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 professionals which provides all the support services to the students at OHS. These professionals include both school employees, such as special education staff, and county employees including the School Attendance Review Board (SARB). The COST team also includes: Title I and Title II coordinators, bilingual Para-educators, counselors, the technology coordinator, the Safe and Drug Free Schools coordinator's drug and alcohol coordinator, the Native American coordinator, a Migrant Education representative, the SRO, probation officer, GATE coordinators, mental health counselors from Butte County, the student support advisor (county), campus supervisors, the school psychologist and administration. As the program develops, it is our hope to include more community organizations. The purpose of the Coordinated Services Team is to provide services to at risk students to prevent them from falling through the cracks.�� Members of the COST team utilize SSTs, weekly progress reports, anger management classes, and drug and alcohol counseling, etc. in order to track the services received by high-risk students. The team meets on a weekly basis in order to effectively case manage students who need more than average support in order to graduate from high school. COST members identify certain high-risk students as the focus of weekly discussion and a plan of action is agreed upon within the meetings as to who monitors the student and how to best advocate in order to meet the students needs in the future. Other duties for the outreach consultant include conducting home visits, making one on one student contact, and providing staff and parents education on issues that may interfere with the students ability to graduate. She also attends School Site Council meetings and appropriate training sessions.�� �� The school has programs to avert violence; students are identified and referred to Drug & Alcohol counseling, Anger Management class, and Conflict Management Class as well as a conflict manager student group. 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.�� Several new programs empower students to interact with each other to effect positive change. At the beginning of the 2002 school year OHS began its Link Crew program to connect upper classmen, (Link Crew Leaders), with students in the freshman class as a support for those freshman. Link Leaders provide classroom lessons designed to improve student study skills, organization, and other important academic habits. Link Crew sponsors social outreach activities such as tailgate parties and movie nights to encourage freshmen to become active participants during their high school career. A new Title II grant through Butte County Office of Education has allowed us to continue LINK Crew activities throughout the year.�� �� In the fall of 05/06 24 students were trained as Safe School Ambassadors. This program trains students from different walks of life on campus to identify potential problems dealing with bullying and harassment. They may intercede on sight or inform an adult. �� �� Another program, Conflict Managers, has been in place for several years now. Trained students called conflict managers are called in as a neutral third party to help diffuse conflicts between other students. �� �� Still another program, Respect Days, has just been implemented this year. This program pulls up to 100 hundred students out of class for the day and puts them together in mixed groups to promote respect between races, genders, and other social groups. These new programs have been a positive addition to the support programs already in place.�� �� The school is continually striving for an improved atmosphere. We have a campus beautification committee that takes care of landscaping improvement two times each year. The Student Body Association assumes responsibility for cleaning the student break area weekly and after events. In addition, each class in the Homecoming and Spirit Week celebrations assumes responsibility for cleaning an area of the school. Homecoming and Spirit weeks include 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. Many clubs, such as CSF, Friday Night Live and the Environmental Club, regularly perform community service activities. Student artwork displayed in an on-campus art gallery, the Library Student Art Gallery, the office, and the hall display cases beautify the school while expressing pride in student work. �� �� This year, Butte behavioral Health through the services of Victor family Intervention and Community Support (VCSS) is providing a mental health clinician to the Oroville High Campus. The counselor is here five days a week and has 30 students on her case load with 5 on the referred list. Students must be eligible for Medi-Cal in order to receive the counselors services. The counselor provides weekly individual sessions with clients as well as family therapy. Clinicians also do home visits to provide a more convenient service for families. Students who are experiencing difficulties with such issues as Attention Deficit/Hyperactivity Disorder, depression, anxiety, Post traumatic stress, suicidal attempts, self injurious behavior, physical and verbal aggression, defiance, truancy, mood disorders, eating disorders, relationship difficulties, adjustment disorders, personality disorders, impulse control and psychotic disorders are identified and referred to the clinician. �� There is also a progressive discipline plan in place for ensuring attendance. �� The Nine Step discipline program is a pilot program for the district. It includes positive intervention, counseling, home visits, and family services referrals. Oroville High School has established a sign-in, sign-out procedure to better track student presence on campus. The school works actively to involve the juvenile justice program in habitual attendance problems. In addition, we have a Saturday School disciplinary program to which truant student are assigned. Students are able to receive help from tutors while attending the Saturday School program.�� Teachers are notified of a student's physical or learning disability, critical medical history, or history of violence toward other students or adults via our SASI system or by direct contact between teacher and assistant principal or school psychologist. Teachers are able to view any of their students records concerning attendance and discipline using SASI. In addition, the assistant principal sends all staff suspension information regularly.�� Our staff shares high expectations for all OHS students and a personal commitment to improving our school. �� In addition, our current WASC self-study team 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 SAC (reps. from all stakeholders) and the entire staff to create a school-wide action plan based on school data we gathered and analyzed. �� �� OHS obtained the SB65 grant in January 2005. This program is designed to reduce drop-outs. The program includes an outreach consultant who serves as a student advocate. 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. The SB65 program involves a Coordinated Services Team which is comprised of the outreach consultant, a SARB representative from the county, Title I and Title II coordinators, bilingual Para educators, counselors, the technology coordinator, the Safe and Drug Free Schools coordinator, the Native American coordinator, a Migrant Education representative, the SRO, probation officer, GATE coordinators, mental health counselors from Butte County, the student support advisor (county), campus supervisors, the school psychologist and administration. As the program develops, the plan is to include more community organizations. The purpose of the Coordinated Services Team is to provide services to at risk students to prevent them from falling through the cracks.�� �� In 2002/03 Read 180 was purchased to assist students in Oroville Highs reading program. And, in the fall of 2004 the math department implemented Plato Interactive Math to provide interventions and remediation for students struggling to pass the CAHSEE and/or the algebra graduation requirement. �� �� Teachers in remedial reading and ELD classes are in the process of acquiring new materials appropriate to their students. In addition to reading materials, a new computer lab (6 workstations on a cart) has been purchased to support ELL students. Software programs will be researched and purchased in the future.�� �� Home Hospital and Independent study classes are also available for students who require an alternative setting. In addition, the College Connection program is available to seniors.

Teacher and Administrative Salaries (Fiscal Year 2005-06)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$35,226.00	$38,525.00
Mid-Range Teacher Salary	$50,959.00	$61,143.00
Highest Teacher Salary	$69,528.00	$78,754.00
Average Principal Salary (High)	$84,714.00	$102,007.00
Superintendent Salary	$129,785.00	$134,261.00
Percent of Budget for Teacher Salaries	32.0%	37.0%
Percent of Budget for Administrative Salaries	5.0%	6.0%

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

CST Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject		School			District			State
	2005	2006	2007	2005	2006	2007	2005	2006	2007
English-Language Arts	34%	36%	39%	36%	35%	38%	40%	42%	43%
Mathematics	16%	24%	16%	18%	18%	17%	38%	40%	40%
Science	46%	37%	37%	43%	38%	33%	27%	35%	38%
History-Social Science	25%	28%	28%	30%	27%	26%	32%	33%	33%

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
	English-Language Arts	Mathematics	Science	History-Social Science
African-American	22%	11%	12%	28%
American Indian or Alaska Native	23%	14%	43%	24%
Asian	35%	17%	35%	22%
Filipino	-	-	-	-
Hispanic or Latino	29%	11%	29%	20%
Pacific Islander	-	-	-	-
White (Not Hispanic)	44%	18%	40%	32%
Male	35%	19%	38%	34%
Female	42%	14%	35%	21%
Economically Disadvantaged	34%	17%	35%	25%
English Learners	11%	10%	15%	9%
Students With Disabilities	0%	0%	0%	5%
Students Receiving Migrant Education Services	27%	9%	27%	21%

Norm-Referenced Test

The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

NRT Results for All Students – Three-Year Comparison

This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject		State
	2005	2006	2007
Reading	41%	42%	42%
Mathematics	52%	53%	53%

NRT Results by Student Group – Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

California High School Exit Exam (CAHSEE) Results

The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Note: To protect student privacy, scores are not shown when the number of students is 10 or less. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement.

CAHSEE Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level.

Subject		2004-05			2005-06			2006-07
	School	District	State	School	District	State	School	District	State
English	45	45	51	50	44	49	38.9	40	49
Mathematics	46	43	47	56	46	50	36.3	37	45

CAHSEE Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics separately for the most recent testing period.

Group		English			Mathematics
	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	50	29	20	44	41	15
Male	57	25	18	43	40	17
Female	43	34	23	44	42	14
African American	67	28	6	72	28	0
Asian	63	24	14	32	49	19
Filipino	0	100	0	0	100	0
Hispanic or Latino	48	43	10	62	62	5
White (not Hispanic)	45	29	27	43	40	17
English Learners	87	8	6	45	47	8
Socioeconomically Disadvantaged	56	26	18	43	40	17
Students with Disabilities	100	0	0	92	8	0

California Physical Fitness Test Results

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

	Percent of��
Grade Level	Students Meeting��
	Fitness Standards
9	34.0%

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2004	2005	2006
Statewide	6	4	6
Similar Schools	7	2	2

API Changes by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
	2004-05	2005-06	2006-07	2007
All Students	-4	27	8	710
Asian	2	22	1	739
White (Not Hispanic)	-5	21	19	717
Economically Disadvantaged	9	35	-7	693
English Learners	-	-	53	694

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• �Participation rate on the state’s standards-based assessments in English-language arts (ELA) and mathematics��
• �Percent proficient on the state’s standards-based assessments in ELA and mathematics��
• �API as an additional indicator��
• �Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	Yes
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status	Not in PI	Not In PI
Number of Schools Currently in Program Improvement	-	1
Percent of Schools Currently in Program Improvement	-	20.0%

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period forwhich data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator		School			District			State
	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Dropout Rate (1-year)	2.6%	4.2%	2.6%	3.0%	4.0%	4.0%	3.0%	3.0%	4.0%
Graduation Rate	94.7%	90.0%	86.8%	90.0%	85.0%	81.0%	85.0%	85.0%	83.0%

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 200607 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2007
	School	District
All Students	619	1459
African American	19	33
American Indian or Alaska Native	15	51
Asian	79	138
Filipino	1	1
Hispanic or Latino	0	0
Pacific Islander	0	0
White (not Hispanic)	505	1233
Socioeconomically Disadvantaged	181	435
English Learners	39	85
Students with Disabilities	25	58

Career Technical Education Participation

This table displays information about participation in the school’s CTE programs.

Measure	CTE Program Participation
Number of pupils	601.0
Percent of pupils completing a CTE program and earning a high school diploma	96.0
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education	4.0

Courses for University of California and/or California State University Admission

This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission	56.3%
Graduates Who Completed All Courses Required for UC/CSU Admission	19.4%

Advanced Placement Courses

This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
English	1.0	-
Mathematics	1.0	-
Science	2.0	-
Social Science	1.0	-
All Courses	5.0	2.0%

Professional Development

This section provides information on the annual number of schooldays dedicated to staff development for the most recent three-year period.

OHS has placed a strong emphasis on staff development using Title I, Title II, and other grant monies. Every OHS staff development activity is required to support state, district, and site goals for student academic achievement and safety. Our AP instructors have attended workshops to better align the AP curricula using our AP Grant monies and other monies. In the fall of 2004, every OHS teacher attended a workshop regarding the uses of Edusoft, an online computer program that will allow teachers to dis-aggregate student data on state test and local test. Similar professional development workshops are planned for teachers in all subject areas through the 2006-2007 school year. �� �� Teachers are trained to integrate technology into the curriculum using CTAP 120, 210, 310, and Teaching with Technology (TWT) courses. All of our teachers (except teachers hired this year) have been trained in CTAP 100 at a minimum and the majority have gone on to complete one or more of the TWT, CTAP 120, 201, 210 and/or 161 components. Students benefit from teacher training through enriched learning experiences, such as using Power Point, Desktop Publishing and media presentations. Computers and software, including new computer labs, have contributed to increased access to technology for all students. Technology remains a vital part of the curriculum at Oroville High School. �� �� Teachers have been trained in SDAIE, have CLAD credentials, or are in training. Class syllabus incorporate the ESLRs and the standards. Teachers incorporate the ESLRs into their classroom at the beginning of each year. Implementation of the ESLRs is also part of the evaluation process. Student assessment is just beginning to drive instructional practices, while experienced teachers choose their own individual staff development activities. �� �� Historically, teachers have been involved in discipline-specific conferences, seminars, and workshops. We have a Beginning Teachers Support and Assessment (BTSA) plan. BTSA monitors and supports beginning teachers, offering a peer support, analysis of classroom practices, and California Standards for the Teaching profession. BTSA training is required of all first and second-year teachers. Beginning teachers are well supported through BTSA and University Internship Programs.

Continuation School Instructional Days

This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
	Offered	State Requirement
9	0 Days	180 Days
10	0 Days	180 Days
11	0 Days	180 Days
12	0 Days	180 Days