School Accountability Report Card 2003

School Accountability Report Card
Reported for School Year 2003-2004
Published During 2004-2005

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School Information		District Information
School Name	Prospect High (Cont.)	District Name	Oroville Union High
Principal	Jeff Ochs	Superintendent	Dr. Oran Roberts
Street	2060 Second St.	Street	2211 Washington Ave.
City, State, Zip	Oroville, CA 95965-3497	City, State, Zip	Oroville, CA 95966-5440
Phone Number	530-538-2330	Phone Number	530-538-2300
FAX Number	530-538-2338	FAX Number	530-538-2308
Web Site	www.ouhsd.org/phs	Web Site	www.ouhsd.org
E-mail Address	jochs@ouhsd.org	E-mail Address	oroberts@ouhsd.org
CDS Code	04-61515-0437566	SARC Contact	Jeff Ochs

School Description and Mission Statement

Prospect High School student class hours are from 8:15 to 2:00 p.m. Students have the opportunity to attend a full or part day as long as they complete 180 minutes of classes per day. However, the majority of our students attend a full day of classes. All PHS courses are 6 weeks long to better accommodate incoming and exiting continuation high school students. This schedule gives teachers and students greater flexibility and options to meet students’ personal learning plans. Six times a year students are able to select courses to complete graduation requirements and skill-based electives. Prospect has a 180 credit graduation requirement that can be viewed on our school’s website.

Our Vision:

Prospect High School provides a positive and supportive learning environment giving students the opportunity to gain the knowledge, attitudes, and skills necessary to make good choices and find success in their career, family, and life.

Opportunities for Parental Involvement

Contact Person Name	Jeff Ochs	Contact Person Phone Number	530-538-2330
Parents are encouraged to be involved through School Site Council and our open-door policy. Parents receive regular newsletters throughout the year informing them of current and future activities and important information.

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level	Enrollment
Grade 9	1
Grade 10	6
Grade 11	43
Grade 12	54
Total Enrollment	104

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.

Racial/Ethnic Category	Number of Students	Percent of Students	Racial/Ethnic Category	Number of Students	Percent of Students
African-American	5	4.8	Hispanic or Latino	10	9.6
American Indian or Alaska Native	9	8.7	Pacific Islander	2	1.9
Asian	5	4.8	White (Not Hispanic)	70	67.3
Filipino	1	1.0	Multiple or No Response	2	1.9

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update

February 2005

Date Last Discussed with Staff

February 2005

Prospect Alternative Center for Education Safety Plan Update

It is the intent of Prospect Alternative Center for Education to provide the students and staff a safe, productive learning environment. In order for the schools to facilitate this objective, we expect our students to behave as model, law-abiding citizens. Students will respect the individual rights of all students and staff, and maintain the property, books and facilities with which they are entrusted.

It is the intent of PACE to provide an educational environment where high expectations are the focus. The school shall provide rich, integrated, meaningful courses of study and a variety of instructional programs to enable all students to acquire knowledge, learn skills, and develop attitudes necessary to realize their full potential. Students will be expected to become contributing members of the community who will contribute as effective communicators, complex thinkers, and responsible citizens as further defined in our ESLRs.

The student population of the school is diverse and represents many cultures. Staff and students work together to foster understanding and a positive climate among all groups. It is important that continuous efforts be made to promote positive relationships based on respect, understanding, and awareness. Programs that support and encourage such actions create a friendly and productive environment. The school has employed many strategies to promote harmony and respect on campus. Classroom presentations and all school assemblies have provided educational and informative offerings. The school strongly supports more of these activities.

The school’s safety committee has discussed the current plan, and added these goals to accomplish for this school year. Goals for the 2004/2005 school year are as follows:

Component 1- People and Programs

GOAL: Students will feel that school is a safe and supportive environment allowing them to learn.

Objective 1: Continue to increase support services for students.

Action Steps:

1. Collaborate with Butte County Behavioral Health Department and Victor Community Support Services to bring counselors to the Prospect campus.

2. Applied for and received Alternative Education Outreach Consultant Grant for full-time AEOC. Goals include increasing attendance and resiliency skills.

3. Increase Drug/Alcohol & Anger Management support to three days a week through BCOE grant opportunity.

4. Utilize partnership with BCOE ED program to increase student diversity and provide other opportunities for students to learn from peers.

Objective 2: Increase learning support programs for students needing addition help and opportunities.

Action Steps:

1. Work Experience Education program for students to earn credit through job training.

2. Develop Reading program to increase reading skills in students needing extra assistance.

Component 2- Places

GOAL: The school has attractive facilities in which students feel safe and respected.

Objective 1: Provide a space for student support services and other agencies to use as a meeting place

Action Steps:

1. Outreach Consultant and various outside counselors utilize former principal’s office needing a meeting space. This is a secure site with access to telephone and computer network drop.

2. Office in new CDS facility for use by probation officers and other support services.

3. Library reconfigured to serve as group counseling meeting room.

Objective 2: Improve look and function of school facility and activity areas.

Action Steps:

1. Construction class converted dirt area and created concrete patio area for student use during non-classtime.

2. New Community Day School facility completed across the street. Facilities include 2 classrooms and a computer lab as well as outside eating and play areas.

3. Student SAP groups will design and paint garbage cans around the school to increase school pride and look of campus.

4. BCOE ED class will build picnic tables to place around campus to add to the park-like setting.

Component 3- Student Resiliency

GOAL: Students learn resiliency skills to assist them in finding success in school and life.

Objective 1: Provide students with the opportunity to develop resiliency through a variety of pathways.

Action Steps:

1. Utilize Outreach Consultant services to provide students with resiliency skills.

2. Partner with Community Collaborative for Youth in providing the Every Youth Included after school program.

3. Student awards assemblies every six weeks.

4. Each student is assigned to a teacher as their advisor and advocate for the time he/she is at the school.

School Programs and Practices that Promote a Positive Learning Environment

Faculty presents awards to one male and one female student every six weeks in the following categories: Student of the Block, Most Improved Students, Best New Student, and Daycare Worker. PHS teachers discuss and decide which students receive these awards. Each teacher has an equal say in these decisions. Perfect Attendance and Honor Roll awards are also presented to students. The students who have perfect attendance are taken out to lunch by the principal or a teacher during the next block. Gift certificates to local businesses are presented to students who make the honor roll.

Students can also earn "Caught Doing Good" coupons that can be entered in a drawing at the various assemblies throughout the year. The students are treated to a full "thanksgiving" dinner prepared by the staff and students. Our Outreach Consultant worked with a group of students on a "social norming" campaign which sought to educate students about the destructive nature of substances. The campaign climaxed with a school barbeque and activities around substance and alcohol abuse. All students that participated earned a Prospect shirt advertising the campaign.

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

School			District
2002	2003	2004	2002	2003	2004
Number of Suspensions	188	92	108	1088	1063	1188
Rate of Suspensions	170%	76%	103%	34%	34%	40%
Number of Expulsions	8	7	3	29	25	40
Rate of Expulsions		5%	2.8%	.8%	.8%	1.3%

School Facilities
Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.

The physical environment contributes to the feeling of a quality environment. The grounds and buildings are well maintained on a consistent basis as evidenced by the lack of garbage and graffiti. Fairly new outbuildings and the grassy area also contribute to the sense of a quality environment. Trees and shrubbery create a park-like setting for our school. Former student projects have included landscaping, concrete pathways and parking areas. The Construction class has added amenities that continue to improve the facility. Outside study areas would give students another safe environment conducive to learning.

All emergency facility needs are addressed immediately and have not impeded student learning and achievement.

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

School			District			State
2002	2003	2004	2002	2003	2004	2002	2003	2004
English-Language Arts	4	0	3	25	32	31	32	35	36
Mathematics			3	19	22	15	31	35	34
Science	11	10	2	36	38	34	30	27	25
History-Social Science	2	2	2	23	25	27	28	28	29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	African- American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English-Language Arts							2
Mathematics							3
Science							3
History-Social Science							2

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Economically Disadvantaged		Students With Disabilities
Yes	No	Yes	No
English-Language Arts	4	3		4	4
Mathematics	0	6		4	4
Science	5	0		2	2
History-Social Science	4	0		2	2

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.

School			District			State
2002	2003	2004	2002	2003	2004	2002	2003	2004
Reading	---	7	7	---	47	47	---	43	43
Mathematics	---	7	8	---	43	42	---	50	51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	African- American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
Reading							7
Mathematics							10

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.

Economically Disadvantaged		Students With Disabilities
Yes	No	Yes	No
Reading	12	3		6	8
Mathematics	11	6		6	10

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API

API Base Data				API Growth Data
	2001	2002	2003		From 2001 to 2002	From 2002 to 2003	From 2003 to 2004
Percent Tested				Percent Tested			95
API Base Score		432	372	API Growth Score			384
Growth Target		18	B	Actual Growth			12
Statewide Rank		1	B
Similar Schools Rank		N/A	B

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	2001	2002	2003		From 2001 to 2002	From 2002 to 2003	From 2003 to 2004
White (Not Hispanic)				White (Not Hispanic)
API Base Score		481	388	API Growth Score			368
Growth Target		14		Actual Growth			-20

API Subgroups - Socioeconomically Disadvantaged

API Base Data				API Growth Data
	2001	2002	2003		From 2001 to 2002	From 2002 to 2003	From 2003 to 2004
API Base Score		424	355	API Growth Score			385
Growth Target		14		Actual Growth			30

State Award and Intervention Programs

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.

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

School			District
2002	2003	2004	2002	2003	2004
All Students	---	No	Yes	---	No	Yes

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	---	n/a	n/a	---	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)	---	n/a	n/a	---	No	Yes
Socioeconomically Disadvantaged	---	n/a	n/a	---