised of parents, students,
administrators, and teachers to serve as the governing body for Oroville High
School. In addition, an Alternative Screening Panel, which includes an
administrator, staff, and parents, meets weekly to make recommendations for
students and appropriate placement in district programs. Parents also had
opportunities to give input on Oroville High School’s ESLRs, through the WASC
focus groups, Leadership Team, and School Site Council.
OHS
has a comprehensive system for communicating with parents and the community. OHS
school newsletters are developed and mailed once every six weeks to parents and
students that include current events and activities taking place at the OHS
campus. The OHS website (http://www.ouhsd.org/ohs/) is used to communicate daily
and weekly bulletin information to parents, students, and faculty.
Several staff members serve as interpreters for parents whose home
language is other than English. Instructional Aide, Mai Vang interprets
information for the Asian students and parents while Spanish Teacher Kevin Simas
translates for the Spanish speaking population.
Student
Enrollment, by Ethnic Group
II.
School Safety and Climate for Learning
OHS
actively promotes a safe, clean, and orderly learning environment and has a
comprehensive disaster and safety plan in place. Based on our recent safety
survey, the majority of students feel safe at Oroville High School. We are
currently beginning a program of ID badges for all students and staff in an
attempt to ensure that only members of our school community are present on our
campus. We have two campus security supervisors, equipped with communication
devices, golf carts, and bicycles for patrol. Involve the leadership team in
school safety issues; this should include communication concerning, and staff
training for, safety and violence incidences, including notification of staff
regarding students with a record of violence that could affect classroom
management. The
school is continually striving for an improved atmosphere. We have a
campus beautification committee that takes care of landscaping improvement.
The Student Body Association assumes responsibility for cleaning the student
break area, and after events. In addition, each class in the homecoming
celebration assumes responsibility for cleaning an area of the school.
Homecoming and Spirit week includes a community service project that is
performed by each of the classes. There are frequent projects that are
integrated into the curriculum, performed by various classes, which improve the
campus. For example, ROP students return from their program in the
afternoon to landscape on campus. Many clubs, such as Friday Night Live,
regularly perform community service activities. Student artwork displayed
in the Library Student Art Gallery, office, and the hall display cases beautify
the school while expressing pride in student work. This
year we are enacting a LINK program that assimilates freshmen into the school
community through mentoring and advanced orientation, conducted by Junior and
Senior student volunteers. It helps to ease new student entry into high
school and limit alienation and fear of the secondary school environment. The
school has programs to avert violence; students are identified and referred to
Drug & Alcohol counseling, Anger Management class, and Conflict Management
Class. We have various campus programs that encourage students to
participate in healthy, safe activities. Friday Night Live, Every 15
Minutes, Unity Day, Sober Graduation, and an extensive extracurricular activity
program contribute to a safe student community. We have school assemblies
that incorporate motivational speakers and programs addressing student emotional
issues. There
is a progressive discipline plan in place for ensuring attendance. It
includes positive intervention, counseling, home visits, and family services
referrals. The school works actively to involve the juvenile justice
program in habitual attendance problems. We have an in-school suspension
program and are currently developing a Saturday school disciplinary program. We
believe that our school has benefited from the state and federally funded
class-size reduction programs and that these programs have contributed to safer
classroom environments. The
existing system used to notify teachers of a student's physical or learning
disability, critical medical history, or history of violence toward other
students or adults is cumbersome and does not provide timely information.
Student records are flagged, but it is not easy for teachers to acquire the
detailed information that caused the record to be flagged in the first place. It
would be of benefit to both the student and the teachers to facilitate teacher
access to sensitive student information that could affect classroom management. Our
staff shares high expectations for all OHS students and a personal commitment to
improving our school. The teachers collaborate on school improvement issues as a
whole as well as in their individual departments. The II/USP process is
helping the entire staff to cohesively focus on school improvement; quarterly
exams, standards essays, and assessment pieces help to create a culture of high
expectations, especially in the English and Math departments. Other departments
will review and align their curriculum as it comes up for their scheduled
review. In addition, our current WASC self study has united all stakeholders in
a collaborative effort to help identify and plan programs and processes to
improve student learning. Since fall 2001, time and resources have been set
aside monthly for the Leadership Team (reps. from all stakeholders) and the
entire staff to create a school wide action plan based on school data we
gathered and analyzed.
Academic Programs for StudentsOHS
offers many academic support services and activities to help our diverse student
population meet the challenges of a rigorous curriculum and accomplish our ESLRs.
Such program include: •
Advanced Placement and Honors courses •
Advancement Via Individual Determination (AVID) •
Special Education (RSP & SD) •
English Language Learners •
Link Crew •
Tutoring Programs OHS
instructional staff plays a major role in connecting students to appropriate
academic support services to enhance classroom learning. A majority of the
teachers assess their students’ learning needs informally or formally at the
beginning of the school year as well as formatively throughout the school year.
They use these assessments to modify their instruction and/or instructional
strategies to maximize student learning throughout the course and to recommend
tutoring if necessary. Co-Curricular ActivitiesAt OHS approximately 8 out of 10 students are involved in school clubs, athletics, and extra-curricular school activities. A full range of sports programs are offered with certified coaching staff. Athletes are expected to maintain appropriate grade point averages and are closely monitored by coaching staff. In addition to typical high school sports programs, off campus sporting activities are also recognized, such as the ski/snowboarding club. An active Associated Student Body (ASB), advised by a certificated teacher and staffed with 14 OHS students oversees the operation of 30 clubs on campus. These clubs service a wide variety of social and school interests to serve our diverse student population and also foster community involvement and service. Examples of such clubs are Key Club, Environmental Club, Friday Night Live, Future Business Leaders of America (FBLA), Black Student Union, Asian Club, International Club, Girls and Boys Block "O", Students Taking A New Direction (STAND), Vocational Industrial Clubs of America (VICA), Fashion Club, Spirit Squads, Link Crew, FHA-HERO club, grade-level clubs, Catering Club, and the LP/Oroville Band. Several of these clubs are tied with state and national organizations.Several
activities are also supported within the curriculum, such as the school
newspaper, yearbook, and the OHS web site, all of which are produced and advised
during scheduled designated courses. The school newspaper, Eye of the Tiger, is
published once a month and provides students with information about staff,
classes, programs, activities of students and clubs, counseling information,
student opinion, events, entertainment and sports. Suspensions and
Expulsions
School Facilities Oroville
High School has been updating the training of our campus custodians. With old
buildings, up-keep is a challenge however as a result of a recent bond passage
and several buildings on campus qualifying for modernization improvements to
current facilities will occur this year. This past year the floors in the S-Wing
classrooms were replaced and three additional relocatables were added to the
campus to allow for future growth. A monthly maintenance check for safety and
repairs is reported. The school has a safety committee that meets to discuss
safety hazards, promote accident prevention and provide safety awareness and
training.
CST - Subgroups - Mathematics
CST - Racial/Ethnic Groups -
Mathematics
SAT 9 - Mathematics
SAT 9 - Subgroups - Reading
SAT 9 - Subgroups - Mathematics
SAT 9 - Racial/Ethnic Groups -
Reading
SAT 9 - Racial/Ethnic Groups -
Mathematics
School Wide API
API Subgroups - Socioeconomically Disadvantaged
API-Based Awards and Intervention
Programs
IV.
School Completion (Secondary Schools) Dropout Rate and Graduation Rate
V.
Class Size
VI.
Teacher and Staff Information
Teacher Evaluations TEACHER
EVALUATION: The
principal and assistant principal evaluate staff each ear. The Oroville Union
High School District and OSTA work cooperatively to do teacher evaluations. New
teachers are evaluated at least twice a year. Tenured teachers are evaluated
every other year. Sometimes it may be necessary to evaluate teachers more often. To
improve the quality of teaching, professional development is provided as well as
time and funds for specialized workshops, teacher-designed learning sessions and
projects. Oroville High School teachers regularly attend professional
development activities. Substitute Teachers Oroville
Union High School District hires substitutes to a pool for all the schools in
the district. Substitutes must have teaching credentials or have a Bachelor’s
Degree. Those having a Bachelor’s Degree must pass the CBEST test within a
calendar year. Counselors and
Other Support Staff
Academic Counselors
VII.
Curriculum and Instruction Instruction/Curriculum The
curriculum at Oroville High School has been developed through a
District-wide process. Departments review and update curriculum on a
six-year cycle. Oroville High School operates on a traditional six (6)
period schedule. Students take six courses with a common lunch period.
Oroville Union High School District wants to provide every student with the
opportunity to attend college. Oroville High School has approximately 25%
of its students completing all of the UC-CSU A-G requirements. Thirty-six
percent of our students go on to attend the local community college.
Alternative scheduling (block, 0 period) is a consideration to allow a greater
flexibility of options in the area of student scheduling, staff development,
curriculum design, and student/teacher consultation. Leadership OHS
leadership empowers the school community to share ideas, innovation, and input
in the review and revision of administrative and educational policies and
procedures to improve student learning and school safety. OHS's Leadership Team
is the primary conduit for stakeholder-based decision making. The new Leadership
Team includes the WASC focus group chairs, administration, parents, students,
department chairs, and community members. The Leadership Team will meet a
minimum of once each quarter to allocate resources, and review and monitor the
school-wide action plan. Our
school leadership also includes the OHS School Board, Academic Departments and
Chairs, Associated Student Body, Student Senate, and the Site Council. The staff
in each department meets monthly to discuss school business and academic
concerns. The department chair then takes these questions, concerns, and
suggestions to monthly department chair meetings with the principal. OHS's
Associated Student Body and Student Senate function in advisory decision making
roles. It is our belief that ASB must review and revise the student constitution
as outlined in its bylaws; in addition, we believe that posting this information
to the school website will allow students to receive information about important
school issues. Oroville
High School’s Site Council also functions in advisory decision making roles.
The OHS Site Council provides a forum for parents, students, and community
members to express views and concerns regarding district and school site issues. Parents
and community are involved in various activities that contribute to student
learning, school culture, and recreation. This involvement is clearly
identified in the Support for Student Personal and Academic Growth focus
group's self study section in this chapter. For example, parents have been
invited to participate in school committees such as WASC, II/USP, and interview
committees. We have an active Parent-Teacher Association that is heavily
involved in the Safe Grad Night, School Safety, and the Site Beautification
Committee. Professional Development Every
OHS staff development activity is required to support state, district, and site
goals for student academic achievement and safety. Staff development is funded
through individual grants and categorical grants including the II/USP and
Digital High School (DHS) grant monies. Currently, tenured teachers are
monitored every two years through individual performance evaluations.
Non-tenured teachers are evaluated yearly. Our II/ USP plan includes a
comprehensive strategy for professional development and collaborative teacher
planning time to help staff integrate the state standards and ESLRs into their
curriculum to improve student learning. Our Math and Language Arts teachers have
attended numerous meetings with Butte County Office of Education to align their
curriculum to the state content standards and create quarterly standards aligned
assessments. Similar professional development workshops are planned for teachers
in all subject areas through the 2003-2004 school year. Our Digital High School
Grant is providing opportunities to meet objectives and to train teachers in
technology applications for integration into the curriculum. Aside
from our current II/ USP and DHS professional development objectives and
assessment plans, experienced teachers choose their own individual staff
development activities. For example, we recommend utilization of II/USP monies
to implement a school visitation program that will allow OHS teachers to learn
additional best practices and strategies. Historically,
teachers have been involved in discipline-specific conferences, seminars, and
workshops funded by SB1882. We have a Beginning Teachers’ Support and
Assessment plan that is funded through our general fund BTSA monitors and
supports beginning teachers, offering a peer support, analysis of classroom
practices, and California Standards for the Teaching profession. Beginning
teachers are well supported through BTSA or University Internship Programs. Quality and Currency of Textbooks and Other Instructional Materials Textbooks
are adopted by the district from a list determined by the State Department of
Education on a seven year cycle. Teachers, administrators, and district
personnel choose textbooks from the list approved by the State Board. Textbook
adoptions were made this year in biology, and Earth Science. The average
textbook ranges in price from $50 to $70. Instructional Minutes
Pupils Enrolled in Courses Required
for University of California (UC) and California State University (CSU)
Admission (Grades 9-12)
Graduates Who Have Passed Courses Required for University of California (UC) and California State University (CSU) Admission The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data System (CBEDS) total graduates for the most recent year.
SAT I
Reasoning Test
Degree to Which Students are Prepared to Enter Workforce The
Vocational Education Departments have aligned their standards and benchmarks
with the state frameworks that have been developed and adopted by the District.
Career pathways include Food Service and Hospitality, Fashion Design and
Merchandising, Childhood Development and Education, Construction Technology,
Drafting Technology, Computer Science & Information Systems, and Accounting
& Finance. Career opportunities are extended through the Le Tigre Café and
the Lil’ Tigger Pre School and several ROP courses. Computers for the 21st
Century gives students an opportunity to learn advanced computer programs such
as PowerPoint. Students experience
real-world application of learning through CAD Drafting.
CAD students may also work with journalism students to produce an on-line
newspaper and do web design. Fashion
Design and Merchandising students use local retail stores as community
classrooms for such units as visual merchandising, buying, and sales. Enrollment and
Program Completion in Career/Technical Education Programs
IX.
Fiscal and Expenditure Data
Additional Compensation for Administrators N/A Expenditures (Fiscal Year 2000-2001)
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