School Information

District Information

 School Name

 Oroville High

 District Name

 Oroville Union High

 Principal

  Jeff Peek

 Superintendent

 Dr. Oran Roberts

 Street

 1535 Bridge St.

 Street

 2211 Washington Ave.

 City, State, Zip

 Oroville, CA    95966-5060

 City, State, Zip

 Oroville, CA    95966-5440

 Phone Number

  (530) 538-2320

 Phone Number

  530-538-2300

 FAX Number

  530-534-6204

 FAX Number

  530-538-5327

 Web Site

  www.ouhsd.org/ohsweb

 Web Site

  www.ouhsd.org

 E-mail Address

  jpeek@ouhsd.org

 E-mail Address

  oroberts@ouhsd.org

 CDS Code

 04-61515-0435602

 SARC Contact

  Jeff Peek

Oroville High School (OHS) is located in the town of Oroville which lies within Butte County. Our campus is located at 1535 Bridge Street, overlooking downtown Oroville.  The main campus encompasses an entire block and is surrounded by residential areas. Several satellite classrooms and our athletic playing fields are located on an adjacent block. 

Oroville High School has existed for over 100 years.  The site we currently occupy is over 75 years old and has had no new construction in the last forty years.  Modernization of the H, S, M and C buildings has been undertaken for the past ten years.  Over the past twenty years, relocatables have been moved to the site to replace older, razed, permanent buildings and to accommodate growth. Two years ago three new portable classrooms were located near the athletic fields to be able to handle our growing enrollment of students. This year four of our portable classrooms were relocated near the athletic playing field to make room for the construction of a new library. The new library and a new shop building will start construction in the spring of the 04-05 school year.

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 high school has 1200 students, grades nine through twelve. In 2002-03, 514 students were eligible for Title I services; ­­­­­­­102 were in Special Education and had Individual Education Plans, and 33 students were eligible for Migrant Education services. Currently, (03-04) 488 students are eligible for Title I services. There are 102 Special Education students and 35 students receive Migrant Education services. In 2002-03 there were 410 (37%) students enrolled in the Free Lunch Program and 36 (3.2%) students enrolled in the Reduced Lunch Program. Currently, in 2003-04, there are 455 (39%) students enrolled in the Free Lunch Program and 60 (5.2%) students enrolled in the Reduced Lunch Program

The district draws students from an area of approximately 663 square miles and from five different elementary districts. Twenty-seven percent of the students in Butte County live in the Oroville Union High School District area along with its feeder districts. The principle community within the district’s boundaries, Oroville, has population of approximately 13,250 with 55,000 in the greater Oroville area. The primary sources of income in Oroville are government (including education), tourism, medical, transportation, retail trade, service industries, light manufacturing, agriculture, and lumbering. The mean household income in Oroville is $37,000.

School bus transportation is provided for our students who live outside a two and a half mile radius of the school.  Some students arrive by private car, some walk or ride a bicycle and others take some form of public transportation. 

The range and diversity of our student population is matched by the wide variety of programs and activities developed to meet the ever expanding educational and enrichment requirements of our students. The population of OHS reflects the community. According to October 2004 California Basic Education Data Systems (CBEDS), our current enrollment of 1200 students consists of 376 freshmen, 322 sophomores, 281 juniors and 221 seniors. Our 2004/ 2005 student population is comprised of 6% American Indian, 21% Asian, .3% Pacific Islander, 1% Filipino, 7% Hispanic, 5% African American, and 60% white, while the city of Oroville is comprised of 4% American Indian, 6.3% Asian, 7% Hispanic, 4% African American, 77% white and 2.8% other.

Our pupils have a variety of life experiences.  Some were born in foreign countries while others have rarely traveled beyond the city limits.  Our school is committed to providing an environment that promotes diversity and allows students to grow in understanding and compassion for individuals.

Because each teacher has a maximum student load of 36 students they are able to teach, counsel and assist students in their personal and academic growth in a variety of ways. 

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, Lake Tahoe, and Sacramento.

Oroville High School Vision & Mission Statement

Our 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.

Expected School-wide Learning Results (ESLR’s) were created and implemented in 1995, and revised in 2001. They serve to provide a contextual framework for students, parents, and staff. The ESLR’s help to define our vision for graduates and are used as a measure of our current performance as a school.

 Contact Person Name

 Johanna Clay

 Contact Person Phone Number

  (530) 538-2900

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, WASC Focus Groups, Staff Advisory committee (SAC), Parent-Teacher-Student Association (PTSA), Boosters/Foundation Support Groups, 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 any way 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, PTSA, project/service-based learning and /or business related mentorship programs. Teachers also solicit parent participation as needed. Generally, we get about 35% 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, help with homecoming, 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; this year seven parents have served as coaches.  Parents join students and staff each year for a campus beautification day where they donate and plant shrubs and flowers as well as clean the campus.

Last year we opened a new avenue for parent and community involvement with the implementation of a leadership team called SAC (Staff Advisory Committee) comprised of parents, students, administrators, and teachers to serve as the governing body for Oroville High School. Parents also had opportunities to give input on Oroville High School’s ESLRs, through the WASC focus groups and School Site Council. 

OHS has a comprehensive system for communicating with parents and the community. It is the principal’s goal to develop and mail a newsletter, containing information regarding current events and activities taking place at the OHS campus, to parents once each quarter. The OHS website (http://www.ouhsd.org/ohs) is used to communicate daily and weekly bulletin information to parents, students, and faculty.  The school also has a phone system that will automatically phone the home of all of our students when an important announcement must be made.

Several staff members serve as interpreters for parents whose home language is other than English. Instructional Aides, Mai Vang and Dale Yang, interpret information for the Asian students and parents, while Spanish, Teacher, Kevin Simas, translates for the Spanish speaking population.

 Grade Level

 Enrollment

 Grade 9

361 

 Grade 10

313 

 Grade 11

258 

 Grade 12

222 

 Total Enrollment

1154 

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 African-American

46 

4.0 

 Hispanic or Latino

68 

5.9 

 American Indian or Alaska Native

70 

6.1 

 Pacific Islander

6 

0.5 

 Asian

261 

22.6 

 White (Not Hispanic)

698 

60.5 

 Filipino

5 

0.4 

 Multiple or No Response

0 

0.0 

 Date of Last Review/Update

  Feb 2005

 Date Last Discussed with Staff

  Feb 2005

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 approved by the Board of Trustees.

OHS has one fulltime assistant principal and one assistant principal that is on campus three days a week. There is also one campus security supervisor and a universal staff position who sometimes serves as a campus supervisor. All four 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.  OHS has implemented the use 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. 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 three 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. 

Component 1 – People and Programs

Goal:  Oroville High is a place where character development, and Respect, and Responsibility are emphasized by students and staff.

Objective 1:  Students will have respect for the rights, privileges, dignity, and will     embrace the cultural diversity of all individuals within the school community.

Objective 2:  Students will respect the community resident’s private property, and will not trespass, loiter, or create litter in the neighboring community.

Action Step 1:   The staff will promote a common Respect Theme throughout our campus.  Students, Teachers, and Classified staff will participate in training relating to Respect and Responsibility.

Action Step 2:   The students, staff, and administration will work together to increase the awareness of the loitering and litter conditions.       

Strategies: The Culture Committee has determined that Student’s, staff, and Administration need to set a futuristic vision of improvement that incorporates the following areas:

Ethnic & Cultural Diversity of Students:

·         Diverse student populations are represented on campus.

Life Experiences of Students and Staff:

·         Counselors and other certificated staff are available for one-on-one counseling for students.

·         Oroville High School offers courses involving discussions of health concerns, marriage and family issues, and career opportunities.

·         Mentor and Regional Occupational Programs allow students the opportunities to gain work experience.

·         Field trips and activities give students new learning experiences.

·         Students participate in tutoring programs.

Staff Expertise/Diversity:

·         All teachers are certificated; several staff members hold more than one credential.

·         A full-time district psychologist is available to meet student needs and concerns (personal and academic).

·         Teachers are working in their areas of expertise.

·         Para-educators are provided to assist students in special education.

·         Teachers attend staff development activities in a variety of areas: including curriculum, instructional methods and classroom management.

Physical and Health Concerns:

·         District policies are in place regarding procedures to report medical or child abuse concerns.

·         Hearing and vision screens need to be conducted on a yearly basis.

Leadership:

·         The Oroville Union High School Board and Superintendent promote a positive learning environment for the district.

·         The School Board conducts a yearly walk-through on each campus to assess facilities and programs.

·         All district administrators establish a positive tone for their sites and model expected behaviors.

·         District administrators meet on a weekly basis to communicate and share ideas and concerns.

Classroom Organization and Structure:

·         All teachers conduct orderly and enriching learning environments for students.

·         Strong discipline policies and expectations are in place and are communicated to parents and students in several ways.  In order for a student to attend Oroville High School both the student and the parent must sign the discipline contract.

·         School rules are communicated to and understood by all students, staff and parents. Behavioral expectations are reinforced on an individual basis.

·         Oroville High School staff strives to provide a learning environment, which is free of distractions and is conducive to the learning needs of all students.

·         Teachers and staff are provided time and financial resources to attend professional workshops and conferences to improve curriculum, proficiency and instructional methodology.

·         New and improved technology (Edusoft) on site has created new learning opportunities for certificated staff.

·         Teachers employ a variety of instructional methods to improve the learning of students.

·         The majority of teachers and staff in the school completed a

45-hour course for Specially Designed Academic Instruction in English (SDAIE) in the Fall of 1997.

·         Teachers may request parent contact via phone, progress reports, report cards or student contracts.

·         Teachers are available for parent and student conferences before and after school.

·         Teacher telephones allow for frequent teacher-parent contact.  The administration strongly encourages this.

·         No teacher is assigned more than 37 students as per the Oroville Secondary Teachers Association contract.

Discipline and Consequences:

·         The district has adopted a district-wide discipline plan.  This plan is used at Oroville High School as the site plan.

·         Teachers and staff work closely with the administrator to help students overcome difficult situations.

·         The administrator contacts parents if a suspension is necessary.

·         Teachers and staff provide counseling and information (resources) to assist students in becoming self-sufficient and successful.

·         School policies regarding academic expectations are clearly communicated to students and parents by each teacher.

•   The Oroville Police Department and Probation Officers work closely with the administration on a daily basis to help keep our campus safe.

Component 2 – Places

Goal:  To provide clean, attractive, well-designed buildings and      grounds that are safe and respected.

Objective 1:   Continue to improve the physical appearance of the grounds.

Objective 2:   Have students and staff report any broken or unsafe facility concerns.      

Action Step 1: Plant, trim, clean, repair all landscaping items on the OHS campus

Action Step 2: Continue campus “Beautification” days, and paint and modernize   buildings inside and out.

Strategies: The Culture Committee has determined that Student’s, staff, and Administration need to set a futuristic vision of improvement that incorporates the following areas:

The School’s Physical Environment

Oroville High School campus is located at 1535 Bridge Street, overlooking downtown Oroville.  The main campus encompasses an entire block and is surrounded by residential areas.  Our athletic playing fields are located on an adjacent block.  This current school year we added four portable classrooms directly behind Eastside Elementary School on the corner of Bridge and Yard Streets.

Oroville High School has been in existence for over 100 years.  We currently occupy a site that has been in existence for over 75 years with no new construction occurring in the last forty years.  School bus transportation is provided for our students who live outside a two and a half mile radius of the school.  Some students arrive by private car, some walk or ride a bicycle and others take some form of public transportation. 

School Location:

·         Oroville High School will continue to work with local law enforcement (Oroville Police Department) and businesses to create a friendly relationship between the school and the neighborhood.

·         School administration will consult with local law enforcement and businesses to determine a valid evacuation plan.  This plan will include provisions for natural disasters or intruders on campus.  This plan will be implemented in conjunction with the district-wide safety plan.

School Grounds and Facilities:

·         Oroville High School maintenance is provided by the District’s Maintenance and Operations Department.  They do an extremely good job considering the age of some of our buildings on campus. 

·         Last fall (2003), 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.

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 natural or man made emergencies or disasters.

·         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 does not work well enough to be of appropriate use in the event of an emergency.  It needs significant upgrading to meet minimum standards.

·         A video camera/ surveillance system is needed due to contemporary daytime school security requirements and after hour’s 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 woodshop has provided three rows of rope stands to help keep our students in line in an orderly fashion.  

Component 3 – Resiliency Skills

Goal: To improve the Support Systems that emphasizes caring relationships, and provides opportunities for interaction between students, staff, and intervention counselors.

Objective 1:   Incorporate conflict resolution/peer mediation and respect strategies to empower students, which are aimed at improving discipline at OHS.  These trainings will teach students and staff positive behavior strategies, which will improve classroom management and support individual student behavior issues.

Objective 2:   Support strategies that promote teaching self-respect, respect for others and appreciation for diverse cultures and lifestyles.

Action Step 1:  Work closely with BCOE’s Shar Taylor and Marian Gage to provide time and energy to establish a bullying prevention program known as Safe School Ambassadors, as well as a Conflict Managers program at OHS.

Action Step 2:  Staff, and BCOE will train Teachers, Classified Staff, and Administration on Respect, and Responsibility intervention strategies.  

Strategies: The Culture Committee has determined that Student’s, Staff, and Administration need to set a futuristic vision of improvement that incorporates the following areas:

The School’s Culture:

Oroville High School provides students with a variety of activities to complete their educational experiences.  These activities provide opportunities for academic, artistic and career involvement.  Students are expected to maintain their academic commitment while participating in these activities.  School staff provides leadership and supervision for these programs.  Academic excellence is expected from all students.  Assistance is provided to those students who have specialized needs. 

The Oroville Union High School District provides alternative educational programs for those students who require something different from the traditional high school setting. 

School Social Environment:

Oroville High School staff is a cohesive group, which works under the umbrella of all district policies in addition to an active charter issued by the California State Department of Education.   As a result of our recent WASC Accreditation the school uses a shared decision making model with the formation of a Staff Advisory Committee (SAC)

This team consists of staff that represents each focus group and department as well as students and parents. 

Our staff meets nearly twice a month with faculty meetings and minimum days to share information and make decisions relevant to the vision and direction of the school.

Each staff member is encouraged to communicate with parents on a regular basis regarding student progress and behavior.  Written communication regarding expectations, assignments, due dates, tests and progress are sent home frequently.

Students at Oroville High School now have access to the following on campus clubs: Student Council/Leadership; Art Club; Asian club; Boy’s Block O; California Scholarship Federation; Environmental club; Friday Night Live; FBLA; FHA; Girls Block O; International club; Key Club; Snowboarding club; Student Senate; a college preparatory elective; and Education Talent Search.  In addition to the clubs a full complement of men’s and women’s interscholastic sports sponsored by CIF

School-Site Management:

·         The principal provides direct leadership on campus.

·         Oroville High School students, staff and parents are offered opportunities to participate in the decision-making process regarding policies and procedures for the school.

·         District and school policies are enforced with fairness to all students.

·         Currently Oroville High School staff has developed specific emergency procedures regarding evacuation in the event of a disaster or emergency situation (e.g. bomb threat, intruder on campus, etc.) The site plan is updated in the fall each year.

·         Oroville High School will conduct semi-annual  “alarm drills” to simulate a fire, lock-down, or earthquake to comply with all state regulations.  It is the responsibility of the site administrator to conduct these drills and record them.

·         The school’s Crisis Response Team consists of several campus leaders listed in the Crisis Plan.  Each staff member will have specific duties in the event of an emergency.  These duties will be detailed as part of the emergency binder that will be available in the school office. (Each teacher has a copy of the plan.)

•     Behavior management programs and behavior related educational services are offered.  We have a full-time “Outreach Consultant” who oversees all of our “Student (Intervention) Service Programs”.  Many “at risk” students need more frequent external stimuli to succeed.

Classroom Organization and Structure:

·         All teachers conduct orderly and enriching learning environments for students.

·         Strong discipline policies and expectations are in place and are communicated to parents and students in several ways.  In order for a student to attend Oroville High School both the student and the parent must sign the discipline contract.

·         School rules are communicated to and understood by all students, staff and parents. Behavioral expectations are reinforced on an individual basis.

·         Oroville High School staff strives to provide a learning environment, which is free of distractions and is conducive to the learning needs of all students.

·         Teachers and staff are provided time and financial resources to attend professional workshops and conferences to improve curriculum, proficiency and instructional methodology.

·         New and improved technology (Edusoft) on site has created new learning opportunities for certificated staff.

·         Teachers employ a variety of instructional methods to improve the learning of students.

·         The majority of teachers and staff in the school completed a

45-hour course for Specially Designed Academic Instruction in English (SDAIE) in the Fall of 1997.

·         Teachers may request parent contact via phone, progress reports, report cards or student contracts.

·         Teachers are available for parent and student conferences before and after school.

·         Teacher telephones allow for frequent teacher-parent contact.  The administration strongly encourages this.

·         No teacher is assigned more than 37 students as per the Oroville Secondary Teachers Association contract.

·         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.  

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.  

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.  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 student’s parents, teachers, counselor, administrator, and outreach consultant (ORC) to discuss the student’s 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).  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 to meet the student’s needs in the future. Other duties for the outreach consultant include conducting home visits, making one on one student contact, and providing staff and parent’s education on issues that may interfere with the student’s 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.

In the fall of 04/05 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.

 Services and Academic Programs for Students
OHS offers many academic support services, courses, assessments 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     
• Special Education (RSP & SD)
• English Language Development (9-12)
• SDAIE World History and Earth Science
• GATE
• Opportunity classes
• Quarterly Standards Assessments (English, math, social science and science)
• Link Crew
• Safe Schools Ambassadors
• Tutoring Programs
• Outreach

OHS instructional staff plays a major role in connecting students to appropriate academic 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.  

Counselors and other certificated staff are available for one-on-one counseling for students before, during and after school. In addition a full-time district psychologist is available to meet student needs and concerns (personal and academic). Five Para-educators are provided to assist students in special education and Title I classes. And finally, two bilingual aides assist English Learner students in their classes.

The Counselors at Oroville High School provide quality career and post-secondary guidance to students.  The Daily Bulletin is used to provide information on SAT and ACT Testing, Upward Bound Programs, Scholarships, Financial Aid Information as well as a Financial Aid Night and workshops offered.  A “Counseling Newsletter for Seniors” is published every other month and distributed in economics and government classes by the head counselor who goes over all the information: testing information, college applications, financial aid information, deadline dates, presentations by college representatives, college visitations, letters of recommendation and all pertinent information for Seniors.  A letter is also sent to seniors and their parents informing them of their current graduation status.  The head counselor also inserts a section in each quarterly parent newsletter that outlines all pertinent college deadlines and significant testing dates.

An Academic Plan for each student is completed during sophomore counseling.   The counselors receive 8th grade teacher recommendations to place incoming freshmen in classes.  Counselors also meet with incoming freshmen in a group setting to register for classes. Each counselor reviews the Academic Plan, transcript and Course Selection Sheet for continuing students after the Course Selection Sheets are completed by students in the spring of each school year to make sure students are meeting graduation requirements and post-secondary goals.  Then, when the counselors return to work two weeks in August prior to school opening, they check each student's class schedule for the upcoming academic year along with the Academic Plan, transcript and Course Selection Sheet.

During the sophomore year, counselors present a PowerPoint presentation in all sophomore English classes to review graduation requirements and college entrance requirements.  Students complete an Educational Planning Outline during the PowerPoint presentation in which career goals are explored and post-secondary options after high school are considered.  These outlines are collected at the end of the group presentation.  Then, each student meets with his/her assigned counselor and individually reviews the Educational Planning Outline, the most current report card and the student’s individual transcript.  The counselor and student together review progress in coursework for grades 9 and 10.   The counselor writes down the student’s career goal and the post-secondary institution that the student plans to attend.  At this time, the Academic Plan is completed for Grades 11 and 12. Careful attention is given to meet entrance requirements for vocational schools, 2-and 4-year colleges as well as the military or the work force.  The counselor may provide information at that time about a specific institution that a student plans to attend or may arrange for a follow-up conference.

The counselor keeps the original of the 2-year plan in the Counselor Binder with the transcript.  The student receives a copy of the 2-year plan and their personal educational planner to share with the parent.  The student takes a copy of the 2-year plan, along with a copy of the transcript, home to share with a parent/guardian.  A “Note to Parents” on the 2-year plan encourages them to call or make an appointment with the Counselor if they have questions. The Counseling Department phone number is also provided on the Educational Planning Outline.  The student also receives a copy of his/her transcript to share with the parent/guardian.

Career pathways are currently available within the individual departments.  Vocational education has written career pathways and school-to-career choices.  Career pathway pamphlets are handed to students during 8^th grade counseling and throughout the four high school years as requested.  Career pathways and course sequences are listed in the Course Description Handbook.  For example, a course sequence for Computer Science is shown as:  Computer Apps 1…Multimedia and Web Design…Computer Apps II…ROP Technology in the Workplace.  In core subject departments, both career pathways and school-to-career choices are integrated into college preparatory coursework.

OHS has added an additional course called ROP Architecture / Interior Design. We have also added web design, graphics design, an additional AP Biology section, and AP Spanish Literature classes since our last WASC review.  Next year we plan on adding a Fiber Arts class, a 3-D StudioMax class, an Anatomy/ Physiology class as well as AP Physics class.  Many of our courses are articulated with Butte College, Yuba College, and Chico State University, whereby students receive actual college credits for successfully completing OHS courses.

Student service organizations (Future Business Leaders of America, VICA, and FHA-HERO) allow students to vie for awards and scholarships by competing in real-life career situations on county, regional, state, and national levels.

Guest speakers and field trips to colleges and places of business offer students a sampling of post-secondary career possibilities.  Career seminars have allowed OHS students to meet with and hear from local business people on a regular basis.  Instructors routinely incorporate opportunities in the curriculum for students to experience job shadowing and on-the-job training.

Students can take four years of visual arts and every art student is encouraged to develop and refine a three-part portfolio, which could be submitted for advanced placement credit.  We have an active student National Art Honor Society, whose members run our “Tamori Art Gallery.”  The gallery displays the work of local adult artists in the community and is partnered with the “Art Artist of River Town” which is our town’s nonprofit arts organization.  The artists serve as guest speakers, which inspire our students to see the role the arts have in their life after high school.

Oroville High School offers courses involving discussions of health concerns, marriage and family issues, and career opportunities. Mentor and Regional Occupational Programs allow students the opportunities to gain work experience by working at local businesses including Quality Sounds, Brown and Co., Wal-Mart, Subway, Wendy’s, Carpets Galore and many others. Finally, several students participate in tutoring programs during lunch and after school, both as tutors and tutees, in effort to ensure all students achieve grade level standards.

Oroville High has implemented remediation classes in both mathematics and English.  OHS has Power Reading (Read 180) for students functioning below grade level in reading and writing.  OHS also offers math study skills (interactive math). Students are placed into these classes based upon their CAHSEE and STAR scores, teacher recommendation, and  academic achievement.  Students who score below proficient on the STAR or do not pass the CAHSEE are identified for intervention.  Counselors meet with each student and assign the appropriate remediation course.

Tutoring programs are also available including:  Upward Bound, voluntary and mandatory tutoring, and Saturday School tutoring.

This year, Oroville High School added a school-within –a-school program called Opportunity School. It was originally composed of 8 th grade non-graduates.  As the school year progressed students who were not performing well academically in at least three classes were added to the Opportunity School with parental consent.  Four faculty members each teach one section of Opportunity School, one member teaches two sections, and one member as a support provider for four sections.  The results from these special sections have been very successful.  Students who failed most of their middle school classes have shown an average 2.0 grade point for the Fall Semester 2004-2005.  In addition, OHS has added math study skills and general study skills for students who score poorly on the CAHSEE and STAR, or who are in danger of not meeting the Algebra graduation requirement.  Students with 3 or more F’s in core classes at each grading period are encouraged (with parental consent) to enroll in the study skills classes.  OHS also has 5 Power Reading sections for students in the 9^th and 11^th grade who are reading below grade level.  Additional ELD English classes were also added for English learners who have not scored above intermediate on the CELDT or above 340 on the STAR tests in English.  Mr. Peek also supported Power Reading I as a class that freshmen take to help them learn the skills they need to pass the CAHSEE.  Last year OHS offered a Power Reading II class for sophomores who needed more help with their skills, and this year Power Reading II is offered as a remedial class for juniors who failed the CAHSEE.
 
In English, Math, Social Science, and Science quarterly exams have been written.  After students take them, respective department members review the test results from EduSoft and edit the test as necessary.  In the future, EduSoft will allow us to communicate with students’ parents about which standards they have passed, and which standards they haven’t. This information can also be used for student interventions. Our Visual Art department uses portfolios for quarterly assessment to track student progress and to insure each student has met the VAPA standards for advancement to the next level in the sequence of courses.

Every year graduating seniors are surveyed regarding their postgraduate plans.  A form is sent approximately 1 month before graduation to each senior.  The form requests information regarding post-high school plans. The options are:  1) college – junior college, State university, private university (name of college), 2) military (branch of service), 3) workforce, 4) vocational.  These forms are sent to all economics and government classes.  College connection students are also polled, and a check-off list is then made of all the seniors. Students who do not respond receive a personal contact from our registrar to ascertain the information.

Co-Curricular Activities

At 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 33 OHS students, oversees the operation of 27 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.  This year OHS sent a team to the Academic Decathlon. Nine students took part in the county competition.

GATE students work with cooperating teachers on campus to participate in enrichment activities throughout the year. These students are either pre-identified by another school district or are referred by their existing teachers. Advanced placement courses, honors courses and field trips further enhance GATE students learning opportunities. 

OHS has a well-established tutoring program for all students. Tutors are available Monday -Thursday after school for any student. Saturday tutoring is also available as well as lunchtime opportunities. Upward bound and migrant education also offers tutoring opportunities on campus.

Student’s progress is monitored via quarterly assessments, progress and grade reports, as well as by their counselor and the outreach consultants.

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. For example, parents have been invited to participate in school committees such as WASC, SSC, SAC 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.

 School

 District

 2002

 2003

 2004

 2002

 2003

 2004

 Number of Suspensions

185

240 

438

1088

1063 

1188

 Rate of Suspensions

17% 

21%

38%

34% 

34% 

40%

 Number of Expulsions

6 

10

5 

29 

25 

40 

 Rate of Expulsions

.5%

.9%

.4% 

.8%

.8% 

1.3% 

Oroville High School maintenance is provided by the District’s Maintenance and Operations Department.  They do an extremely good job considering the age of some of our buildings on campus.  In addition, a full time grounds maintenance worker and a universal staff member are assigned to Oroville High School to maintain the grounds. Trash is picked up before school, after lunch and after school. The fifteen student bathrooms are checked periodically throughout the day and are cleaned after every break, lunch and after school. In addition to the student bathrooms, four faculty bathrooms also exist. Because of the age of Oroville High School, many bathrooms are in need of modernization. They are however adequate and do meet the needs of our students.

The school itself is over 75 years old and is currently in need of some painting. In the summer of 2004, several building received new roofs and before that many of our buildings had the air conditioning replaced and new lighting in all rooms. In addition, new shade structures were added in two locations on campus in the Fall 0f 2004. As a whole the campus, while in need of some minor repairs, is in very good shape for its age.

Last fall (2003), we completed the modernization of the M-Wing, which added a new computer lab to the facility. In addition, the computer lab in the Library was upgraded and two additional computer labs were added; one in the opportunity school and a limited lab in the math department. In the spring of 2005 the construction of a new library and shop building will begin. Following the construction of these buildings a new science wing will be built. These three buildings will add an additional 12 new classrooms to accommodate our increasing enrollment.

Upon completion of the new building projects, modernization projects will be initiated. They will include: modernization of existing restroom to be ADA complaint, new bleachers and acoustic panels in the gymnasium, the existing shop building will be converted to an Arts complex, and the cafeteria will be modernized.

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 is a member of the District Safety Committee which conducts several checks of the facility to insure the safety of all students and employees.

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 natural or man made emergencies or disasters.

·         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 does not work well enough to be of appropriate use in the event of an emergency.  It needs significant upgrading to meet minimum standards.

·         A video camera/ surveillance system is needed due to contemporary daytime school security requirements and after hour’s 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 woodshop has provided three rows of rope stands to help keep our students in line in an orderly fashion. 

 Subject

 School

 District

 State

 2002

 2003

 2004

 2002

 2003

 2004

 2002

 2003

 2004

 English-Language Arts

 23

 26

 29

 25

 32

 31

 32

 35

 36

 Mathematics

 20

 24

 16

 19

 22

 15

 31

 35

 34

 Science

 35

 35

 35

 36

 38

 34

 30

 27

 25

 History-Social Science

 20

 20

 26

 23

 25

 27

 28

 28

 29

 Subject

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 English-Language Arts

 21

 16

 19

 13

 36

 Mathematics

 17

 5

 18

 17

 17

 Science

 19

 42

 32

 19

 38

 History-Social Science

 29

 27

 22

 29

 27

Subject

 Male 

Female

English
Learners

Economically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

 English-Language Arts

 20

 38

 1

 22

 36

 0

 32

 15

 Mathematics

 17

 16

 6

 17

 16

 0

 18

 9

 Science

 35

 36

 12

 33

 38

 3

 37

 25

 History-Social Science

 28

 24

 0

 23

 29

 0

 29

 15

Subject

 School

 District

 State

 2002

 2003

 2004

 2002

 2003

 2004

 2002

 2003

 2004

 Reading

 ---

 41

 46

 ---

 47

 47

 ---

 43

 43

 Mathematics

 ---

 43

 45

 ---

 43

 42

 ---

 50

 51

Subject

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Reading

 41

 29

 43

 35

 50

 Mathematics

 29

 31

 49

 38

 46

Subject

   Male  

 Female

 English
Learners

Economically
Disadvantaged

 Students With
Disabilities

 Migrant
Education
Services

 Yes

 No

 Yes

 No

 Reading

 37

 55

 13

 43

 49

 5

 51

 31

 Mathematics

 43

 47

 20

 41

 49

 1

 50

 54

 Grade
Level

 School

 District

 State

  Total 

 Female

  Male 

  Total 

 Female

  Male 

  Total 

 Female

  Male 

 5

 24.8

 26.7

 22.9

 7

 29.1

 31.3

 27.0

 9

 27.6

 28.8

 26.2

 28.6

 31.6

 25.6

 26.3

 25.3

 27.2

 API Base Data

 API Growth Data

 2001

 2002

 2003

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

 Percent Tested

 99

 100

 98

 Percent Tested

 100

 98

 98

 API Base Score

 590

 593

 622

 API Growth Score

 594

 629

 657

 Growth Target

 11

 10

 9

 Actual Growth

 4

 36

 35

 Statewide Rank

 4

 4

 4

 Similar Schools Rank

 1

 1

 1

 API Base Data

 API Growth Data

 2001

 2002

 2003

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

 African-American

 African-American

 API Base Score

 API Growth Score

 Growth Target

 Actual Growth

 American Indian or Alaska Native

 American Indian or Alaska Native

 API Base Score

 API Growth Score

 Growth Target

 Actual Growth

 Asian

 Asian

 API Base Score

 530

 567

 647

 API Growth Score

 550

 633

 687

 Growth Target

 9

 8

 7

 Actual Growth

 20

 66

 40

 Filipino

 Filipino

 API Base Score

 API Growth Score

 Growth Target

 Actual Growth

 Hispanic or Latino

 Hispanic or Latino

 API Base Score

 API Growth Score

 Growth Target

 Actual Growth

 Pacific Islander

 Pacific Islander

 API Base Score

 API Growth Score

 Growth Target

 Actual Growth

 White (Not Hispanic)

 White (Not Hispanic)

 API Base Score

 625

 625

 620

 API Growth Score

 630

 634

 660

 Growth Target

 9

 8

 7

 Actual Growth

 5

 9

 40

 API Base Data

 API Growth Data

 2001

 2002

 2003

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

 API Base Score

 529

 550

 608

 API Growth Score

 540

 613

 638

 Growth Target

 9

 8

 7

 Actual Growth

 11

 63

 30

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

 School

 District

 Year Identified for
 Program Improvement

 1998-1999

 ---

 Year in Program
 Improvement

 ---

 Year Exited Program
 Improvement

 2002-2003

 ---

 Number of Schools Currently
 in Program Improvement

 ---

 1

 Percent of Schools Identified
 for Program Improvement

 ---

 20.0

 Overall

 School

 District

 2002

 2003

 2004

 2002

 2003

 2004

 All Students

 ---

 No

 Yes

 ---

 No

 Yes

 Subgroups

 School

 District

 2002

 2003

 2004

 2002

 2003

 2004

 All Students

 ---

 No

 Yes

 ---

 No

 Yes

 African American

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 American Indian or Alaska Native

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Asian

 ---

 Yes

 Yes

 ---

 n/a

 Yes

 Filipino

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Hispanic or Latino

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Pacific Islander

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 White (not Hispanic)

 ---

 No

 Yes

 ---

 No

 Yes

 Socioeconomically Disadvantaged

 ---

 Yes

 Yes

 ---

 No

 Yes

 English Learners

 ---

 n/a

 n/a

 ---

 No

 n/a

 Students with Disabilities

 ---

 n/a

 n/a

 ---

 n/a

 Yes

These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.

 School

 District

 State

   2001  

   2002  

   2003  

   2001  

   2002  

   2003  

   2001  

   2002  

   2003  

 Enrollment (9-12)

 1112

 1026

 1115

 2881

 2841

 2927

 1735576

 1772417

 1830664

 Number of Dropouts

 17

 0

 11

 99

 54

 37

 47899

 48210

 58493

 Dropout Rate (1-year)

 1.5

 0.0

 1.0

 3.4

 1.9

 1.3

 2.8

 2.7

 3.2

 Graduation Rate

 88.0

 89.4

 92.0

 71.0

 80.3

 88.0

 86.7

 87.0

 86.7

 Subject

 2002

 2003

 2004

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 1-22

 23-32

 33+

 1-22

 23-32

 33+

 1-22

 23-32

 33+

 English

 21.0

 24

 18

 1

 23.8

 22

 11

 9

 29.4

 3

 19

 13

 Mathematics

 23.3

 19

 10

 3

 26.1

 14

 15

 4

 30.2

 20

 9

 Science

 26.9

 2

 21

 27.6

 3

 14

 9

 31.0

 12

 8

 Social Science

 30.7

 1

 14

 10

 28.4

 4

 16

 9

 32.1

 14

 12

   School  

   District  

 This School

 3.1

 ---

 All Schools in District

 ---

 10.0

 High-Poverty Schools in District

 ---

 33.3

 Low-Poverty Schools in District

 ---

 0.0

   2002  

   2003  

   2004  

 Total Teachers
 

 48

 48

 41

 Teachers with Full Credential
 

 45

 43

 38

 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)

7

9

7

 Teachers in Alternative Routes to Certification
 (district and university internship)

 2

 2

 2

 Pre-Internship
 

 0

 0

 0

 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)

 0

 2

 0

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 1

 1

 1

   2002  

   2003  

   2004  

 Misassignments of Teachers of English Learners
 

 ---

 ---

1

 Total Teacher Misassignments
 

 ---

 ---

15

   School  

   District  

 Doctorate

 0.0

 0.0

 Master's Degree plus 30 or more semester hours

 7.3

 5.2

 Master's Degree

 9.8

 7.8

 Bachelor's Degree plus 30 or more semester hours

 73.2

 79.1

 Bachelor's Degree

 9.8

 7.8

 Less than Bachelor's Degree

 0.0

 0.0

   2002  

   2003  

   2004  

 Vacant Teacher Positions
 

 ---

 ---

 0

Teacher evaluation procedures and criteria are outlined in the bargaining unit contract and are based on district and state guidelines. The Oroville Union High School District and OSTA work cooperatively to evaluate teachers.  Both the principal and assistant principal’s complete evaluations each year. New teachers are evaluated at least twice a year and tenured teachers are evaluated at least once every five years. Sometimes it may be necessary to evaluate teachers more often.

The criteria used in evaluations of both tenured and probationary teachers are based on the California Teaching Standards, the school and district goals and the Expected Schoolwide Learning Results (ESLR’s).

All evaluations are sent to personnel at the district office regardless if they are satisfactory, in need of improvement, or unsatisfactory.
 
 Informal peer evaluations are ongoing in many departments and through participation in the BTSA program.

The Butte County Office Of Education maintains a list of qualified substitute teachers. The majority of the time there is no problem obtaining substitute teachers; however, when the demand is unusually high a shortage can exist. In cases where it is not possible to obtain a substitute teacher, compensatory time is given to teachers on staff to cover classes during their preparation period.

 Title

   FTE  

 Counselor

 2.0

 Librarian

 .5

 Psychologist

 1.0

 Social Worker

 Nurse

 Speech/Language/Hearing Specialist

 .2

 Resource Specialist (non-teaching)

 Other

 Number of Academic
Counselors (FTE)

 Ratio of Students Per
Academic Counselor

 2.0

 577.0

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 working with the districts curriculum director.  Together, members of each department work with the districts curriculum director to update curriculum to meet California Content Standards, develop pacing guides and quarterly assessments. The governing board has adopted all curricula we currently use. The curricula are posted on the district website, and departments are working to incorporate links to textbook and website supports.

Oroville High School operates on a traditional six (6) period schedule. Students take six courses with a common lunch period.  Freshman and sophomore students are primarily enrolled in courses required for graduation and college entrance, with more elective courses available to juniors and seniors. Honors courses are offered to sophomore students in English and Advance Placement courses are available in Art, English, U.S History, Government, Biology, Physics, Calculus, French, and Spanish. ROP classes are offered in Interior design, Chef-Prep and retail sales. Next year a new Introduction to the Criminal Justice System ROP class will be added.

Oroville Union High School District wants to provide every student with the opportunity to attend college.  Oroville High School has approximately 35% (29% last year) of its students completing all of the UC-CSU A-G requirements.  Forty percent of our students go on to attend the local community college. In addition, 17% enter a 4-year college, 64% Community college, 5% vocational training, and 7% military service.

All Oroville High School students choose from an educational program that is primarily college preparatory, vocational or general in nature. Students have the opportunity to make changes to their program during their four years at Oroville. Counselors meet with incoming freshmen in a group setting to register for classes. Each counselor reviews the Academic Plan, transcript and Course Selection Sheet for continuing students after the Course Selection Sheets are completed by students in the spring of each school year to make sure students are meeting graduation requirements and post-secondary goals.  

During the sophomore year, counselors present a PowerPoint presentation in all sophomore English classes to review graduation requirements and college entrance requirements.  Students complete an Educational Planning Outline during the PowerPoint presentation in which career goals are explored and post-secondary options after high school are considered.  These outlines are collected at the end of the group presentation.  Then, each student meets with his/her assigned counselor and individually reviews the Educational Planning Outline, the most current report card and the student’s individual transcript.  The counselor and student together review progress in coursework for grades 9 and 10.   The counselor writes down the student’s career goal and the post-secondary institution that the student plans to attend.  At this time, the Academic Plan is completed for Grades 11 and 12. Careful attention is given to meet entrance requirements for vocational schools, 2-and 4-year colleges as well as the military or the work force.  The counselor may provide information at that time about a specific institution that a student plans to attend or may arrange for a follow-up conference.

The counselor keeps the original of the 2-year plan in the Counselor Binder with the transcript.  The student receives a copy of the 2-year plan and their personal educational planner to share with the parent.  A “Note to Parents” on the 2-year plan encourages them to call or make an appointment with the Counselor if they have questions. The Counseling Department phone number is also provided on the Educational Planning Outline.  The student also receives a copy of his/her transcript to share with the parent/guardian.

The mathematics department offers a wide range of courses to meet student needs. Students progress through a sequential series of courses from Pre-algebra to AP calculus. The school district has adopted the successful completion of algebra I as a graduation requirement. The mathematics department uses College Preparatory Mathematics (CPM) in most courses.

The English department offers English 9 for freshman; English 10 and Honors English for sophomores; English 11, Heroes Journey and AP English for juniors;  and English 12, Shakespeare, Literature of Controversy and AP English for seniors. In addition, courses in ELD English exist for English language Learners at all grade levels. Incoming freshman and continuing students who are in need of remediation are enrolled in Power Reading which utilizes the Read 180 program.

The Social Science Department offers Health/geography to freshman, World History to sophomores, U.S. and AP U.S. History to juniors, and Government/Economics and AP Government to seniors. SDAIE World History is also offered to English Learners.

The Physical Education Department offers PE 9 to freshman and PE 10-12 as well as weight lifting to sophomore through seniors.

The science department offers Earth Science to Freshman, Biology and General Biology to sophomores, Chemistry, Physics and AP biology to sophomores through seniors. In addition, SDAIE Earth Science is offered to English Learners.

The Foreign Language Department offers courses in French and Spanish. Students in these classes communicate in foreign language through speaking, writing, reading and analyzing literature and can elect to take the AP test.

The completion of two years of visual and performing arts is required for graduation. In addition to foreign language, students can opt to take Art, Art II, AP Art, Ceramics, Photography Band or Chorus to meet the requirement. The Vocational Education Department offers courses in Introduction to Home Economics, Foreign Foods, Fashion design and Merchandizing, Computer Applications, Accountings, Beginning through Advanced Woodworking, Graphics/Architectural design, CAD, Mechanical Drafting and Child Development, as well as the ROP classes already mentioned.

ELL students have access to the core curriculum. ELD English 9-12, SDAIE Earth Science and SDAIE World History offer addition support. Two bilingual Para-educators also support these students. Talent Search, Migrant Education, and Upward Bound are supplemental programs providing academic support.

In English, Math, Social Science, and Science quarterly exams have been written.  After students take them, respective department members review the test results from EduSoft and edit the test as necessary.  In the future, EduSoft will allow us to communicate with students’ parents about which standards they have passed, and which standards they haven’t. This information can also be used for student interventions. Our Visual Art department uses portfolios for quarterly assessment to track student progress and to insure each student has met the VAPA standards for advancement to the next level in the sequence of courses.

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 Staff Advisory Committee (SAC) Team is the primary conduit for stakeholder-based decision making. The SAC Team includes the WASC focus group chairs, administration, parents, students, and department chairs.  The SAC Team meets a minimum of once each month 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 and 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.

A county drug and alcohol counselor, a county mental health employee and two outreach consultants work with at risk students. Two bilingual aides and a Title I coordinator work with English Learner students. Five Para-educators work with special education and Title I students. 

Two advisors and a parent advisory group work with the GATE students.
 
 

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 grant monies. 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.

In addition, experienced teachers choose their own individual staff development activities. Historically, teachers have been involved in discipline-specific conferences, seminars, and workshops funded by Title II teacher Quality, Title I and II/USP monies. 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.

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 and/or University Internship Programs.

The results of staff development activities are most often measured by student test scores, grade point averages, and drop out rates. Staff uses up-to-date teaching techniques, course and grade level standards, and efforts to improve learning and develop and use many student-centered techniques.  Our staff development activities are aligned with our WASC Action Plan, which is discussed at SAC and our SSC meetings on ongoing basis.  Emphasis is placed on concerns that were expressed during our most recent WASC accreditation.  In-service days addressed the following:  EduSoft training, quarterly assessments, curriculum articulation and framework alignment, rewriting of ESLRs, and the adoption of a new school vision and mission statements.  Several staff development days each year are dedicated to the review of the concerns written in our WASC Action Plan and Single Plan for Student Achievement.  Over the last 2 years our leadership team (SAC) has made aligning core courses to state standards, the development of pacing guides, quarterly assessments and literacy across the curriculum part of the emphasis in developing our goals.  Staff development has focused on each of these areas in addition to addressing the action plan.  During the 2003-2004 school year the staff participated in various in-services that addressed literacy across the curriculum, and math across the curriculum, which were both identified as areas of needed improvement through teacher surveys, school data, and school-wide learning goals. In order to address this ongoing priority, this year (2004-2005) plans have been made for members from each department to attend a literacy conferences together.  This group of teachers will provide in-services for the rest of the staff regarding literacy across the curriculum.  Most recently our staff participated in an in-service that focused on the accomplishment of the school rules, which require students to be “Safe, Respectful, and Responsible.”  During this in-service, provided by the Butte County Office of Education, Oroville High School’s staff was trained on the “40 Youth Development Assets”, preparing teachers to address students’ academic, social and emotional needs as identified through school data and student input.  It is our hope that trainings such as these will improve the overall school culture and provide more support for Oroville High School’s students. 

The majority of our teachers have been trained to provide Specially designed Academic Instruction in English or hold a CLAD or BCLAD certificate.

All of our teachers have been trained in CTAP 100 at a minimum and the majority have gone on to complete TWT, CTAP 120, 201, 210 and 161 and use e-mail daily. Each department has had training in using the Edusoft program for retrieval and input of student data.

 The Oroville Union High School District has an established curriculum and textbook cycle. New textbooks were selected and purchased most recently for English. This year Social Science and Health are scheduled to purchase new textbooks. The district funds identified for textbook replacement are Instructional Materials Fund (IMF). There are currently $92,000 funds available for textbook purchase.

The local governing board of the Oroville Union High School District has 9^th -12^th, has been provided with a standards-materials in each of the following areas:

• History/Social Science
• Mathematics
• Reading/Language Arts
• Science

We are consistent with the content and cycle of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science; foreign language and health; and science laboratory equipment for grades 9 to 12, inclusive, as appropriate.

For students in 9-12, the instructional materials were purchased as required by CCR, Title 5, Section 9531. Textbooks were adopted by the local governing board following district review.  State content standards as required by CCR, Title 5, Section 9531 under Education Code Section 60451 were used in this review.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 9

65,657 

 64,800

 10

65,657

 64,800

 11

65,657

 64,800

 12

65,657

 64,800

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

180

 180 days

 10

180

 180 days

 11

180

 180 days

 12

180

 180 days

Total number of minimum days 13, six of which are for three days of finals at the end of each semester. 

 Subject

 Number of Courses

 Number of Classes

 Enrollment

 Fine and Performing Arts

 1

 1

 1

 Computer Science