» Vista Murrieta High School School Accountability Report Card, 2012–2013

Vista Murrieta High School
School Accountability Report Card, 2012–2013
Murrieta Valley Unified School District
annual report to the
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community about teaching,
learning, test results,
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SCHOOL WISE PRESS
Vista Murrieta High School
School Accountability Report Card, 2012–2013
Murrieta Valley Unified School District
This School Accountability Report Card
(SARC) provides information that can be
used to evaluate and compare schools. State
and federal laws require all schools to publish
a SARC each year.
The information in this report represents the
2012–2013 school year, not the current
school year. In most cases, this is the most
recent data available. We present our school’s
results next to those of the average high
school in the county and state to provide the
most meaningful and fair comparisons. To
find additional facts about our school online,
please use the DataQuest tool offered by the
California Department of Education.
Please note that words that appear in a
smaller, bold typeface are links in the online
version of this report to more information.
You can find a list of those linked words and
their Web page URLs at:
http://pub.schoolwisepress.com/sarc/
links_2013_en.html
Reports about other schools are available on
the California Department of Education Web site.
Internet access is available in local libraries.
If you have any questions related to this
report, or would like to request a hardcopy
version, please contact our school office.
How to Contact Our School
28251 Clinton Keith Rd.
Murrieta, CA 92563
Principal: Mick Wager
Phone: (951) 894-5750
How to Contact Our District
41870 McAlby Ct.
Murrieta, CA 92562
Phone: (951) 696-1600
http://www.murrieta.k12.ca.us
Published by
SCHOOL WISE PRESS
466 Green Street, Suite 303
San Francisco, CA 94133
Phone: (415) 432-7800
www.schoolwisepress.com
©2013 Publishing 20/20
» Contents
ONLINE USERS: CLICK ON A TITLE TO JUMP TO THAT SECTION
Principal’s Message
Measures of Progress
Student Achievement
Preparation for College and the Workforce
Students
Climate for Learning
Leadership, Teachers, and Staff
Resources
School Expenditures
Adequacy of Key Resources 2013–2014
Data Almanac
Vista Murrieta High School
School Accountability Report Card, 2012–2013
Murrieta Valley Unified School District
» Principal’s Message
Vista Murrieta High School is a four-year comprehensive high school
fully accredited by the Western Association of Schools and Colleges
(WASC); we received our six-year clear accreditation in 2007 and again in
2013. Vista Murrieta is a 2009 California Distinguished School, MAX
Preps Most Spirited High School in the Nation for two consecutive years,
and a CIF Champion School of Character. Since opening in 2003, we
have grown to over 3,470 students. We offer an excellent and diverse
academic program, award-winning student activities program, outstanding
interscholastic athletic and performing arts programs as well as many other
social and academic enrichment opportunities.
Our school motto CLASS (Character, Leadership, Attitude, Scholarship,
and Service) is important to ensuring the success of all students. This
motto permeates classrooms, extracurricular activities, athletic
competitions, and the interaction among students, staff, and community.
We believe every student can and should be prepared to continue on to
higher education and become a productive member of the community
upon graduation. We expect this attitude of success from staff, students,
and parents alike.
Over the past year we have developed interventions including a Learning
Center for all students and a Freshman Seminar Program to further
support our incoming ninth grade students. We have increased our Dual
Enrollment offerings as well as our online course offerings in a blended
learning environment that match our existing course descriptions. In
addition we maintained a broad range of AP classes.
Mick Wager, PR INCIPAL
Murrieta Valley Unified School District
Grade range
and calendar
9–12
TRADITIONAL
Academic
Performance Index
844
County Average: 748
State Average: 750
Student enrollment
3,400
County Average: 1,580
State Average: 1,114
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 2
Major Achievements
• Vista Murrieta High School’s Academic Performance Index in 2013 was 844 making us one of the top
five high schools in the county. We met 16 out of 18 Adequate Yearly Progress criteria and 72% of our
students were at or above proficient in English Language Arts and Math.
• VMHS was named by U. S. News & World Report as one of "2013 America’s Best High Schools" in the
country. VMHS has received Outstanding School of Character awards four times in seven years from CIF
Southern Section. Several individual Bronco staff members have also received this award, including
former principal, Darren Daniel, who was awarded Administrator of Character.
• Our PTSA was recognized by the California State PTSA as the most outstanding PTA unit in the state in
the spring of 2007 and received the Student Involvement Award in spring 2009.
• Forty percent of graduates in the Class of 2013 planned to attend a four-year college or university. An
additional 42% of graduates in the Class of 2013 went to community colleges and 7% were planning to
enter the military. Our school valedictorian was accepted to Cornell University and our salutatorians
were accepted to UCLA and UCSD. Tenth grade CAHSEE passing rate was 93% for English and 94%
math.
• Vista Murrieta was the 2012 Recipient of the National Program of Excellence Award from Coach &
Athletic Director Magazine. VMHS was selected as one of only four schools in the nation and one of
only two public high schools to receive this award. VMHS was named the Most Spirited High School in
the Nation by MaxPreps.com (a subsidiary of CBS Sports) in 2008 and 2009, out of 20,000 high schools
in the United States.
• The number of student clubs is above 70, supporting the rise in student enrollment and offering engaging
choices and opportunities for involvement to our diverse student population.
• The California Association of Student Councils has recognized our student activities program as one of
the top 20 outstanding activities programs in the state for the past eight years, and the National Association of Student Councils has named the program one of the top activities programs in the nation for the
past five years.
• Vista Murrieta students from the art department won six awards at the 51st Annual Riverside County
Press Enterprise High School Art Show. Current VMHS Graphic Design student was hired by Honda
Corporation to design a video introduction for company website using motion graphics.
• VMHS varsity athletic teams have won 50 Southwestern League team championships, six CIF team
championships, eight CIF individual championships and four state individual championships.
• Vista Murrieta’s award winning marching band and color guard, also known as the Golden Alliance, won
the gold medal/first place at the Marching Band Open Series Southern California Championship; their
third consecutive win. The band has successfully competed in Bands of America Regional Championships for the last eight years and won second place in 2012. All four of our concert bands have received
superior ratings at SCSBOA concert band festivals and our Wind Ensemble has received “Unanimous
Superior” ratings at Regional Festivals. Our Jazz band won 1st place in the advanced division at the
Western States Jazz Festival and 2nd place in the advanced division at the Riverside Community College
Jazz Festival. All three of our Winter Color Guards are ranked at the top of their divisions in WGASC
and were awarded a silver medal at the 2012 championships. Winter Drum Line is ranked at the top of
their division and has been a SCPA Championship Finalist for the last two years. Over the years we have
had a number of our students receive full tuition music scholarships at major universities across the country.
Focus for Improvement
• Our focus is on students and their achievement. A committed staff works toward goals outlined in our
Single Plan for Student Achievement. These benchmarks are aligned with our WASC action plan.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 3
• With the introduction of the California Common Core Curriculum Standards in the next two years
much of our focus, beyond ensuring a quality education for our current students, will be on preparing for
this shift. In addition we will be working on better incorporating technology into our teaching.
• All graduating seniors will complete a Senior Exit Interview as an additional graduation requirement. In
addition to this, we aim to target the following:
• Continue to foster professional development, align curriculum, and improve teaching strategies via our
professional learning communities.
• Increase the number of students enrolled in Advanced Placement (AP) and Dual Enrollment courses.
Increase number of passing rates for AP exams.
• Increase the number of students meeting college A-G requirements for admission to UC and CSU.
• Continue to maintain an open, nurturing, and collaborative climate.
• Ensure research-based instructional strategies are used to deliver a rigorous academic curriculum.
• Implement and strengthen academic support programs to ensure student success, including extended
learning opportunities, READ 180 reading intervention, continuous review of extra-help programs and
departmental goals, and implementation of school-wide Advancement Via Individual Determination
(AVID) strategies. In addition to offering district designed blended learning courses online; we have
implemented the Pearson’s Online courses for additional credit recovery opportunities.
• Continue to focus on programs such as English Language Development, Special Education, Freshman
Academic Seminar, AVID, PLUS, Link Crew, Associated Student Body (ASB), and Renaissance to support a fully engaged learning environment.
• Continue our active engagement with Murrieta Police Department’s School Resource Officer program,
the Gang Risk Intervention Prevention program, Youth Accountability Program provided Riverside
County Probation department, and the district’s Breakthrough program.
• Encourage parent involvement in activities such as Open House, Back-to-School Night, and CLASS
Awards.
Murrieta Valley Unified School District
Page 4
Vista Murrieta High School School Accountability Report Card for 2012–2013
M E A S U R ES O F P R O G R E S S
Academic Performance Index
The Academic Performance Index (API) is California’s way of comparing
schools based on student test scores. The index was created in 1999 to help
parents and educators recognize schools that show progress and identify schools
that need help. It is also used to compare schools in a statewide ranking system.
The California Department of Education (CDE) calculates a school’s API using
student test results from the California Standards Tests and, for high schools, the
California High School Exit Exam (CAHSEE). APIs range from 200 to 1000.
The CDE expects all schools to eventually obtain APIs of at least 800. Additional
information on the API can be found on the CDE Web site.
Vista Murrieta’s API was 844 (out of 1000). This is an increase of 7 points
compared with last year’s API. About 99 percent of our students took the test.
You can find three years of detailed API results in the Data Almanac that
accompanies this report.
API RANKINGS: Based on our 2011–2012 test results, we started the 2012–2013
school year with a base API of 837. The state ranks all schools according to this
score on a scale from 1 to 10 (10 being highest). Compared with all high schools
in California, our school ranked 9 out of 10.
CALIFORNIA
API
ACADEMIC PERFORMANCE INDEX
Met schoolwide
growth target
Yes
Met growth target
for prior school year
Yes
API score
844
Growth attained
from prior year
Met subgroup*
growth targets
+7
Yes
SOURCE: API based on spring 2013 test cycle.
Growth scores alone are displayed and are
current as of December 2013.
*Ethnic groups, English Learners, special ed
students, or socioeconomic groups of students
that make up 15 percent or more of a school’s
student body. These groups must meet AYP and
API goals. N/A - Results not available.
SIMILAR SCHOOL RANKINGS: We also received a second ranking that compared us with the 100 schools with
the most similar students, teachers, and class sizes. Compared with these schools, our school ranked 9 out of 10.
The CDE recalculates this factor every year. To read more about the specific elements included in this
calculation, refer to the CDE Web site.
API GROWTH TARGETS: Each year the CDE sets specific API “growth targets” for every school. It assigns one
growth target for the entire school, and it sets additional targets for ethnic groups, English Learners, special
education students, or socioeconomic subgroups of students that make up a significant portion of the student
body. Schools are required to meet all of their growth targets. If they do, they may be eligible to apply for
awards through the California School Recognition Program and the Title I Achieving Schools Program.
Murrieta Valley Unified School District
Page 5
Vista Murrieta High School School Accountability Report Card for 2012–2013
We met our assigned growth targets during the 2012–2013 school year. Just for reference, 33 percent of high
schools statewide met their growth targets.
API, Spring 2013
844
ALL STUDENTS IN THIS SCHOOL
750
STATE AVERAGE
STUDENT SUBGROUPS
806
African American
799
American Indian
901
Asian American
856
Filipino
818
Hispanic/Latino
880
Pacific Islander
859
White/Other
868
Two or more races
813
Low income
725
English Learners
697
Learning disabled
200
300
400
500
600
700
800
900
1000
SOURCE: API based on spring 2013 test cycle. State average represents high schools only.
NOTE: Only groups of students that represent at least 15 percent of total enrollment are calculated and displayed as student subgroups.
Murrieta Valley Unified School District
Page 6
Vista Murrieta High School School Accountability Report Card for 2012–2013
Adequate Yearly Progress
In addition to California’s accountability system, which measures student
achievement using the API, schools must also meet requirements set by the
federal education law known as No Child Left Behind (NCLB). This law requires
all schools to meet a different goal: Adequate Yearly Progress (AYP).
We met 16 out of 18 criteria for yearly progress. Because we fell short in two
areas, we did not make AYP.
To meet AYP, high schools must meet four criteria. First, a certain percentage of
students must score at or above Proficient levels on the California High School
Exit Exam (CAHSEE) and the California Alternate Performance Assessment
(CAPA): 88.9 percent on the English/language arts test and 88.7 percent on the
math test. All significant ethnic, English Learners, special education, and
socioeconomic subgroups of students also must meet these goals. Second, the
schools must achieve an API of at least 770 or increase their API by one point
from the prior year. Third, 95 percent of tenth grade students must take the
CAHSEE or CAPA. Fourth, the graduation rate for the class of 2012 must be
higher than 90 percent (or satisfy alternate improvement criteria).
FEDERAL
AYP
ADEQUATE YEARLY PROGRESS
Met AYP
No
Met schoolwide
participation rate
Yes
Met schoolwide test
score goals
Yes
Met subgroup*
participation rate
Yes
Met subgroup* test
score goals
No
Met schoolwide API
for AYP
Yes
Met graduation rate
Yes
Program
Improvement
school in 2013
No
SOURCE: AYP is based on the Accountability
Progress Report of September 2013. A school
be in Program Improvement based on
If even one subgroup of students fails to meet just one of the criteria, the school can
students’ test results in the 2012–2013 school
year or earlier.
fails to meet AYP. While all schools must report their progress toward meeting
*Ethnic groups, English Learners, special ed
AYP, only schools that receive federal funding to help economically
students, or socioeconomic groups of students
that make up 15 percent or more of a school’s
student body. These groups must meet AYP and
disadvantaged students are actually penalized if they fail to meet AYP goals.
API goals. N/A - Results not available.
Schools that do not make AYP for two or more years in a row in the same
subject enter Program Improvement (PI). They must offer students transfers to other schools in the district and, in
their second year in PI, tutoring services as well.
Adequate Yearly Progress, Detail by Subgroup
● MET GOAL ● DID NOT MEET GOAL – NOT ENOUGH STUDENTS
English/Language Arts
Math
DID 95%
DID 88.9%
OF STUDENTS
ATTAIN
TAKE THE
PROFICIENCY
CAHSEE OR ON THE CAHSEE
CAPA?
OR CAPA?
DID 95%
DID 88.7%
OF STUDENTS
ATTAIN
TAKE THE
PROFICIENCY
CAHSEE OR ON THE CAHSEE
CAPA?
OR CAPA?
●
●
●
●
●
●
●
●
Hispanic/Latino
●
●
●
●
White/Other
●
●
●
●
SCHOOLWIDE RESULTS
SUBGROUPS OF STUDENTS
Low income
STUDENTS BY ETHNICITY
SOURCE: AYP release of September 2013, CDE.
Murrieta Valley Unified School District
The table at left shows our
success or failure in meeting
AYP goals in the 2012–2013
school year. The green dots
represent goals we met; red
dots indicate goals we missed.
Just one red dot means that
we failed to meet AYP.
Dashes indicate that too
few students were in the
category to draw meaningful
conclusions. Federal law
requires valid test scores from
at least 50 students for
statistical significance.
NOTE:
Page 7
Vista Murrieta High School School Accountability Report Card for 2012–2013
S T U D E N T A CH I E V E M E N T
Here you’ll find a three-year summary of our students’ scores on the California Standards Tests (CST) in
selected subjects. We compare our students’ test scores with the results for students in the average high school in
California. On the following pages we provide more detail for each test, including the scores for different
subgroups of students. In addition, we provide links to the California Content Standards on which these tests
are based. If you’d like more information about the CST, please contact our principal or our teaching staff. To
find grade-level-specific scores, you can refer to the Standardized Testing and Reporting (STAR) Web site. Other
tests in the STAR program can be found on the California Department of Education (CDE) Web site.
California Standards Tests
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
2012–2013
TESTED SUBJECT
LOW SCORES
ADVANCED
2011–2012
HIGH SCORES
LOW SCORES
2010–2011
HIGH SCORES
LOW SCORES
HIGH SCORES
ENGLISH/LANGUAGE ARTS
Our school
Percent Proficient or higher
73%
71%
68%
56%
54%
52%
27%
27%
26%
25%
28%
27%
64%
60%
63%
53%
52%
52%
66%
68%
60%
50%
53%
50%
70%
64%
60%
56%
55%
52%
Average high school
Percent Proficient or higher
GEOMETRY
Our school
Percent Proficient or higher
Average high school
Percent Proficient or higher
US HISTORY
Our school
Percent Proficient or higher
Average high school
Percent Proficient or higher
BIOLOGY
Our school
Percent Proficient or higher
Average high school
Percent Proficient or higher
LIFE SCIENCE (TENTH GRADE)
Our school
Percent Proficient or higher
Average high school
Percent Proficient or higher
SOURCE: The scores for the CST are from the spring 2013 test cycle. State average represents high schools only. Whenever a school reports fewer than 11 scores for a particular subgroup
at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide results. Therefore, the
results published in this report may vary from other published CDE test scores.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 8
Frequently Asked Questions About Standardized Tests
HAVE THE CALIFORNIA STANDARDS TESTS KEPT UP WITH THE CHANGES IN WHAT WE TEACH? In two
subjects, the answer is “yes,” and in two more the answer is “no.” The Common Core transition is the reason
for this. The test questions in math and English/language arts in 2012-13 were likely to be less well aligned with
the official standards for California curriculum than they were three years ago. But the test questions in social
studies and science were just as well aligned in 2012-13 as they were in the past.
WHERE CAN I FIND GRADE-LEVEL REPORTS? Due to space constraints and concern for statistical reliability, we
have omitted grade-level detail from these test results. Instead we present results at the schoolwide level. You can
view the results of far more students than any one grade level would contain, which also improves their
statistical reliability. Grade-level results are online on the STAR Web site. More information about student test
scores is available in the Data Almanac that accompanies this report.
WHAT DO THE FIVE PROFICIENCY BANDS MEAN? Test experts assign students to one of these five proficiency
levels, based on the number of questions they answer correctly. Our immediate goal is to help students move up
one level. Our eventual goal is to enable all students to reach either of the top two bands, Advanced or
Proficient. Those who score in the middle band, Basic, have come close to attaining the required knowledge
and skills. Those who score in either of the bottom two bands, Below Basic or Far Below Basic, need more help
to reach the Proficient level.
HOW HARD ARE THE CALIFORNIA STANDARDS TESTS? Experts consider California’s standards to be among the
most clear and rigorous in the country. Just 57 percent of elementary school students scored Proficient or
Advanced on the English/language arts test; 63 percent scored Proficient or Advanced in math. You can review
the California Content Standards on the CDE Web site.
ARE ALL STUDENTS’ SCORES INCLUDED? No. Only students in grades two through eleven are required to take
the CST. When fewer than 11 students in one grade or subgroup take a test, state officials remove their scores
from the report. They omit them to protect students’ privacy, as called for by federal law.
CAN I REVIEW SAMPLE TEST QUESTIONS? Sample test questions for the CST are on the CDE’s Web site. These
are actual questions used in previous years.
WHERE CAN I FIND ADDITIONAL INFORMATION? The CDE has a wealth of resources on its Web site. The
STAR Web site publishes detailed reports for schools and districts, and assistance packets for parents and
teachers. This site includes explanations of technical terms, scoring methods, and the subjects covered by the tests
for each grade. You’ll also find a guide to navigating the STAR Web site as well as help for understanding how
to compare test scores.
WHY ARE ONLY SOME OF THE TEST RESULTS PRESENT? California’s test program includes many tests not
mentioned in this report. For brevity’s sake, we’re reporting six CST tests usually taken by the largest number of
students. We select at least one test from each core subject. For science, we’ve selected biology and the tenth
grade life science test. For math, we’ve selected two courses: Algebra I, which students take if they haven’t
studied and passed it in eighth grade; and Geometry. In social studies, we’ve selected US History, which is taken
by all juniors (eleventh graders). English/language arts summarizes the results of students in grades nine through
eleven.
Murrieta Valley Unified School District
Page 9
Vista Murrieta High School School Accountability Report Card for 2012–2013
English/Language Arts (Reading and Writing)
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
SCHOOLWIDE AVERAGE
73%
90%
AVERAGE HIGH SCHOOL
IN THE COUNTY
56%
92%
AVERAGE HIGH SCHOOL
IN CALIFORNIA
56%
94%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 17 percent more
students at our school scored Proficient or Advanced than
at the average high school in California.
Subgroup Test Scores
BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC, BELOW BASIC, AND BASIC
GROUP
PROFICIENT AND ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
Boys
71%
1,143
Girls
75%
1,192
English proficient
74%
2,304
English Learners
18%
31
Low income
66%
593
Not low income
75%
1,742
Learning disabled
52%
58
Not learning disabled
74%
2,277
African American
61%
184
Asian American
80%
130
Filipino
80%
168
Hispanic/Latino
68%
742
White/Other
77%
938
Two or more races
80%
144
LOW SCORES
HIGH SCORES
COMMENTS
GENDER: About four percent more girls than boys at our
school scored Proficient or Advanced.
ENGLISH PROFICIENCY: English Learners scored lower on
the CST than students who are proficient in English.
Because we give this test in English, English Learners tend
to be at a disadvantage.
INCOME: About nine percent fewer students from lowerincome families scored Proficient or Advanced than our
other students.
LEARNING DISABILITIES: Students classified as learning
disabled scored lower than students without learning
disabilities. The CST is not designed to test the progress
of students with moderate to severe learning differences.
ETHNICITY: Test scores are likely to vary among students
of different ethnic origins. The degree of variance will
differ from school to school. Measures of the
achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a
particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide
results. Therefore, the results published in this report may vary from other published CDE test scores.
N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.
N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
You can read the California standards for English/
language arts on the CDE’s Web site.
100
Three-Year Trend:
English/Language Arts
Advanced
Proficient
Basic
Below Basic
Far Below Basic
80
60
40
Percentage of students
The graph to the right shows how our students’
scores have changed over the years. We present
each year’s results in a vertical bar, with students’
scores arrayed across five proficiency bands. When
viewing schoolwide results over time, remember
that progress can take many forms. It can be more
students scoring in the top proficiency bands
(blue); it can also be fewer students scoring in the
lower two proficiency bands (brown and red).
20
0
Percentage of students
who took the test:
2011: 94%
2012: 91%
2013: 90%
20
40
60
80
100
SOURCE: CDE STAR research file:
2011, 2012, and 2013.
2011
2012
Murrieta Valley Unified School District
2013
Page 10
Vista Murrieta High School School Accountability Report Card for 2012–2013
Algebra I
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
SCHOOLWIDE AVERAGE
43%
31%
AVERAGE HIGH SCHOOL
IN THE COUNTY
19%
26%
AVERAGE HIGH SCHOOL
IN CALIFORNIA
22%
26%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 21 percent more
students at our school scored Proficient or Advanced than
at the average high school in California.
Subgroup Test Scores
BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC, BELOW BASIC, AND BASIC
GROUP
PROFICIENT AND ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
Boys
42%
412
Girls
43%
390
English proficient
43%
782
N/S
19
35%
247
46%
554
N/S
17
Not learning disabled
43%
785
African American
50%
70
N/S
27
Filipino
55%
42
Hispanic/Latino
35%
291
White/Other
46%
312
Two or more races
39%
51
English Learners
LOW SCORES
HIGH SCORES
DATA STATISTICALLY UNRELIABLE
Low income
Not low income
Learning disabled
Asian American
DATA STATISTICALLY UNRELIABLE
DATA STATISTICALLY UNRELIABLE
COMMENTS
GENDER: About the same percentage of boys and girls at
our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for
these two subgroups because the number of English
Learners tested was too small to be statistically
significant.
INCOME: About 11 percent fewer students from lowerincome families scored Proficient or Advanced than our
other students.
LEARNING DISABILITIES: We cannot compare scores for
these two subgroups because the number of students
tested with learning disabilities was too small to be
statistically significant.
ETHNICITY: Test scores are likely to vary among students
of different ethnic origins. The degree of variance will
differ from school to school. Measures of the
achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a
particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide
results. Therefore, the results published in this report may vary from other published CDE test scores.
N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.
N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
About 31 percent of our students took the algebra
CST, compared with 26 percent of all high school
students statewide. To read more about California’s
math standards, visit the CDE’s Web site.
100
Three-Year Trend:
Algebra I
Advanced
Proficient
Basic
Below Basic
Far Below Basic
80
60
40
Percentage of students
The graph to the right shows how our students’
scores have changed over the years. Any student in
grades nine, ten, or eleven who took algebra is
included in this analysis. We present each year’s
results in a vertical bar, with students’ scores
arrayed across five proficiency bands. When
viewing schoolwide results over time, remember
that progress can take many forms. It can be more
students scoring in the top proficiency bands
(blue); it can also be fewer students scoring in the
lower two proficiency bands (brown and red).
20
0
Percentage of students
who took the test:
2011: 32%
2012: 34%
2013: 31%
20
40
60
80
100
SOURCE: CDE STAR research file:
2011, 2012, and 2013.
2011
2012
Murrieta Valley Unified School District
2013
Page 11
Vista Murrieta High School School Accountability Report Card for 2012–2013
Geometry
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
SCHOOLWIDE AVERAGE
27%
23%
AVERAGE HIGH SCHOOL
IN THE COUNTY
19%
27%
AVERAGE HIGH SCHOOL
IN CALIFORNIA
25%
27%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About two percent more
students at our school scored Proficient or Advanced than
at the average high school in California.
Subgroup Test Scores
BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC, BELOW BASIC, AND BASIC
GROUP
PROFICIENT AND ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
Boys
30%
290
Girls
25%
302
English proficient
28%
584
N/A
7
27%
157
27%
434
N/A
8
Not learning disabled
28%
584
African American
20%
56
N/S
22
Filipino
33%
45
Hispanic/Latino
20%
205
32%
228
N/S
28
English Learners
LOW SCORES
HIGH SCORES
NO DATA AVAILABLE
Low income
Not low income
Learning disabled
Asian American
NO DATA AVAILABLE
DATA STATISTICALLY UNRELIABLE
White/Other
Two or more races
DATA STATISTICALLY UNRELIABLE
COMMENTS
GENDER: About five percent more boys than girls at our
school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for
these two subgroups because the number of English
Learners tested was either zero or too small to be
statistically significant.
INCOME: The same percentage of students from lowerincome families scored Proficient or Advanced as our
other students.
LEARNING DISABILITIES: We cannot compare scores for
these two subgroups because the number of students
tested with learning disabilities was either zero or too
small to be statistically significant.
ETHNICITY: Test scores are likely to vary among students
of different ethnic origins. The degree of variance will
differ from school to school. Measures of the
achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a
particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide
results. Therefore, the results published in this report may vary from other published CDE test scores.
N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.
N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
About 23 percent of our students took the
geometry CST, compared with 27 percent of all
high school students statewide. To read more about
the math standards for all grades, visit the CDE’s Web
site.
100
Three-Year Trend:
Geometry
Advanced
Proficient
Basic
Below Basic
Far Below Basic
80
60
40
Percentage of students
The graph to the right shows how our students’
scores have changed over the years. Any student in
grades nine, ten, or eleven who took geometry is
included in this analysis. We present each year’s
results in a vertical bar, with students’ scores
arrayed across five proficiency bands. When
viewing schoolwide results over time, remember
that progress can take many forms. It can be more
students scoring in the top proficiency bands
(blue); it can also be fewer students scoring in the
lower two proficiency bands (brown and red).
20
0
Percentage of students
who took the test:
2011: 25%
2012: 21%
2013: 23%
20
40
60
80
100
SOURCE: CDE STAR research file:
2011, 2012, and 2013.
2011
2012
Murrieta Valley Unified School District
2013
Page 12
Vista Murrieta High School School Accountability Report Card for 2012–2013
US History
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
SCHOOLWIDE AVERAGE
64%
90%
AVERAGE HIGH SCHOOL
IN THE COUNTY
51%
96%
AVERAGE HIGH SCHOOL
IN CALIFORNIA
53%
96%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 11 percent more
students at our school scored Proficient or Advanced than
at the average high school in California.
Subgroup Test Scores
BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC, BELOW BASIC, AND BASIC
GROUP
PROFICIENT AND ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
Boys
70%
396
Girls
59%
387
English proficient
65%
773
N/A
10
Low income
54%
200
Not low income
68%
583
Learning disabled
25%
63
Not learning disabled
68%
720
African American
54%
72
Asian American
80%
40
Filipino
77%
62
Hispanic/Latino
58%
262
White/Other
67%
300
Two or more races
76%
41
English Learners
LOW SCORES
HIGH SCORES
NO DATA AVAILABLE
COMMENTS
GENDER: About 11 percent more boys than girls at our
school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for
these two subgroups because the number of English
Learners tested was either zero or too small to be
statistically significant.
INCOME: About 14 percent fewer students from lowerincome families scored Proficient or Advanced than our
other students.
LEARNING DISABILITIES: Students classified as learning
disabled scored lower than students without learning
disabilities. The CST is not designed to test the progress
of students with moderate to severe learning differences.
ETHNICITY: Test scores are likely to vary among students
of different ethnic origins. The degree of variance will
differ from school to school. Measures of the
achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a
particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide
results. Therefore, the results published in this report may vary from other published CDE test scores.
N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.
N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
To read more about the eleventh grade US history
standards, visit the CDE’s Web site.
100
Three-Year Trend:
US History
Advanced
Proficient
Basic
Below Basic
Far Below Basic
80
60
40
Percentage of students
The graph to the right shows how our eleventh
grade students’ scores have changed over the years.
We present each year’s results in a vertical bar, with
students’ scores arrayed across five proficiency
bands. When viewing schoolwide results over
time, remember that progress can take many forms.
It can be more students scoring in the top
proficiency bands (blue); it can also be fewer
students scoring in the lower two proficiency
bands (brown and red).
20
0
Percentage of students
who took the test:
2011: 96%
2012: 92%
2013: 90%
20
40
60
80
100
SOURCE: CDE STAR research file:
2011, 2012, and 2013.
2011
2012
Murrieta Valley Unified School District
2013
Page 13
Vista Murrieta High School School Accountability Report Card for 2012–2013
Biology
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
SCHOOLWIDE AVERAGE
66%
42%
AVERAGE HIGH SCHOOL
IN THE COUNTY
48%
43%
AVERAGE HIGH SCHOOL
IN CALIFORNIA
50%
40%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 16 percent more
students at our school scored Proficient or Advanced than
at the average high school in California.
Subgroup Test Scores
BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC, BELOW BASIC, AND BASIC
GROUP
PROFICIENT AND ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
Boys
68%
519
Girls
65%
570
English proficient
67%
1,075
N/S
14
Low income
52%
285
Not low income
72%
804
Learning disabled
27%
62
Not learning disabled
69%
1,027
African American
59%
86
Asian American
77%
52
Filipino
81%
83
Hispanic/Latino
55%
347
White/Other
71%
440
Two or more races
76%
71
English Learners
LOW SCORES
HIGH SCORES
DATA STATISTICALLY UNRELIABLE
COMMENTS
GENDER: About three percent more boys than girls at our
school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for
these two subgroups because the number of English
Learners tested was too small to be statistically
significant.
INCOME: About 20 percent fewer students from lowerincome families scored Proficient or Advanced than our
other students.
LEARNING DISABILITIES: Students classified as learning
disabled scored lower than students without learning
disabilities. The CST is not designed to test the progress
of students with moderate to severe learning differences.
ETHNICITY: Test scores are likely to vary among students
of different ethnic origins. The degree of variance will
differ from school to school. Measures of the
achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a
particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide
results. Therefore, the results published in this report may vary from other published CDE test scores.
N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.
N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
About 42 percent of our students took the biology
CST, compared with 40 percent of all high school
students statewide. To read more about the
California standards for science visit the CDE’s Web
site.
100
Three-Year Trend:
Biology
Advanced
Proficient
Basic
Below Basic
Far Below Basic
80
60
40
Percentage of students
The graph to the right shows how our students’
scores have changed over the years. Any student in
grades nine, ten, or eleven who took biology is
included in this analysis. We present each year’s
results in a vertical bar, with students’ scores
arrayed across five proficiency bands. When
viewing schoolwide results over time, remember
that progress can take many forms. It can be more
students scoring in the top proficiency bands
(blue); it can also be fewer students scoring in the
lower two proficiency bands (brown and red).
20
0
Percentage of students
who took the test:
2011: 44%
2012: 42%
2013: 42%
20
40
60
80
100
SOURCE: CDE STAR research file:
2011, 2012, and 2013.
2011
2012
Murrieta Valley Unified School District
2013
Page 14
Vista Murrieta High School School Accountability Report Card for 2012–2013
Life Science (Tenth Grade)
BAR GRAPHS BELOW SHOW THESE PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC
BELOW BASIC
BASIC
PROFICIENT
ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
SCHOOLWIDE AVERAGE
70%
90%
AVERAGE HIGH SCHOOL
IN THE COUNTY
54%
92%
AVERAGE HIGH SCHOOL
IN CALIFORNIA
56%
93%
GROUP
LOW SCORES
HIGH SCORES
COMMENTS
SCHOOLWIDE AVERAGE: About 14 percent more
students at our school scored Proficient or Advanced than
at the average high school in California.
Subgroup Test Scores
BAR GRAPHS BELOW SHOW TWO PROFICIENCY GROUPS (LEFT TO RIGHT):
FAR BELOW BASIC, BELOW BASIC, AND BASIC
GROUP
PROFICIENT AND ADVANCED
PROFICIENT
OR
ADVANCED
STUDENTS
TESTED
Boys
73%
356
Girls
66%
399
English proficient
70%
745
N/A
10
65%
189
71%
566
N/S
17
Not learning disabled
70%
738
African American
62%
53
Asian American
85%
46
Filipino
60%
48
Hispanic/Latino
64%
239
White/Other
73%
308
Two or more races
79%
48
English Learners
LOW SCORES
HIGH SCORES
NO DATA AVAILABLE
Low income
Not low income
Learning disabled
DATA STATISTICALLY UNRELIABLE
COMMENTS
GENDER: About seven percent more boys than girls at
our school scored Proficient or Advanced.
ENGLISH PROFICIENCY: We cannot compare scores for
these two subgroups because the number of English
Learners tested was either zero or too small to be
statistically significant.
INCOME: About six percent fewer students from lowerincome families scored Proficient or Advanced than our
other students.
LEARNING DISABILITIES: We cannot compare scores for
these two subgroups because the number of students
tested with learning disabilities was too small to be
statistically significant.
ETHNICITY: Test scores are likely to vary among students
of different ethnic origins. The degree of variance will
differ from school to school. Measures of the
achievement gap are beyond the scope of this report.
SOURCE: The scores for the CST are from the spring 2013 test cycle. County and state averages represent high schools only. Whenever a school reports fewer than 11 scores for a
particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it impossible for us to compile complete schoolwide
results. Therefore, the results published in this report may vary from other published CDE test scores.
N/A: Not applicable. Either no students took the test, or to safeguard student privacy the CDE withheld all results because very few students took the test in any grade.
N/S: Not statistically significant. While we have some data to report, we are suppressing it because the number of valid test scores is not large enough to be meaningful.
You can read the science standards on the CDE’s
Web site. Please note that some students taking this
test may not have taken any science course in the
ninth or tenth grade. In high school, science
courses are electives.
100
Three-Year Trend: Life
Science
Advanced
Proficient
Basic
Below Basic
Far Below Basic
80
60
40
Percentage of students
The graph to the right shows how our tenth grade
students’ scores on the mandatory life science test
have changed over the years. We present each
year’s results in a vertical bar, with students’ scores
arrayed across five proficiency bands. When
viewing schoolwide results over time, remember
that progress can take many forms. It can be more
students scoring in the top proficiency bands
(blue); it can also be fewer students scoring in the
lower two proficiency bands (brown and red).
20
0
Percentage of students
who took the test:
2011: 94%
2012: 88%
2013: 90%
20
40
60
80
100
SOURCE: CDE STAR research file:
2011, 2012, and 2013.
2011
2012
Murrieta Valley Unified School District
2013
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 15
Other Measures of Student Achievement
The entire school community collaborates to ensure the success of each individual student and prepare all
students for postsecondary educational options. Our counselors are guided by the National Standards for School
Counseling. Our goal is to prepare all students to go to college, or enter a career upon graduation from high
school. We use many means to assess student progress in addition to standardized tests. These include
homework completion, quizzes, tests, and final exams (including assessments aligned with the California
Content Standards), research papers, essays, multimedia projects, oral exams or presentations, and teacher
observation.
Student progress is monitored by teachers, the school principal, assistant principals, dean and counselors, and
district administrators by means of progress reports, the Student Information System, and a district wide
Assessment Database. Assessment reports include four semester progress reports and two semester report cards.
All formal assessments include a parent report and a letter of explanation. We hold parent conferences and
Student Success Team meetings for students in danger of retention or course failure. Standardized tests are
another way we measure student progress and academic success.
Murrieta Valley Unified School District
Page 16
Vista Murrieta High School School Accountability Report Card for 2012–2013
PREPARATION FOR COLLEGE AND THE WORKFORCE
The guidance department follows a progressive four-year college and career development planning model
beginning in the ninth grade. This includes grade level career interest, skills, and work values assessments,
counselor-guided interpretation, occupation exploration, resource investigation, postsecondary training and
education which match their results. Juniors and seniors participate in a postsecondary Programs of Study
guidance lab to explore college majors, community college certificated programs, and postsecondary vocational
training options.
In collaboration with our local community college advisors, college guidance technician and counselors, the
department conducts numerous parent and student presentations offering assistance with college admissions
processes, financial aid, and grant and scholarship opportunities. The department also conducts afterschool
workshops to provide direct support to students in applying for the colleges and universities. Students who do
not plan to attend a four-year college are guided to enter a two-year community college or other post–high
school training programs.
Through our phone notification system, emails and newsletters, counselors notify students and parents of PSAT,
SAT and ACT college entrance exam preparation seminars, testing dates, upcoming visits from college
representatives, financial aid seminars, and application deadlines.
We offer a comprehensive college preparatory core curriculum approved by both the University of California
(UC) and California State University (CSU). Students must complete 230 credits for graduation starting in
2012, and they are encouraged to enroll in UC/CSU approved A-G courses to establish academic rigor for
college admissions. The AVID program provides in-depth preparation for college admission.
The College and Career Center provides information to students, parents, and staff on colleges, majors,
scholarships, financial aid, career assessments, work permits for minors, and community service opportunities
and contacts. It also serves as liaison to all military branches as well as to colleges.
We offer 10 Dual Enrollment courses through a partnership between Mt. San Jacinto College and the Murrieta
Valley Unified School District. Students who successfully complete Dual Enrollment courses simultaneously
earn college units transferable to two- and four-year colleges and universities.
SAT College Entrance Exam
COUNTY
AVERAGE
STATE
AVERAGE
57%
41%
44%
Average score of those who took the SAT
critical reading test
503
469
491
SAT math
Average score of those who took the SAT math
test
514
480
510
SAT writing
Average score of those who took the SAT
writing test
494
467
491
KEY FACTOR
DESCRIPTION
SAT participation rate
Percentage of seniors who took the test
SAT critical reading
OUR
SCHOOL
SOURCE: SAT test data provided by the College Board for the 2011–2012 school year. County and state averages represent high schools only.
In the 2011–2012 academic year, 57 percent of Vista Murrieta seniors took the SAT, compared with 44 percent
of high school students in California.
Vista Murrieta students’ average score was 503 on the critical reading portion of the SAT, compared with 491
for students throughout the state. Vista Murrieta students’ average score was 514 on the math portion of the
SAT, compared with 510 for students throughout the state. Vista Murrieta students’ average score was 494 on
the writing portion of the SAT, compared with 491 for students throughout the state.
Murrieta Valley Unified School District
Page 17
Vista Murrieta High School School Accountability Report Card for 2012–2013
College Preparation
KEY FACTOR
DESCRIPTION
2012 graduates meeting
UC or CSU course
requirements
Percentage of graduates passing all of the
courses required for admission to the UC or CSU
systems
OUR
SCHOOL
45%
COUNTY
AVERAGE
STATE
AVERAGE
36%
41%
SOURCE: Enrollment in UC/CSU qualifying courses comes from CALPADS, October 2012. County and state averages represent high schools only.
In the 2011–2012 school year, 45 percent of Vista Murrieta’s graduates passed courses required for admission to
the University of California (UC) or the California State University (CSU) system, compared with 41 percent
of students statewide. This number is, in part, an indicator of whether the school is offering the classes required
for admission to the UC or CSU systems. The courses that the California State University system requires
applicants to take in high school, which are referred to as the A-G course requirements, can be reviewed on the
CSU’s official Web site. The University of California has the same set of courses required.
Another view of our school’s effectiveness in preparing students for college is to ask: “How many of our
students took courses in the 2012-13 school year that met the requirements for admission to the UC or CSU
systems?” The answer to that question is contained in the Data Almanac, which is the last section of this annual
report.
Murrieta Valley Unified School District
Page 18
Vista Murrieta High School School Accountability Report Card for 2012–2013
Advanced Placement Courses Offered
High school students can enroll in courses that are more challenging in their junior and senior years, including
Advanced Placement (AP) courses. These courses are intended to be the most rigorous and challenging courses
available. Most colleges regard AP courses as the equivalent of a college course.
KEY FACTOR
DESCRIPTION
Enrollment in AP courses
Percentage of AP course enrollments out of
total course enrollments
OUR
SCHOOL
COUNTY
AVERAGE
STATE
AVERAGE
3%
4%
5%
SOURCE: This information provided by the California Department of Education.
The majority of comprehensive high schools offer AP courses, but the number of AP courses offered at any one
school varies considerably. Unlike honors courses, AP courses and tests are designed by a national organization,
the College Board, which charges fees to high schools for the rights to their materials. The number of AP
courses offered is one indicator of a school’s commitment to prepare its students for college, but students’
participation in those courses and their test results are, in part, a measure of student initiative.
Students who take AP courses and pass the AP exams with scores
of 3 or higher may qualify for college credit. Our high school
offers 25 different courses that you’ll see listed in the table.
More information about the Advanced Placement program is
available from the College Board.
NUMBER OF
COURSES
AP COURSES OFFERED
Fine and Performing Arts
1
Computer Science
0
English
2
Foreign Language
6
Mathematics
4
Science
5
Social Science
6
Total
24
SOURCE: This information is provided by the California
Department of Education.
AP Exam Results, 2011–2012
KEY FACTOR
DESCRIPTION
Completion of AP
courses
Percentage of juniors and seniors who
completed AP courses and took the final exams
Number of AP exams
taken
Average number of AP exams each of these
students took in 2011–2012
AP test results
Percentage of AP exams with scores of 3 out of
5 or higher (college credit)
OUR
SCHOOL
COUNTY
AVERAGE
STATE
AVERAGE
33%
28%
32%
1.7
1.8
1.8
67%
47%
59%
SOURCE: AP exam data provided by the College Board for the 2011–2012 school year.
Here at Vista Murrieta, 33 percent of juniors and seniors took AP exams. In California, 32 percent of juniors
and seniors in the average high school took AP exams. On average, those students took 1.7 AP exams,
compared with 1.8 for students in the average high school in California.
Murrieta Valley Unified School District
Page 19
Vista Murrieta High School School Accountability Report Card for 2012–2013
California High School Exit
Examination
Students first take the California High
School Exit Examination (CAHSEE)
in the tenth grade. If they don’t pass
either the English/language arts or
math portion, they can retake the test
in the eleventh or twelfth grades. Here
you’ll see a three-year summary
showing the percentage of tenth
graders who scored Proficient or
Advanced. (This should not be
confused with the passing rate, which
is set at a somewhat lower level.)
Answers to frequently asked questions
about the exit exam can be found on
the CDE Web site. Additional
information about the exit exam results
is also available there.
PERCENTAGE OF TENTH GRADE
STUDENTS SCORING PROFICIENT OR
ADVANCED ON THE CAHSEE
OUR
SCHOOL
DISTRICT
AVERAGE
STATE
AVERAGE
2012–2013
71%
69%
57%
2011–2012
67%
69%
56%
2010–2011
68%
73%
59%
2012–2013
71%
68%
60%
2011–2012
67%
67%
58%
2010–2011
61%
65%
56%
English/language arts
Math
SOURCE: California Department of Education, SARC research file.
Murrieta Valley Unified School District
Page 20
Vista Murrieta High School School Accountability Report Card for 2012–2013
The table that follows shows how specific groups of tenth grade students scored on the exit exam in the 2012–
2013 school year. The English/language arts portion of the exam measures whether a student has mastered
reading and writing skills at the ninth or tenth grade level, including vocabulary, writing, writing conventions,
informational reading, and reading literature. The math portion of the exam includes arithmetic, statistics, data
analysis, probability, number sense, measurement, and geometry at sixth and seventh grade levels. It also tests
whether a student has mastered algebra, a subject that most students study in the eighth or ninth grade.
Sample questions and study guides for the exit exam are available for students on the CDE Web site.
CAHSEE Results by Subgroup
ENGLISH/LANGUAGE ARTS
MATH
NOT
PROFICIENT
PROFICIENT
ADVANCED
NOT
PROFICIENT
PROFICIENT
ADVANCED
29%
29%
42%
29%
50%
21%
40%
31%
29%
39%
44%
18%
N/A
N/A
N/A
N/A
N/A
N/A
Asian
25%
19%
56%
19%
36%
44%
Filipino
33%
25%
41%
25%
51%
24%
Hispanic or Latino
39%
26%
35%
35%
51%
14%
N/A
N/A
N/A
N/A
N/A
N/A
White (not Hispanic)
22%
31%
47%
24%
51%
25%
Two or more races
18%
29%
53%
31%
45%
24%
Male
35%
33%
33%
28%
48%
24%
Female
24%
25%
51%
29%
52%
19%
Socioeconomically
disadvantaged
43%
27%
29%
35%
51%
14%
English Learners
86%
7%
7%
71%
21%
7%
Students with
disabilities
82%
9%
9%
73%
24%
3%
N/A
N/A
N/A
N/A
N/A
N/A
Tenth graders
African American
American Indian or
Alaska Native
Pacific Islander
Students receiving
migrant education
services
SOURCE: California Department of Education, SARC research file. Scores are included only when 11 or more students are tested. When small numbers of students are tested, their
average results are not very reliable.
Murrieta Valley Unified School District
Page 21
Vista Murrieta High School School Accountability Report Card for 2012–2013
High School Completion
This table shows the percentage of
seniors in the graduating class of 2013
who met our district’s graduation
requirements and also passed the
California High School Exit
Examination (CAHSEE). We present the
results for students schoolwide followed
by the results for different groups of
students.
Students can retake all or part of the
CAHSEE twice in their junior year and
up to five times in their senior year.
School districts have been giving the
CAHSEE since the 2001–2002 school
year. However, 2005–2006 was the first
year that passing the test was required for
graduation.
More data about CAHSEE results, and
additional detail by gender, ethnicity, and
English language fluency, is available on
the CDE Web site.
PERCENTAGE OF SENIORS
GRADUATING
(CLASS OF 2013)
OUR
SCHOOL
DISTRICT
AVERAGE
96%
95%
African American
97%
96%
American Indian or
Alaska Native
N/A
N/A
Asian
95%
97%
Filipino
N/A
N/A
Hispanic or Latino
96%
94%
Pacific Islander
100%
95%
White (not Hispanic)
95%
95%
Two or more races
97%
95%
Socioeconomically
disadvantaged
60%
62%
English Learners
71%
59%
Students with disabilities
90%
100%
GROUP
All Students
SOURCE: This data comes from the school district office.
Dropouts and Graduates
OUR
COUNTY
STATE
SCHOOL
AVERAGE
AVERAGE
KEY FACTOR
Vista Murrieta’s graduation rate is
97%. We offer courses for a wide
Dropout rate (four year)
range of skill levels as well as remedial
classes, and most students find that
Class of 2012
2%
11%
13%
they can succeed at our school. Our
Class of 2011
3%
13%
15%
strong career education program for
students who are not college bound
Class of 2010
7%
15%
17%
motivates students to complete high
Graduation rate (four year)
school and explore the world of work.
Class of 2012
Counselors meet with students
97%
83%
79%
individually and in groups to help
Class of 2011
95%
80%
77%
motivate and assist with personal
Class of 2010
91%
78%
75%
problems. The counseling team also
connects students with outside
SOURCE: Dropout data comes from CALPADS, October 2012.
counseling through the district’s
Breakthrough program. If a student
stops coming to school, we contact the parent or guardian and hold a conference with them and the student.
Often we devise a plan that keeps the student in school. In some cases, referral to our continuation high school
is the best alternative.
Our intensive credit recovery intervention program allows students who are credit deficient to recover credit; it
meets during the school day and after school. We monitor our dropout rate with our virtual student enrollment
log. Interventions also include skills remediation as well as academic, social, and emotional counseling. For
students who enroll from other districts and are credit deficient, we offer extended learning opportunities in
summer school as well as on-campus independent study. Throughout the year, NHS and CSF students provide
peer tutoring in core subjects, and our Link Crew hosts finals preparation for freshmen each semester, with
teachers providing review sessions in most subjects.
DROPOUT RATE: We define a dropout as any student who left school before completing the 2011–2012 school
year, or who hasn’t re-enrolled in school for the 2012–2013 year by October 2012.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 22
In the past, identifying dropouts was difficult because students often did not report why they were leaving or
where they were going. Now districts use the Statewide Student Identifier (SSID), which can locate students
who have enrolled in schools elsewhere in California, making dropout counts more accurate. This tracking
system has been in place since the 2006–2007 school year.
GRADUATION RATE: This is the second year that the California Department of Education has relied upon its
new system for counting whether individual students graduate in four years. Because officials have gathered this
data for six years, they are now able to report on the graduation rates of the students who graduated in 2010,
2011 and 2012. This new approach to tracking individual students replaces a method of estimating graduation
rates based on the numbers of students enrolled in each grade level. As a result, the new method is far more
accurate.
Note that the high school completion rate we report in the preceding section shows only how many seniors
graduated. The rate we report here indicates how students have fared over the four years leading to graduation.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 23
Workforce Preparation
Graduates are prepared to enter the workforce based on their completion of a rigorous curriculum of core
academic subjects along with 40 hours of community service, which teaches them the importance of volunteer
work and provides them with insight into different career paths. Students learn how to research potential
employers, answer interview questions, and write business letters and resumes as part of their English classes. We
encourage students to take the Armed Services Vocational Aptitude Battery (ASVAB) to help them evaluate
their strengths, skills, and interests as part of their post-high school planning. Students enroll in the Kuder
Navigator Software system in their freshman year; the program provides students with extensive career-related
assessments and resources to explore the world of work.
All students are required to complete a senior exit interview in
their senior year. This process starts with a career inventory in
ninth grade and in tenth grade each student continues their
Individualized Learning Plan through one-on-one sessions with
their counselor. In their junior year, each student must write a
reflective essay that is scored with a common district rubric.
This process culminates with the senior exit interview. Each
senior student must successfully complete the exit interview
which is conducted before a select panel of staff and
community members. The topic of this presentation style
interview will allow for each student to reflect on their high
school experience and present their post high school plan.
KEY FACTOR
OUR
SCHOOL
Number of students
participating in CTE courses
1,563
Percentage of students
completing a CTE program and
earning a high school diploma
91%
Percentage of CTE courses
coordinated with colleges
60%
SOURCE: Information provided by the school district.
Our high school offers courses intended to help students
prepare for the world of work. These career technical education (CTE) courses, formerly known as vocational
education, are open to all students. The accompanying table shows the percentage of our students who enrolled
in a CTE course at any time during the school year. We enrolled 1,563 students in career technical education
courses.
The Riverside County of Educations’ Career Technical Education (CTE) program provides students with a
variety of technical courses such as TV and video production, interactive media design, audio technology,
banking, culinary arts, law enforcement, forensic science and CSI, stagecraft, sports therapy, medical front office,
nurse assistant, and cosmetology. These courses let students explore career interests and post-high school career
opportunities.
Students sign up for classes through our site CTE representative. Courses are offered on and off campus. Off
campus classes are offered at neighboring high schools. Students taking courses off campus must be approved for
early dismissal and provide their own transportation.
Through a partnership with Mt. San Jacinto College, students who successfully complete approved high school
CTE courses with a grade of B or better, qualify for college credit for the course after completion of 12 units
with the college. Matriculation services are provided to students including online application and assessment
process. You can find information about our school’s CTE courses and advisors in the Data Almanac at the end
of this School Accountability Report Card. Information about career technical education policy is available on the
CDE Web site.
Murrieta Valley Unified School District
Page 24
Vista Murrieta High School School Accountability Report Card for 2012–2013
STUDENTS
Students’ English
Language Skills
At Vista Murrieta, 99 percent of
students were considered to be
proficient in English, compared with
89 percent of high school students in
California overall.
LANGUAGE SKILLS
English-proficient students
English Learners
OUR
SCHOOL
COUNTY
AVERAGE
STATE
AVERAGE
99%
90%
89%
1%
10%
11%
SOURCE: Language census for the 2012–2013 school year. County and state averages represent high schools
only.
Languages Spoken at
Home by English Learners
Please note that this table describes
the home languages of just the 45
students classified as English Learners.
At Vista Murrieta, the language these
students most often speak at home is
Spanish. In California it’s common to
find English Learners in classes with
students who speak English well.
When you visit our classrooms, ask
our teachers how they work with
language differences among their
students.
OUR
SCHOOL
COUNTY
AVERAGE
STATE
AVERAGE
58%
95%
83%
Vietnamese
7%
1%
2%
Cantonese
0%
0%
2%
Hmong
0%
0%
1%
Filipino/Tagalog
9%
1%
2%
Korean
4%
0%
1%
Khmer/Cambodian
2%
0%
0%
20%
3%
9%
LANGUAGE
Spanish
All other
SOURCE: Language census for the 2012–2013 school year. County and state averages represent high schools
only.
Ethnicity
Most students at Vista Murrieta
identify themselves as White or
Hispanic/Latino. The state of
California allows citizens to choose
more than one ethnic identity, or to
select “two or more races” or “decline
to state.” As a consequence, the sum
of all responses rarely equals 100
percent.
Family Income
and Education
The free or reduced-price meal subsidy
goes to students whose families earned
less than $42,643 a year (based on a
family of four) in the 2012–2013
school year. At Vista Murrieta, 32
percent of the students qualified for
this program, compared with 52
percent of students in California.
OUR
SCHOOL
COUNTY
AVERAGE
STATE
AVERAGE
African American
8%
7%
7%
Asian American/
Pacific Islander
13%
6%
12%
Hispanic/Latino
32%
57%
49%
White
40%
28%
28%
ETHNICITY
SOURCE: California Longitudinal Pupil Achievement Data System (CALPADS), October 2012. County and state
averages represent high schools only.
OUR
SCHOOL
COUNTY
AVERAGE
STATE
AVERAGE
Low-income indicator
32%
55%
52%
Parents with some college
82%
56%
58%
Parents with college degree
47%
26%
34%
FAMILY FACTORS
SOURCE: The free and reduced-price lunch information is gathered by most districts in October. This data is
from the 2012–2013 school year. Parents’ education level is collected in the spring at the start of testing. Rarely
do all students answer these questions.
The parents of 82 percent of the students at Vista Murrieta have attended college and 47 percent have a college
degree. This information can provide some clues to the level of literacy children bring to school. One
precaution is that the students themselves provide this data when they take the battery of standardized tests each
spring, so it may not be completely accurate. About 77 percent of our students provided this information.
Murrieta Valley Unified School District
Page 25
Vista Murrieta High School School Accountability Report Card for 2012–2013
CLIMATE FOR LEARNING
Average Class Sizes
The table at the right shows average class sizes for
core courses. The average class size of all courses at
Vista Murrieta varies from a low of 27 students to
a high of 31. Our average class size schoolwide is
29 students. The average class size for high schools
in the state is 26 students.
AVERAGE CLASS SIZES
OF CORE COURSES
OUR
SCHOOL
OUR
DISTRICT
English
31
31
History
31
31
Math
29
29
Science
30
30
Safety
SOURCE: California Department of Education, SARC Research File. District averages
represent high schools only.
School safety is a high priority. Campus security
guards, administrators, counselors, and a School
Resource Officer are on campus before, during,
and after school as well as during breaks and lunches to monitor campus, supervise students, and ensure a safe
learning environment. Vista Murrieta is a closed campus that is fully fenced, and students are not allowed to
leave campus during the day without the consent of a parent or guardian. A campus supervisor monitors all
visitors who enter the campus parking lot. Visitors must produce a photo ID and sign in and out as well as wear
a visitor sticker while on campus. All visitors must have specific school business to remain on campus.
The district holds quarterly safety meetings and our SSC works on our safety plan throughout the year. We have
adopted a Comprehensive School Safety Plan, and it was last reviewed in October 2012 and approved by the
SSC. The plan is presented to all staff and parents, and we hold numerous student assemblies to address safety
issues and student expectations.
Video surveillance cameras across our campus are a deterrent to trespassers, vandalism, and other illegal
activities. They also help administrators with discipline issues and help in the investigation of any crimes that
may occur on campus during the school day or after school hours, making our school safer and more secure.
The district offers the We-Tip Hotline for staff, students, families, and community members to report any
suspicious or illegal activity on and around campus.
As a preventive measure, the district uses trained canines to provide unannounced canine searches of all areas of
campus to find any illegal substances such as drugs, alcohol, and weapons. The district has also staffed afterhours security personnel to monitor the campus when school is not in session. Along with daily monitoring,
our administration screens student discipline data and reviews and adjusts policies as necessary.
Administrator training throughout the 2012-2013 school year focused on emergency readiness and school
safety. Regularly throughout the year, we conduct emergency drills including fire, earthquake, and lockdown.
In addition, our school has an Emergency and Disaster Preparedness Plan. This plan is in accordance with
NIMS emergency system and specifies procedures for dealing with fire, flood, earthquakes, lockdowns,
hazardous materials, disaster recovery organization, and student accountability following a disaster. The
emergency notification system Parentlink delivers phone calls and emails to disseminate urgent and timesensitive messages to families.
The City of Murrieta provides a School Resource Officer on campus during school hours. This uniformed
police officer provides support for administration and discipline issues and is a positive presence on campus.
Discipline
The school motto is CLASS: Character, Leadership, Attitude, Scholarship, and Service. It has been embraced by
the vast majority of students, staff, parents, and community members and is the foundation and guiding spirit of
daily life at VMHS. The VMHS student handbook contains school wide rules and behavior expectations that
are based on respect, responsibility, kindness, and safety. All students receive this book; they have an in-class
review at the start of the year and sign a contract indicating understanding of its contents. Students who don’t
follow the behavior policy are held accountable for their actions. Students who are disruptive or disrespectful
can receive detention or Saturday school. Students with chronic behavior problems work with our dean,
counselors, assistant principals, and parents and sign a behavior contract that may include suspension from
sports, dances, and extracurricular activities or loss of other school privileges. VMHS uses a progressive
discipline plan and believes that everyone has the right to be treated with respect and courtesy.
The campus is monitored and students are supervised by campus supervisors, administrators, assistant principals,
dean, and counselors, as well as a Murrieta Police Department School Resource Officer to ensure a safe
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 26
learning environment. Campus supervisors undergo formal training that includes juvenile laws, traffic control,
emergency preparedness, search and seizure, and conflict resolution. School and district administrators
collaborate with Murrieta Police Department officers in GRIP meetings to share information about student and
community trends and intervention strategies for drugs, alcohol, graffiti, and gang involvement. InterQuest
Canines conduct unannounced canine searches of the campus and parking lots for drugs, alcohol, and weapons.
The Youth Accountability Team (YAT) is an intervention program involving the Riverside County Probation
Department, Murrieta Police Department, Riverside County District Attorney’s Office, Murrieta Valley
Unified School District, and Family Service Association and is housed on the VMHS campus. YAT focuses on
misdemeanor offenders and at-risk youth ages 12 to 17 with delinquent behavior such as substance abuse,
school discipline problems, family conflict, mental health issues, gang association, and truancy. Through this
program, a wide variety of counseling services are available for students including substance abuse, anger
management, and individual treatment.
Link Crew, Renaissance, and the PLUS program connect students to each other. Student forums provide
students with the opportunity to get to know each other and learn that they are not alone with some of the
problems and the challenges that they face. They promote the belief that strength comes from diversity and
teach students that respect for all people is the cornerstone of humanity.
Homework
Homework varies depending on the course. We believe homework should be relevant and directly related to
course objectives. The purpose of homework is for introduction, learning, reinforcement, assessment, or
performance. We follow board policy guidelines, which suggest 75 to 120 minutes of homework up to four
days a week for grades nine through twelve. AP and dual enrollment courses may require reading and
homework beyond the four days a week. AP exams occur in the time period immediately following spring
break, which may require students to study and prepare during spring break.
We encourage parents to participate in student learning, which involves acting as the audience for practice
presentations, providing feedback on projects, and communicating with teachers to ensure that assignments are
turned in on time and that attendance is strong. Parents should provide students a quiet, well-lit study space and
time to do homework, and ensure that they arrive at school on time each day with all the resources they need
to have a productive learning experience.
Schedule
The 2012-2013 school year included 175 days of instruction. School begins in mid-August and ends in June.
We observe a modified traditional schedule with an eight-week summer break, three-week winter break, and
two-week spring break. VMHS uses a block schedule with class periods approximately one hour and 45
minutes in length. Upper-class students who are on track to graduate with enough units may request early
release or late start with a minimum of five classes required. Students are on late start schedule on Mondays. On
these mornings, free peer-assisted tutoring is offered to any interested students in the library in all core subjects.
Tutoring is provided by students of National Honor Society and California Scholarship Federation.
Office hours are from 7:00am to 3:30pm. Extended learning opportunities (credit recovery for D and F grades
in core subjects) are offered during/after school as well as during the summer break. Clubs meet before school
or at lunch time, and sports competitions take place after school.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 27
Parent Involvement
Our school has significant support from parents. We encourage parent and community involvement through
our state recognized and award-winning PTSA, which actively supports programs, activities and provides
scholarships to seniors. The PTSA also encourages senior citizens from the community to get involved in school
functions, bringing a high level of community support. The School Site Council, consisting of parents,
students, and staff members, meets regularly to evaluate the effectiveness of school programs, review
curriculum, and approve specific funding for the budget. A Principal’s Advisory committee consisting of
students from various backgrounds and grades meets monthly with the school principal to discuss any concerns
from the student’s perspective.
Parent booster programs support large extracurricular organizations such as performing arts and athletics. Parent
fund-raising underwrites the purchase of specialized equipment and field trips for competitions and offers
financial support for those families in need. We also encourage parents to participate in ELAC, PTSA, and
Scholarship Foundation. Many activities support parent involvement and the dissemination of information, such
as Parent Information Nights for incoming ninth grade students, AP and Dual Enrollment students, collegebound students, and athletes.
Parents assist with various school events including dances and field trips. All volunteers are screened through
Megan’s Website and required to submit a volunteer form and copy of their driver’s license.
Performing arts and athletic events are always well supported and attended by parents. Back-to-School Night
and Open House are special events that are well attended every year. Parents are encouraged to support the
many organizations and athletic teams at functions on and off campus. To find out how you can volunteer at
our school, please contact Denise Escobar, 2013-2014 PTSA President, at [email protected].
Murrieta Valley Unified School District
Page 28
Vista Murrieta High School School Accountability Report Card for 2012–2013
L E A D E R S H I P , T EA CH E R S , A ND S T A F F
Leadership
Darren Daniel was principal of Vista Murrieta until the end of the 2013 school year. Mick Wager stepped into
the Vista Murrieta High School principal position at the beginning of the 2013-2014 school year. Mr. Wager is
no stranger to the Bronco campus, as he had served for three years as Vista Murrieta’s Deputy Principal. He
served three years as principal at Warm Springs Middle School and as assistant principal at Murrieta Valley High
School for five years. Mr. Wager has worked as an educator for 18 years. He holds a bachelor’s degree from San
Francisco State University, along with a master’s degree in educational administration and an administrative
credential from National University.
The administrative team, including the three assistant principals, dean of discipline, counselors, activities
director, athletic director, school resource officer, campus security representative, and site secretary, meets once a
week to discuss upcoming events, critical topics, and other school business. The leadership takes an inclusive
approach and seeks input from many groups when planning and decision-making. Lead teachers from each
department meet once a month to discuss topics, share information, and seek input.
Administrators, lead teachers, the School Site Council (SSC), and mentors provide instructional leadership.
They routinely meet to focus on student success and to develop ways to grow and improve the instructional
program. Current subject matter frameworks, new material adoptions, and changes in teaching strategies are
communicated to teachers by the leadership team. The administration, support staff, teachers, and parents are all
active participants in providing direction for the improvement.
Many groups help make decisions that affect our school. Parent volunteers, administration, students and staff
compose the SSC, which makes important budget decisions, and approves new textbook adoption and the
annual Single Plan for Student Achievement, which serves as a foundation for the school improvement process.
The Principal’s Advisory Council, made up of diverse students, meets monthly to provide current student
feedback to administration. The English Language Advisory Committee (ELAC) includes parents of English
Learners. Our SSC has parent representatives for students who are gifted and talented and for special education
students.
Indicators of Teachers Who May Be Underprepared
COUNTY
AVERAGE
STATE
AVERAGE
0%
N/A
0%
4%
N/A
N/A
Percentage of staff holding a full, clear
authorization to teach at the elementary or
secondary level
100%
N/A
N/A
Percentage of teachers without a full, clear
credential
0%
N/A
N/A
KEY FACTOR
DESCRIPTION
Core courses taught by a
teacher not meeting
NCLB standards
Percentage of core courses not taught by a
“highly qualified” teacher according to federal
standards in NCLB
Out-of-field teaching:
courses
Percentage of core courses taught by a teacher
who lacks the appropriate subject area
authorization for the course
Fully credentialed
teachers
Teachers lacking a full
credential
OUR
SCHOOL
SOURCE: This information provided by the school district. Data on NCLB standards is from the California Department of Education, SARC research file.
PLEASE NOTE: Comparative data (county average and state averages) for some of the data reported in the SARC is
unavailable as of December 2013.
All out-of-field teachers are legally assigned under appropriate Education Code options based on the teachers
prior coursework completion within the content area of the particular assignment. The Education Codes used
are reviewed and approved by our Board of Education and require individual teacher consent. This process of
approval and consent is completed annually as needed.
Murrieta Valley Unified School District
Page 29
Vista Murrieta High School School Accountability Report Card for 2012–2013
“HIGHLY QUALIFIED” TEACHERS: The federal law known as No Child Left Behind (NCLB) requires districts
to report the number of teachers considered to be “highly qualified.” These “highly qualified” teachers must have
a full credential, a bachelor’s degree, and, if they are teaching a core subject (such as reading, math, science, or
social studies), they must also demonstrate expertise in that field. The table above shows the percentage of core
courses taught by teachers who are considered to be less than “highly qualified.” There are exceptions, known
as the High Objective Uniform State Standard of Evaluation (HOUSSE) rules, that allow some veteran teachers to meet
the “highly qualified” test who wouldn’t otherwise do so.
TEACHING OUT OF FIELD: When a teacher lacks a subject area authorization for a course she is teaching, that
course is counted as an out-of-field section. For example, if an unexpected vacancy in a biology class occurs, and
a teacher who normally teaches English literature (and who lacks a subject area authorization in science) fills in
to teach for the rest of the year, that teacher would be teaching out of field.
CREDENTIAL STATUS OF TEACHERS: Teachers who lack full credentials are working under the terms of an
emergency permit, an internship credential, or a waiver. They should be working toward their credential, and
they are allowed to teach in the meantime only if the school board approves. None of our teachers was working
without full credentials.
More facts about our teachers, called for by the Williams legislation of 2004, are available on our Accountability
Web page, which is accessible from our district Web site. You will find specific facts about misassigned teachers
and teacher vacancies in the 2013–2014 school year.
Districtwide Distribution of Teachers Who Are Not “Highly Qualified”
Here, we report the percentage of core
courses in our district whose teachers are
considered to be less than “highly
qualified” by NCLB’s standards. We
show how these teachers are distributed
DISTRICT FACTOR
DESCRIPTION
among schools according to the
Percentage of core courses not
Districtwide
percentage of low-income students
taught by “highly qualified”
enrolled.
CORE
COURSES
NOT
TAUGHT BY
HQT IN
DISTRICT
0%
teachers (HQT)
When more than 40 percent of the
students in a school are receiving
subsidized lunches, that school is
considered by the California Department
of Education to be a school with higher
concentrations of low-income students.
When less than 25 percent of the
students in a school are receiving
subsidized lunches, that school is
considered by the CDE to be a school
with lower concentrations of lowincome students.
Schools with more
than 40% of students
from lower-income
homes
Schools whose core courses are
not taught by “highly
qualified” teachers
1%
Schools with less
than 25% of students
from lower-income
homes
Schools whose core courses are
not taught by “highly
qualified” teachers
0%
SOURCE: Data is from the California Department of Education, SARC research file.
Murrieta Valley Unified School District
Page 30
Vista Murrieta High School School Accountability Report Card for 2012–2013
Staff Development
All teachers in the district participate in ongoing professional
development as a part of their commitment to being an
educator. We support new teachers through the Beginning
Teacher Support and Assessment (BTSA) program, which
allows new teachers the time to reflect on their teaching
practice with the help of a mentor teacher. Administrator
training has been focused on curriculum, technology, and
leadership. Principals learn classroom observation techniques,
how to use technology for data assessment, and the skills of a
good leader.
YEAR
PROFESSIONAL
DEVELOPMENT DAYS
2012–2013
3.0
2011–2012
0.0
2010–2011
0.0
SOURCE: This information is supplied by the school district.
District-level and site-level staff development opportunities are provided as the need arises. Last year, some
teachers participated in staff development that included Thinking Maps training for English, math, and science.
Onsite staff development for English teachers focused on instructional strategies and state standards covered on
the California High School Exit Exam. English, math, science, world languages, and social science teachers
participated in staff development on Professional Learning Communities.
We are highly committed to our Professional Learning Community’s (PLC) process, and regular late start days
allow teachers to meet to discuss and plan for increased student achievement and learning. Teachers work with
department colleagues in PLCs to monitor student performance in various areas of the curriculum. Researchbased strategies and best practices are discussed, emphasized, and implemented to maximize students’ access to
the curriculum. Teachers use this time to collaborate on upcoming common assessments and instructional units.
In addition, staff development days are being offered to support the implementation of the California Common
Core Standards and the implementation of our Learning Management System (Haiku).
Evaluating and Improving Teachers
There is a strong emphasis on teacher evaluation and improvement. Probationary teachers are evaluated every
year and tenured teachers every three years. Each evaluation includes two formal observations and several
informal observations. We use the California teaching standards as a basis for evaluation. The evaluation process
is intended to provide support to teachers and to guide their continued development as educators. The overall
evaluation is in accordance with the teacher’s contract and the guidelines of the California Standards for the
Teaching Profession.
During the observation, the principal notes the students’ level of engagement, the organization of the
classroom, and standards-based lessons. These factors, in addition to pupil progress toward objectives, determine
whether a teacher needs help, which might be training in a specific area or working with a mentor. We pair
beginning teachers with mentor teachers and enroll them in our support program for new teachers.
Substitute Teachers
The district maintains a pool of qualified substitute teachers who have taken the California Basic Educational
Skills Test and have a bachelor’s degree. We request substitutes as needed through an efficient automated calling
and online system, which allows our staff to request specific substitutes. There is a special effort made to develop
relationships with good, dependable certificated substitutes who know our school, understand and support our
expectations, procedures and mission statement and want to be at VMHS. Long-term subs for staff members
absent for more than 30 days must have a subject-area credential for the subject area they will substitute in.
Teachers leave detailed lesson plans, so there is a minimal loss of learning time. Each substitute is given a sub
handbook with information on lesson plans, attendance, and discipline procedures along with a daily feedback
log to leave for the teacher. Substitutes receive support when necessary with classroom management. Due to the
size of our school, the daily need for substitutes is high. At times teachers who have preparation periods and
administrative staff may fill in as substitutes. Substitutes for absent teachers who have a nonteaching preparation
period are used in other classrooms to support additional teacher functions.
Murrieta Valley Unified School District
Page 31
Vista Murrieta High School School Accountability Report Card for 2012–2013
Specialized Resource Staff
The table to the right lists the number of full-time equivalent
qualified support personnel who provide counseling and other pupil
support services in our school. These specialists often work part time
at our school and some may work at more than one school in our
district. For more details on statewide ratios of counselors, psychologists,
or other pupil services staff to students, see the California Department of
Education (CDE) Web site. Library facts and frequently asked questions
are also available there.
ACADEMIC GUIDANCE COUNSELORS: Our school has six full-time
equivalent academic counselors, which is equivalent to one counselor
for every 567 students. More information about counseling and student
support is available on the CDE Web site.
STAFF POSITION
Academic counselors
6.0
Behavioral/career
counselors
0.0
Librarians and media
staff
3.0
Psychologists
1.0
Social workers
0.0
Nurses
1.0
Speech/language/
hearing specialists
1.0
Resource specialists
8.0
SOURCE: Data provided by the school district.
Murrieta Valley Unified School District
STAFF
(FTE)
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 32
Specialized Programs and Staff
In striving to meet the needs of a diverse student body, the district provides a wide array of programs to identify
and support students and their families through times of crisis and stress. A health technician, registered nurse,
psychologist, speech pathologist and specialist for the hearing impaired are available to meet with students. The
district Crisis Response Team serves students and staff, and students are referred to the Breakthrough Program
or Youth Accountability Team for individual interventions as needed. VMHS counseling staff runs several sixweek grief groups each year for students who have lost family members or have a terminal illness in their family.
PLUS helps students develop a knowledge of and comfort with people of different cultural, racial, and ethnic
backgrounds; Renaissance focuses on students’ academic achievements; Link Crew aims to connect incoming
freshmen to our campus.
We prompt students to enroll in a rigorous course of study, and we offer advanced courses as well as AP courses
and Dual Enrollment in all core subject areas. The Career Technical Education program offers choices for
students to explore nontraditional career areas. Additionally, the Senate, ASB, Renaissance program, AVID,
Link Crew, National Honor Society, California Scholarship Federation, and PLUS program are all options for
students who want to help other students on campus. Students can explore careers, skills, and post-high school
career opportunities and education through the College and Career Center and using the Kuder Navigator
program. Extended Learning Opportunities are offered during/after school as well as during the summer break
for students who need to recover D or F grades in core classes. Students who are credit deficient have access to
summer school and Extended Learning Opportunities through APEX program. The goal of these programs is
to help students avoid being transferred to a continuation or alternative school. A full staff of coaches provides
athletic support for all high school sports, along with an active staff that functions as advisors for over 70 diverse
clubs.
Murrieta Valley Unified School District has partnered with Mount San Jacinto College to provide our advanced
high school students the opportunity to enroll in dual-credit courses on our campus through the Dual
Enrollment program. This program expands student access to affordable higher education, provides challenging
academic and occupation experiences to qualified high school students during their Junior and Senior years, and
reduces the costs of college education for students and families. Course offerings include Freshman
Composition, College Algebra, Pre-calculus, Topics in Biology, American Sign Language, Introduction to
Psychology, Music Appreciation and Music Theory.
The Explorer Program, a service learning program in its sixth year, partners about 50 VMHS student mentors
with several local elementary schools. VMHS students provide afterschool courses in more than 20 different
subjects to over 200 elementary students.
Gifted and Talented Education (GATE)
The GATE program provides academic enrichment for students who are identified as gifted and talented in
mathematics and language arts. Students’ eligibility for GATE is currently under review as California prepares
for the implementation of the California Common Core and Smarter Balanced Assessments. Training and
workshops help teachers learn new ways to meet the needs of gifted students.
Qualified students are able to take advanced level classes starting in the ninth grade with advanced English and
math courses. Advanced placement courses are offered starting in the ninth grade. Students have access to 16
AP courses and 10 Dual Enrollment/college courses; our newest course offerings are AP Human Geography
and AP Macro Economics. Vista Murrieta students are also able to participate in our local community colleges’
(Mount San Jacinto College) Concurrent Enrollment program where qualified students can take college courses
at MSJC while enrolled in high school. Students are provided ample opportunity to take advantage of these
courses to help earn college credits and earn weighted GPA for college admissions. VMHS also sponsors the
National Honor Society and California Scholarship Federation programs.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 33
Special Education Program
The special education program at Vista Murrieta High School consists of a continuum of program options. We
have eight teachers who support Resource Specialist Program (RSP) students in general education classes and
RSP pull-out settings, four Special Day Class (SDC) teachers who support our SDC students in self-contained
and general education classes, one SDC behavior class for students requiring specific behavioral support, and
one SDC Severely Handicapped (SH) class for students with more severe disabilities. These teachers
communicate with regular classroom teachers about student progress and any accommodations the student
needs. The special education teachers hold an Individualized Education Program (IEP) meeting annually with
the student, parent, assistant principal, counselor, and regular classroom teacher to update the IEP.
The behavior program teacher supports students in fully contained classes based on their individual needs. The
Independent Living Skills (ILS) program is fully self-contained and consists of a teacher and several instructional
aides who assist students with more severe disabilities. Also included in the program options is the Adult
Transition Program (ATP) class serving students in the community ages 18-21 in a classroom setting.
Additionally, a full-time school psychologist and speech pathologist monitor and counsel students across all
programs. Occupational therapy, physical therapy, and adaptive PE services are provided by district personnel.
We have a full-time school nurse and health technician who assist with the special health care needs of our
special education students.
English Learner Program
The English Language Development (ELD) program places English Learners in small groups according to their
English fluency skill level. Beginning to Early Advanced English Learners, as determined by the California
English Language Development Test (CELDT), is given at least one hour of intensive ELD every day. Once
these students achieve an Advanced level on the CELDT they are placed in general-population English classes.
When they score at least 325, the Basic level, on the English/language arts state standardized tests; they qualify
to be reclassified as fluent English proficient. All teachers of English Learners are certified in Cross Cultural
Language and Academic Development (CLAD) or trained in methods for delivering Specially Designed
Academic Instruction Delivered in English (SDAIE). We plan further training through seminars and conference
attendance. The ELD coordinator works one on one with teachers to plan differentiation activities suited for
the different ELL levels. We encourage the parents of English Learners to join our English Language Advisory
Committee (ELAC). We depend on the ELAC to help improve and expand our ELD program as our English
Learner population continues to grow.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 34
R E SO U R C E S
Buildings
Vista Murrieta was built on 68 acres overlooking Murrieta and the school opened in August 2003. All facilities
are still in excellent condition. There are more than 130 classrooms, 60 of which are portable buildings, as well
as computer and technology labs; a library; college/career center; state-of-the-art science facilities; a lecture hall;
specialized classrooms for special education, ceramics, art, fashion, photography, and foods; a performing arts
center that includes: band, choir, and drama classrooms, a multipurpose room with capacity for 335 and a
theater with seating for 500; an ASB office; student store; workrooms for teachers; and offices for school
administrators, staff, and the school nurse. Athletic facilities include administrative offices; main and practice
gymnasiums; an aquatics facility; an athletic stadium with an all-weather running surface; three competition
baseball and softball diamonds; two full-size soccer fields; PE fields and courts; a weight room with state-of-theart equipment; and classrooms for health, wrestling, dance and aerobics. Other facilities include a fitness lab,
kitchen facilities, and a staff lounge.
The stadium’s synthetic turf field installed in 2008 continues to allow more groups to use the field. Additionally,
our fully equipped fitness lab allows students to focus on cardio health and improved fitness in preparation for
the California Fitness Gram test. An air-conditioning system was installed in our gymnasium in 2010.
Daily and nightly cleaning by custodial staff ensures a clean school. Rest rooms are cleaned and monitored
during the day by custodians and campus security, respectively, as to prevent vandalism. We document and
remove graffiti as soon as it is discovered. Regular corrective and preventative maintenance is conducted on a
routine basis to keep the school in good condition. Work order requests for facilities and technology are
assigned through computerized systems to ensure that emergency repairs receive the highest priority. The
district provides two full-time maintenance and technology persons on site who oversee maintenance and
technology work order requests.
More facts about the condition of our school buildings are available in an online supplement to this report called for
by the Williams legislation of 2004. What you will find is an assessment of more than a dozen aspects of our
buildings: their structural integrity, electrical systems, heating and ventilation systems, and more. The important
purpose of this assessment is to determine if our buildings and grounds are safe and in good repair. If anything
needs to be repaired, this assessment identifies it and targets a date by which we commit to make those repairs.
The guidelines for this assessment were written by the Office of Public School Construction (OPSC) and were
brought about by the Williams legislation. You can look at the six-page Facilities Inspection Tool used for the
assessment on the Web site of the OPSC.
Library
In 2012-2013, the library had over 19,000 books. A comfortable lounge seating area encourages browsing and is
quite popular with students, especially before and after school. An adjoining computer lab with 34 computer
stations provides access to online resources and the library catalog. Additionally, there are 10 computer stations
in the library for walk-in students.
We have one full-time credentialed library media teacher with a library services credential and one full-time
library technician. The library is open Tuesday through Friday from 7:00am to 3:30pm and 8:00am to 3:30pm
on late start Mondays. Classes are scheduled into the library to use resources as needed to do research and
projects and to receive instruction on using printed and online resources. Students may visit the library before
and after school, during breaks and lunch, and during class with a teacher pass. Textbooks are available for
student use while in the library. Monthly themes highlight a variety of books and promote reading for
enjoyment. The PTSA sponsors bi-annual book fair fundraisers through Barnes & Noble book store. Students
and staff are encouraged to attend and request books for school purchase.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Page 35
Computers
All staff members have access to district email accounts and the internet. Some teachers maintain individual
sections on the school website and all teachers have access to the district’s learning management system, Haiku.
The ABI Grade Portal gives parents and students access to grades; teachers who use this system update the
information on a regular basis.
There are three computer labs, each with more than 30 computers available for classroom use, as well as student
computers in the library and portable computer labs. Daily video announcements are broadcast campus wide to
keep students informed. Counselors, teachers, and students use the Kuder Navigator online program for high
school and post-high school career planning. Computer lab classes use Synergy, a Web-based service that
provides students with personal storage space, class and homework directories, and teacher-monitored
collaboration tools. Teachers can post homework assignments, receive student work, and exchange comments
online. The CTE TV and Video Production class has the capability to stream LIVE videos of events across the
Internet or on the school-district network.
The library has 10 computers for walk-in student use and a lab with 34 computers, complete with a projection
system, where students and teachers can use the Internet, EBSCO online databases, Gale Opposing Viewpoints
and Online Reference Library, the e-catalog of books in library, and the district Virtual Library. The library
Web site also contains helpful information and links. Two mobile computer labs with 12 computers each are
available for teacher checkout to their classrooms. Additionally, LCD and ELMO projectors are available for
teacher checkout to enhance instruction in the classrooms.
Our entire school site is Wi-Fi accessible, and some teachers are taking advantage of this access by allowing
students to use their own digital devices to access the internet for a variety of learning activities.
Textbooks
We choose our textbooks from lists that have already been approved by state education officials. For a list of
some of the textbooks we use at our school, see the Data Almanac that accompanies this report.
We have also reported additional facts about our textbooks called for by the Williams legislation of 2004. This
online report shows whether we had a textbook for each student in each core course during the 2013–2014
school year and whether those textbooks covered the California Content Standards.
Curriculum and the Transition to the Common Core
For many years, panels of scholars have decided what California students should learn and be able to do. Their
decisions are known as the California Content Standards, and they apply to all public schools in the state. The
textbooks we use and the tests we give are based on these content standards, and we expect our teachers to be
firmly focused on them. Policy experts, researchers, and educators consider our state’s standards to be among
the most rigorous and challenging in the nation.
In 2010, California’s State Board of Education voted to redefine what we teach. We are calling this the
Common Core curriculum, because it is common or shared among schools in most states, and because it affects
the core subjects. In 2012-2013, our district’s teachers were already delivering a somewhat different curriculum
in math and English/language arts. Changes to the science standards will follow in 2013-2014.
The California Department of Education (CDE) has published helpful background information about the Common
Core curriculum. This includes a helpful video introduction as well as access to a handbook for parents of students in
kindergarten through eighth grade. The full math standards are available as well as the standards for English/
language arts.
Science Labs
Facts about our science labs, called for by the Williams legislation, are available in an online report. What you
will find is whether we had sufficient lab equipment and materials for our science lab courses during the 2013–
2014 school year.
Murrieta Valley Unified School District
Page 36
Vista Murrieta High School School Accountability Report Card for 2012–2013
S C H O O L E X P EN D I T U R E S
Our school receives an instructional budget based on enrollment, programs, and formulas set by board of
education policy, state law, agreements with employee bargaining units, and the guidelines of outside funding
agencies. The district receives additional funding from grants and state and federal programs.
We are fortunate to have a highly-engaged parent community partnering with us to supplement our program
and ensure our students have access materials and extra-curricular activities to enhance learning.
Spending per Student (2011–2012)
To make comparisons possible across schools and districts of varying sizes, we first report our overall spending
per student. We base our calculations on our average daily attendance (ADA), which was 3,091 students.
We’ve broken down expenditures by the type of funds used to pay for them. Unrestricted funds can be used for
any lawful purpose. Restricted funds, however, must be spent for specific purposes set out by legal requirements
or the donor. Examples include funding for instructional materials, economic impact aid, and teacher- and
principal-training funds.
TYPE OF FUNDS
OUR SCHOOL
Unrestricted funds ($/student)
Restricted funds ($/student)
TOTAL ($/student)
DISTRICT
AVERAGE *
SCHOOL
VARIANCE
STATE
AVERAGE
SCHOOL
VARIANCE
$4,726
$5,761
-18%
$5,653
-16%
$760
$1,642
-54%
$3,083
-75%
$5,486
$7,403
-26%
$8,736
-37%
SOURCE: Information provided by the school district.
* Districts allocate most of their costs directly to school sites and allocate all other costs on a district-wide
basis. When calculating the district average for district level spending per student, we include these allocated
costs in the denominator. This will cause most schools to fall below the district average.
Total Expenditures, by Category (2011–2012)
Here you can see how much we spent on different categories of expenses. We’re reporting the total dollars in
each category, not spending per student.
UNRESTRICTED
FUNDS
CATEGORY
RESTRICTED
FUNDS
TOTAL
PERCENTAGE OF
TOTAL*
Teacher salaries (all certificated staff)
$9,646,565
$1,090,342
$10,736,907
63%
Other staff salaries
$1,742,509
$664,133
$2,406,642
14%
Benefits
$2,954,175
$547,507
$3,501,682
21%
$132,844
$26,474
$159,318
1%
$0
$0
$0
0%
$132,654
$21,202
$153,856
1%
$14,608,747
$2,349,658
$16,958,405
Books and supplies
Equipment replacement
Services and direct support
TOTAL
SOURCE: Information provided by the school district.
* Totals may not add up to exactly 100% because of rounding.
Murrieta Valley Unified School District
Page 37
Vista Murrieta High School School Accountability Report Card for 2012–2013
Compensation of Staff with Teaching Credentials (2011–2012)
The total of what our certificated staff members earn appears below. A certificated staff person is a school
employee who is required by the state to hold teaching credentials, including full-time, part-time, substitute or
temporary teachers, and most administrators. You can see the portion of pay that goes to salary and three types
of benefits.
To make comparisons possible across schools and districts of varying sizes, we first report our compensation per
full-time equivalent (FTE) certificated staff member. A teacher/administrator/pupil services person who works
full time counts as 1.0 FTE. Those who work only half time count as 0.5 FTE. We had 119 FTE teachers
working in our school.
CATEGORY
OUR SCHOOL
DISTRICT
AVERAGE *
SCHOOL
VARIANCE
STATE
AVERAGE
SCHOOL
VARIANCE
$78,320
$78,886
-1%
$71,848
9%
Retirement benefits
$6,498
$6,524
0%
$5,888
10%
Health and medical benefits
$8,172
$7,825
4%
$10,391
-21%
$0
$0
N/A
$720
-100%
$92,991
$93,236
0%
$88,847
Salaries
Other benefits
TOTAL
5%
SOURCE: Information provided by the school district.
* Districts allocate most of their staff costs to school sites, but attribute other staff costs to the district office.
One example is a reading resource teacher or librarian who works at all school sites. When calculating the
district average for compensation per staff member, we include these district related costs in the denominator.
This will often cause most schools to fall below the district average.
Total Certificated Staff Compensation (2011–2012)
Here you can see how much we spent on
different categories of compensation. We’re
CATEGORY
reporting the total dollars in each category,
Salaries
not compensation per staff member.
PERCENTAGE
OF TOTAL*
TOTAL
$9,334,223
84%
Retirement benefits
$774,425
7%
Health and medical benefits
$973,997
9%
$0
0%
Other benefits
TOTAL
$11,082,645
SOURCE: Information provided by the school district.
* Totals may not add up to exactly 100% because of rounding.
TECHNICAL NOTE ON DATA RECENCY: All data is the most current available as of December 2013. The CDE may release
additional or revised data for the 2012–2013 school year after the publication date of this report. We rely on the following
sources of information from the California Department of Education: California Longitudinal Pupil Achievement Data System
(CALPADS) (October 2012); Language Census (March 2013); California Standards Tests (spring 2013 test cycle); Academic
Performance Index (September 2013 growth score release); Adequate Yearly Progress (September 2013).
DISCLAIMER: School Wise Press, the publisher of this accountability report, makes every effort to ensure the accuracy of this
information but offers no guarantee, express or implied. While we do our utmost to ensure the information is complete, we
must note that we are not responsible for any errors or omissions in the data. Nor are we responsible for any damages caused by
the use of the information this report contains. Before you make decisions based on this information, we strongly recommend
that you visit the school and ask the principal to provide the most up-to-date facts available.
rev20131231_33-75200-0100420h/19858
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Murrieta Valley Unified School District
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Vista Murrieta High School School Accountability Report Card for 2012–2013
» Adequacy of Key Resources
2013—2014
Here you’ll find key facts about our teachers, textbooks, and facilities
during the school year in progress, 2013–2014. Please note that these
facts are based on evaluations our staff conducted in accordance with the
Williams legislation.
Murrieta Valley Unified School District
Page 39
Vista Murrieta High School
Page 40
School Accountability Report Card for 2012–2013
TEACHERS
Teacher Vacancies
The Williams legislation asked districts to disclose how frequently full-time teachers were not permanently
assigned to a classroom. There are two general circumstances that can lead to the unfortunate case of a
classroom without a full-time, permanently assigned teacher. Within the first 20 days of the start of school,
we can be surprised by too many students showing up for school, or too few teachers showing up to teach.
After school starts, however, teachers can also be surprised by sudden changes: family emergencies, injuries,
accidents, etc. When that occurs, it is our school’s and our district’s responsibility to fill that teacher’s
vacancy with a qualified, full-time and permanently assigned replacement. For that reason, we report
teacher vacancies in two parts: at the start of school, and after the start of school.
KEY FACTOR
2011–2012
2012–2013
2013–2014
716
683
765
0
0
0
Number of classes where the permanently assigned teacher left during
the year
0
0
0
Number of those classes where you replaced the absent teacher with a
single new teacher
0
0
0
TEACHER VACANCIES OCCURRING AT THE BEGINNING OF THE SCHOOL YEAR
Total number of classes at the start of the year
Number of classes which lacked a permanently assigned teacher within
the first 20 days of school
TEACHER VACANCIES OCCURRING DURING THE SCHOOL YEAR
NOTES: This report was completed on Wednesday, November 20, 2013.
Murrieta Valley Unified School District
Vista Murrieta High School
Page 41
School Accountability Report Card for 2012–2013
Teacher Misassignments
A “misassigned” teacher is one who lacks the appropriate subject-area authorization for a class she is
teaching.
Under the terms of the Williams settlement, schools must inform the public of the number of their
teachers who are misassigned. It is possible for a teacher who lacks the authorization for a subject to get
special permission—in the form of an emergency permit, waiver, or internship authorization—from the
school board or county office of education to teach the subject anyway. This permission prevents the
teacher from being counted as misassigned.
KEY FACTOR
DESCRIPTION
2011–2012
2012–2013
2013–2014
Teacher
Misassignments
Total number of classes taught by teachers
without a legally recognized certificate or
credential
0
0
0
Teacher
Misassignments in
Classes that Include
English Learners
Total number of classes that include English
learners and are taught by teachers without
CLAD/BCLAD authorization, ELD or SDAIE
training, or equivalent authorization from
the California Commission on Teacher
Credentialing
0
0
0
Other Employee
Misassignments
Total number of service area placements of
employees without the required credentials
0
0
0
NOTES: This report was completed on Wednesday, November 20, 2013.
Murrieta Valley Unified School District
Vista Murrieta High School
Page 42
School Accountability Report Card for 2012–2013
TEXTBOOKS
The main fact about textbooks that the Williams legislation calls for described whether schools have
enough books in core classes for all students. The law also asks districts to reveal whether those books are
presenting what the California content standards calls for. This information is far more meaningful when
viewed along with the more detailed description of textbooks contained in our School Accountability
Report Card (SARC). There you’ll find the names of the textbooks used in our core classes, their dates of
publication, the names of the firms that published them, and more.
ARE THERE TEXTBOOKS OR INSTRUCTIONAL
MATERIALS IN USE?
ARE THERE ENOUGH BOOKS FOR EACH
STUDENT?
FOR USE IN CLASS?
PERCENTAGE OF
STUDENTS HAVING
BOOKS TO TAKE
HOME?
SUBJECT
STANDARDS
ALIGNED?
FROM THE MOST
RECENT OFFICIAL
ADOPTION?
English
Yes
Yes
Yes
100%
Math
Yes
Yes
Yes
100%
Science
Yes
Yes
Yes
100%
Social Studies
Yes
Yes
Yes
100%
Foreign Languages
Yes
Yes
Yes
100%
Health Sciences
Yes
Yes
Yes
100%
Visual and
Performing Arts
Yes
Yes
Yes
100%
NOTES: This report was completed on Monday, November 18, 2013. This information was collected on Friday, November 01, 2013.
Murrieta Valley Unified School District
Vista Murrieta High School
Page 43
School Accountability Report Card for 2012–2013
FACILITIES
To determine the condition of our facilities, our district sent experts from our facilities team to inspect
them. They used a survey, called the Facilities Inspection Tool, issued by the Office of Public School
Construction. Based on that survey, we’ve answered the questions you see on this report. Please note that
the information reflects the condition of our buildings as of the date of the report. Since that time, those
conditions may have changed.
AREA
RATING
OVERALL RATING
Exemplary
A. SYSTEMS
DESCRIPTION
Our school meets most or all of the standards for good repair,
established by the Office of Public School Construction. If we
have any deficiencies, they are not significant. We scored
between 99 and 100 percent on the 15 categories of our
evaluation.
Good
Gas Leaks
No apparent problems.
Mechanical Problems (Heating,
Ventilation, and Air
Conditioning)
No apparent problems.
Sewer System
No apparent problems.
B. INTERIOR
Interior Surfaces (Walls, Floors,
and Ceilings)
Good
C. CLEANLINESS
No apparent problems.
Good
Overall Cleanliness
No apparent problems.
Pest or Vermin Infestation
No apparent problems.
D. ELECTRICAL
Electrical Systems and Lighting
Good
E. RESTROOMS/FOUNTAINS
No apparent problems.
Good
Bathrooms
No apparent problems.
Drinking Fountains (Inside and
Out)
No apparent problems.
F. SAFETY
Good
Fire Safety (Sprinkler Systems,
Alarms, Extinguishers)
No apparent problems.
Hazardous Materials (Lead Paint,
Asbestos, Mold, Flammables,
etc.)
No apparent problems.
G. STRUCTURAL
Good
Structural Damage (Cracks in
Walls and Foundations, Sloping
Ceilings, Posts or Beams Missing)
No apparent problems.
Murrieta Valley Unified School District
Vista Murrieta High School
AREA
RATING
Roofs
H. EXTERNAL
DESCRIPTION
No apparent problems.
Good
Playground/School Grounds
No apparent problems.
Windows, Doors, Gates, Fences
(Interior and Exterior)
No apparent problems.
OTHER DEFICIENCIES
Page 44
School Accountability Report Card for 2012–2013
N/A
No apparent problems.
INSPECTORS AND ADVISORS: This report was completed on Wednesday, November 06, 2013 by Chuck Ekstrom (Director). The facilities
inspection occurred on Wednesday, July 10, 2013. There were no other inspectors used in the completion of this form. The Facilities
Inspection Tool was completed on Wednesday, November 06, 2013.
Murrieta Valley Unified School District
Vista Murrieta High School
Page 45
School Accountability Report Card for 2012–2013
SCIENCE LABS
Many science courses require that students conduct experiments. This gives our students a chance to
practice the scientific method, in effect, learning science by doing science. Those courses are what we call
lab courses, and, of course, they require equipment and materials. The purpose of the Williams legislation is
to inform citizens if our schools have the proper equipment, and enough of it, for students to succeed. This
legislation only requires high schools to provide this information.
Please note that there is no state standard for equipping science labs. The next best authority we have to
rely upon is the policy of our own school board. So you’ll see in our report whether our school board has
voted to approve a standard for equipping our science labs. If you have further questions about the
condition of our science labs, we recommend you speak with your child’s science teacher directly.
DID THE DISTRICT ADOPT ANY
RESOLUTIONS TO DEFINE
“SUFFICIENCY”?
IS THERE A SUFFICIENT SUPPLY OF
MATERIALS AND EQUIPMENT TO
CONDUCT THE LABS?
CP Biology
Yes
Yes
Marine Biology
Yes
Yes
Advanced Biomedical Science
Yes
Yes
AP Biology
Yes
Yes
College Biology 115
Yes
Yes
Chemistry
Yes
Yes
AP Chemistry
Yes
Yes
Physics
Yes
Yes
AP Physics
Yes
Yes
Earth Science
Yes
Yes
COURSE TITLE
Notes
BIOLOGY
This report was completed on Monday, October 21, 2013.
CHEMISTRY
This report was completed on Tuesday, October 22, 2013.
PHYSICS
This report was completed on Tuesday, October 22, 2013.
EARTH SCIENCES
This report was completed on Tuesday, October 22, 2013.
Murrieta Valley Unified School District
Vista Murrieta High School School Accountability Report Card for 2012–2013
Murrieta Valley Unified School District
Page 46
Vista Murrieta High School School Accountability Report Card for 2012–2013
» Data Almanac
This Data Almanac provides additional information about students,
teachers, student performance, accountability, and district expenditures.
Murrieta Valley Unified School District
Page 47
Page 48
Vista Murrieta High School School Accountability Report Card for 2012–2013
S T U D E N T S A ND T E A C H E R S
Student Enrollment by Ethnicity and
Other Characteristics
Student Enrollment
by Grade Level
The ethnicity of our students, estimates of their family
income and education level, their English fluency, and
their learning-related disabilities.
Number of students enrolled
in each grade level at our school.
GRADE LEVEL
GROUP
STUDENTS
ENROLLMENT
3,323
Number of students
Black/African American
8%
American Indian or Alaska Native
0%
Asian
5%
Filipino
7%
Hispanic or Latino
32%
Pacific Islander
1%
White (not Hispanic)
40%
Two or more races
6%
Ethnicity not reported
0%
Socioeconomically disadvantaged
33%
English Learners
4%
Students with disabilities
9%
Kindergarten
0
Grade 1
0
Grade 2
0
Grade 3
0
Grade 4
0
Grade 5
0
Grade 6
0
Grade 7
0
Grade 8
0
Grade 9
901
Grade 10
845
Grade 11
839
Grade 12
738
SOURCE: CALPADS, October 2012.
SOURCE: All but the last three lines are from the annual census, CALPADS,
October 2012. Data about students who are socioeconomically disadvantaged,
English Learners, or learning disabled come from the School Accountability
Report Card unit of the California Department of Education.
Average Class Size by Core Course
The average class size by core courses.
SUBJECT
2010–2011
2011–2012
2012–2013
English
29
28
27
History
30
29
31
Math
28
28
30
Science
30
29
29
SOURCE: CALPADS, October 2012.
Average Class Size by Core Course, Detail
The number of classrooms that fall into each range of class sizes.
2010–2011
2011–2012
2012–2013
SUBJECT
1–22
23–32
33+
1–22
23–32
33+
1–22
23–32
33+
English
22
60
43
24
62
36
24
31
67
History
9
34
33
8
43
26
8
31
51
Math
19
70
24
18
64
25
17
37
56
Science
6
55
34
10
65
25
14
40
50
SOURCE: CALPADS, October 2012.
Murrieta Valley Unified School District
Page 49
Vista Murrieta High School School Accountability Report Card for 2012–2013
Physical Fitness
Students in grades five, seven, and nine
take the California Fitness Test each
year. This test measures students’
aerobic capacity, body composition,
muscular strength, endurance, and
flexibility using six different tests. The
table shows the percentage of students
at our school who scored within the
“healthy fitness zone” on four, five, and
all six tests. More information about
physical fitness testing and standards is
available on the CDE Web site.
Suspensions and Expulsions
At times we find it necessary to suspend
students who break school rules. We
report only suspensions in which
students are sent home for a day or
longer. We do not report in-school
suspensions, in which students are
removed from one or more classes
during a single school day. Expulsion is
the most serious consequence we can
impose. Expelled students are removed
from the school permanently and
denied the opportunity to continue
learning here.
PERCENTAGE OF STUDENTS
MEETING HEALTHY FITNESS ZONES
MET FOUR OR
MORE
STANDARDS
MET FIVE OR
MORE
STANDARDS
MET ALL SIX
STANDARDS
Grade 5
N/A
N/A
N/A
Grade 7
N/A
N/A
N/A
Grade 9
81%
64%
37%
GRADE LEVEL
SOURCE: Physical fitness test data is produced annually as schools test their students on the six Fitnessgram
Standards. This information is from the 2012–2013 school year.
OUR
SCHOOL
DISTRICT
AVERAGE
STATE
AVERAGE
2012–2013
2
4
N/A
2011–2012
5
7
N/A
2010–2011
6
8
14
2012–2013
0
0
N/A
2011–2012
0
0
N/A
2010–2011
0
0
1
KEY FACTOR
Suspensions per 100 students
Expulsions per 100 students
SOURCE: Information for the two most recent years provided by the school district. Prior data is from the
Consolidated Application published by the California Department of Education. The numbers above are a ratio
of suspension or expulsion events, per 100 students enrolled. District and state averages represent high schools
only.
During the 2012–2013 school year, we
had 80 suspension incidents. We had
one expulsion incident. To make it easy
to compare our suspensions and expulsions to those of other schools, we represent these events as a ratio
(incidents per 100 students) in this report. Please note that multiple incidents may involve the same student.
Murrieta Valley Unified School District
Page 50
Vista Murrieta High School School Accountability Report Card for 2012–2013
Teacher Credentials
The number of teachers assigned to the school with a full credential and without a full credential,
for both our school and the district. We also present three years’ of data about the number of teachers who lacked the
appropriate subject-area authorization for one or more classes they taught.
SCHOOL
TEACHERS
DISTRICT
2010–2011
2011–2012
2012–2013
2012–2013
124
121
118
824
Without Full Credential
2
4
0
1
Teaching out of field
0
0
5
33
With Full Credential
SOURCE: Information provided by the school district.
Murrieta Valley Unified School District
Page 51
Vista Murrieta High School School Accountability Report Card for 2012–2013
S T U D E N T P ER FO R M A N CE
California Standardized Testing and Reporting Program
The California Standards Tests (CST) show how well students are doing in learning what the state content standards require.
The CST include English/language arts, mathematics, science, and history/social science in grades nine through eleven.
Student scores are reported as performance levels. We also include results from the California Modified Assessment and
California Alternative Performance Assessment (CAPA).
STAR Test Results for All Students: Three-Year Comparison
The percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standards) for the most current three-year period.
SCHOOL
PERCENT PROFICIENT OR
ADVANCED
DISTRICT
PERCENT PROFICIENT OR
ADVANCED
STATE
PERCENT PROFICIENT OR
ADVANCED
SUBJECT
2011
2012
2013
2011
2012
2013
2011
2012
2013
English/
language arts
66%
70%
72%
67%
71%
69%
54%
56%
55%
History/social
science
61%
59%
66%
60%
59%
61%
48%
49%
49%
Mathematics
34%
38%
42%
57%
59%
59%
49%
50%
50%
Science
60%
64%
70%
70%
75%
74%
57%
60%
59%
SOURCE: STAR results, spring 2013 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.
STAR Test Results by Student Subgroup: Most Recent Year
The percentage of students, by subgroup, achieving at the Proficient or Advanced level
(meeting or exceeding the state standards) for the most recent testing period.
STUDENTS SCORING PROFICIENT OR ADVANCED
ENGLISH/LANGUAGE
ARTS
2012–2013
HISTORY/
SOCIAL
SCIENCE
2012–2013
MATHEMATICS
2012–2013
SCIENCE
2012–2013
African American
60%
58%
38%
62%
American Indian or Alaska Native
62%
N/A
31%
N/A
Asian
78%
83%
67%
88%
Filipino
79%
71%
45%
61%
Hispanic or Latino
66%
60%
34%
63%
Pacific Islander or Native Hawaiian
N/A
N/A
N/A
N/A
White (not Hispanic)
76%
68%
46%
74%
Two or more races
80%
75%
43%
80%
Boys
70%
71%
44%
74%
Girls
74%
60%
40%
67%
Socioeconomically disadvantaged
64%
58%
37%
64%
English Learners
18%
35%
21%
N/A
Students with disabilities
55%
32%
31%
67%
Receives migrant education services
N/A
N/A
N/A
N/A
STUDENT SUBGROUP
SOURCE: STAR results, spring 2013 test cycle, as interpreted and published by the CDE unit responsible for School Accountability Report Cards.
Murrieta Valley Unified School District
Page 52
Vista Murrieta High School School Accountability Report Card for 2012–2013
A C C O U N T A B IL I T Y
California Academic Performance Index (API)
The Academic Performance Index (API) is an annual measure of the academic performance and
progress of schools in California. APIs range from 200 to 1000, with a statewide target of 800.
Detailed information about the API can be found on the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.
API Ranks: Three-Year Comparison
The state assigns statewide and similar-schools API ranks for all schools. The API ranks range from 1 to 10.
A statewide rank of 1 means that the school has an API in the lowest 10 percent of all high schools
in the state, while a statewide rank of 10 means that the school has an API in the highest 10 percent
of all high schools in the state. The similar-schools API rank reflects how a school compares with
100 statistically matched schools that have similar teachers and students.
API RANK
2010–2011
2011–2012
2012–2013
Statewide rank
9
9
9
Similar-schools rank
9
9
9
SOURCE: The API Base Report from May 2013.
API Changes by Subgroup: Three-Year Comparison
API changes for all students and student subgroups: the actual API changes in points added or lost for the past three years,
and the most recent API. Note: “N/A” means that the student group is not numerically significant.
ACTUAL API CHANGE
SUBGROUP
API
2010–2011
2011–2012
2012–2013
2012–2013
All students at the school
+6
+13
+7
844
Black/African American
+25
+4
+19
806
American Indian or Alaska Native
N/A
N/A
N/A
799
Asian
+6
+24
-8
901
Filipino
+24
+0
-13
856
Hispanic or Latino
+1
+26
+5
818
Pacific Islander
+28
+9
+54
880
White (non Hispanic)
+3
+5
+10
859
Two or more races
+10
+0
+12
868
Socioeconomically disadvantaged
+14
+22
+11
813
English Learners
-20
+68
-18
725
Students with disabilities
+9
+58
+14
697
SOURCE: The API Growth Report as released in the Accountability Progress Report in September 2013. Students from all elementary, middle
and high schools are included in the district and state columns for comparison.
Murrieta Valley Unified School District
Page 53
Vista Murrieta High School School Accountability Report Card for 2012–2013
API Scores by Subgroup
This table includes Academic Performance Index results for our school, our district, and the state.
SCHOOL
DISTRICT
STATE
NUMBER OF
STUDENTS
API
NUMBER OF
STUDENTS
API
NUMBER OF
STUDENTS
API
2,485
844
17,160
852
4,655,989
790
204
806
930
793
296,463
708
12
799
62
818
30,394
743
Asian
136
901
705
905
406,527
906
Filipino
181
856
697
887
121,054
867
Hispanic or Latino
796
818
5,676
821
2,438,951
744
16
880
98
824
25,351
774
White (non Hispanic)
988
859
8,051
871
1,200,127
853
Two or more races
152
868
940
869
125,025
824
Socioeconomically disadvantaged
836
813
6,084
813
2,774,640
743
81
725
990
759
1,482,316
721
240
697
2,150
718
527,476
615
SUBGROUP
All students
Black/African American
American Indian or Alaska Native
Pacific Islander
English Learners
Students with disabilities
SOURCE: The API Growth Report as released in the Accountability Progress Report in September 2013. Students from all elementary, middle and high schools are included in the
district and state columns for comparison.
Murrieta Valley Unified School District
Page 54
Vista Murrieta High School School Accountability Report Card for 2012–2013
Federal Adequate Yearly Progress (AYP) and Intervention Programs
The federal law known as No Child Left Behind requires that all schools and districts meet
all four of the following criteria in order to attain Adequate Yearly Progress (AYP):
(a) a 95-percent participation rate on the state’s tests
(b) a CDE-mandated percentage of students scoring Proficient or higher on the English/language arts and mathematics tests
(c) an API of at least 770 or growth of at least one point
(d) the graduation rate for the graduating class must meet or exceed 90 percent (or satisfy alternate improvement criteria).
AYP for the District
Whether the district met the federal requirement for AYP overall,
and whether the district met each of the AYP criteria.
AYP CRITERIA
DISTRICT
Overall
No
Graduation rate
No
Participation rate in English/language arts
Yes
Participation rate in mathematics
Yes
Percent Proficient in English/language arts
No
Percent Proficient in mathematics
No
Met Academic Performance Index (API)
Yes
SOURCE: The AYP Report as released in the Accountability Progress Report in September 2013.
Intervention Program: District Program Improvement (PI)
Districts receiving federal Title I funding enter Program Improvement (PI) if they do not
make AYP for two consecutive years in the same content area (English/language arts or mathematics)
and for each grade span or on the same indicator (API or graduation rate). After entering PI,
districts advance to the next level of intervention with each additional year that they do not make AYP.
INDICATOR
DISTRICT
PI stage
3 of 3
The year the district entered PI
2011
Number of schools currently in PI
Percentage of schools currently in PI
6
30%
SOURCE: The Program Improvement Report as released in the Accountability Progress Report in
September 2013.
Murrieta Valley Unified School District
Page 55
Vista Murrieta High School School Accountability Report Card for 2012–2013
D I S T R I CT E X P E N D I T U R E S
Total expenses include only the costs related to direct educational services to students. This figure does not include food
services, land acquisition, new construction, and other expenditures unrelated to core educational purposes. The expensesper-student figure is calculated by dividing total expenses by the district’s average daily attendance (ADA). More
information is available on the CDE’s Web site.
CATEGORY OF EXPENSE
OUR DISTRICT
SIMILAR DISTRICTS
ALL DISTRICTS
FISCAL YEAR 2011–2012
Total expenses
$159,387,251
$32,927,474,550
$46,420,178,248
$7,333
$8,459
$8,382
$154,855,176
$32,778,534,397
$46,278,595,991
$7,284
$8,407
$8,323
Expenses per student
FISCAL YEAR 2010–2011
Total expenses
Expenses per student
SOURCE: Fiscal Services Division, California Department of Education.
District Salaries, 2011–2012
This table reports the salaries of teachers and administrators in our district for the 2011–2012 school year. This table
compares our average salaries with those in districts like ours, based on both enrollment and the grade level of our students.
In addition, we report the percentage of our district’s total budget dedicated to teachers’ and administrators’ salaries. The
costs of health insurance, pensions, and other indirect compensation are not included.
DISTRICT
AVERAGE
STATE
AVERAGE
Beginning teacher’s
salary
$42,692
$41,462
Midrange teacher’s salary
$70,694
$66,133
Highest-paid teacher’s
salary
$96,399
$85,735
Average principal’s salary
(high school)
$123,664
$122,628
Superintendent’s salary
$173,012
$225,176
Percentage of budget for
teachers’ salaries
46%
38%
Percentage of budget for
administrators’ salaries
5%
5%
SALARY INFORMATION
SOURCE: School Accountability Report Card unit of the California Department of Education.
Murrieta Valley Unified School District
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Vista Murrieta High School School Accountability Report Card for 2012–2013
S C H O O L C O M P L E T IO N A ND P R E P A R A T I O N F O R C O L L E G E
Dropout Rate and Graduation Rate
Percentage of students who leave school and don’t continue elsewhere. Percentage of students who graduate in four years.
KEY FACTOR
DISTRICT
STATE
Class of 2012
5%
13%
Class of 2011
7%
15%
Class of 2010
11%
17%
Class of 2012
92%
79%
Class of 2011
90%
77%
Class of 2010
86%
75%
Dropout rate (four-year)
Graduation rate (four-year)
SOURCE: CALPADS, October 2012.
Courses Required for Admission to the University of California
or California State University Systems
Percentage of students enrolled in the A-G courses required for admission
to the University of California (UC) or California State University (CSU).
KEY FACTOR
SCHOOL
DISTRICT
STATE
Percentage of students enrolled in courses required
for UC/CSU admission
74%
70%
64%
Percentage of graduates from class of 2012 who
completed all courses required for UC/CSU admission
45%
48%
41%
SOURCE: CALPADS, October 2012, for the percentage of students enrolled in courses required for UC/CSU admission. District and state averages
represent high schools only.
College Entrance Exam Reasoning Test (SAT)
The percentage of twelfth grade students (seniors) who voluntarily take the SAT Reasoning Test
to apply to college, and the average critical reading, math, and writing scores of those students.
KEY FACTOR
2009–2010
2010–2011
2011–2012
Percentage of seniors taking the SAT
49%
54%
57%
Average critical reading score
487
496
503
Average math score
501
502
514
Average writing score
485
486
494
SOURCE: Original data from the College Board, for the class of 2012, and republished by the California Department of
Education. To protect student privacy, scores are not shown when the number of students tested is fewer than 11.
rev20140121_33-75200-0100420h/19858
Murrieta Valley Unified School District
Page 57
School Accountability Report Card for 2012–2013
CAREER TECHNICA L EDUCATION
Programs and Courses
Our district offers courses intended to help students prepare for the world of work.
These career technical education courses (CTE, formerly known as vocational education) are open to all students.
AGENCY
OFFERING
COURSE
OFFERED
THROUGH
ROC?
SATISFIES
GRADUATION
REQUIREMENTS?
PART OF
A-G
CURRICULUM?
Audio Technology
RCOE
Yes
Yes
No
CTE
First Responder/EMR
RCOE
Yes
Yes
No
CTE
Forensic Science/CSI
RCOE
Yes
Yes
No
CTE
Law Enforcement
RCOE
Yes
Yes
No
CTE
Media Design I
RCOE
Yes
Yes
No
CTE
Television/Video
Production
RCOE
Yes
Yes
No
CTE
Medical Terminology
RCOE
Yes
Yes
No
CTE
Sports Medicine
RCOE
Yes
Yes
No
PROGRAM
COURSE
Offered on Vista
Murrieta campus:
CTE
CTE
Offered off
campus:
CTE
Banking & Financial
CTE
Child Care Occupations
CTE
Cosmetology
CTE
Introduction to
Banking
CTE
Introduction to
Finance
CTE
Medical Front Office
CTE
Retail Sales/Fashion
CTE
Merchandising
Murrieta Valley Unified School District
Page 58
School Accountability Report Card for 2012–2013
Advisors
If you’d like more information about the programs our schools offer in career technical education,
please speak with our staff. More information about career technical education policy
is available on the CDE Web site.
FIELD OR INDUSTRY
RCOE
ADVISOR
Sally Budnovich
PHONE
951 600-5618
Murrieta Valley Unified School District
EMAIL
[email protected]
Page 59
School Accountability Report Card for 2012–2013
TEXTBOOKS
Textbook Adoption List
DATE OF
PUBLICATION
ADOPTION
DATE
Language Arts
1999
2003
Glencoe Literature 9-12
Language Arts
2002
2002
Bedford Reader
Language Arts: AP
2003
2005
Prentice Hall Literature
Language Arts: AP Lit.
2005
2005
Houghton Mifflin American Mosaic
Language Arts: Ethnic L
2001
2005
McGraw Hill Reader
L.A.: Expository Read
2003
2005
World Mythology
L.A.: Mythology
1999
2005
Unabridged William Shakespeare
L.A.: Shakespeare
1989
2003
Bedford Reader 9th ed Kennedy
English HL 1
2006
2005
McGraw Hill Reader
English HL 1
2006
2005
Trigonometry
Math: Advanced Trig.
2004
2003
Algebra 2
Math: Algebra 2
2007
2006
Prentice Hall California Algebra I
Math: Algebra I
2009
2009
Beginning Algebra
Math: Algebra IAB
2000
2003
Calculus
Math: AP Calculus
2003
2004
Freeman Practice of Statistics
Math: AP Statistics
2002
2003
Wiley Calculus, Early Transcendentals
Math: Calculus
2002
2003
Addison Wesley Survey of Math w/Applications
Math: Finite Math
2001
2004
Basic College Mathematics
Math: Found/Algebra I
2006
2006
CPM Math 2, Geometry
Math: Geometry
2000
2001
McDougal Geometry: Concepts and Skills
Math: Geometry
2003
2005
Brooks Cole College Algebra
Math: Math Analysis
2001
2003
Precalculus
Math: Precalculus
1997
1997
Freeman Basic Practice of Statistics
Math: Statistics
2004
2004
Mathematics for the Trades
Math: Technical Math
2005
2004
AGS Mathematics Pathways
Math: SDC
2004
2009
Pearson/AGS Meeting the California Challenge
Math: SDC
2008
2009
McDougal Geometry CA Edition
Geometry
2007
2009
PreCalculus 4th Ed. Larson, Hosteiter
Math Studies IB SL
1997
TITLE
SUBJECT
CAHSEE Success
Murrieta Valley Unified School District
Page 60
School Accountability Report Card for 2012–2013
Textbook Adoption List (continued)
DATE OF
PUBLICATION
ADOPTION
DATE
Abstract Algebra
2005
2007
A First course in Abstract Algebra 7th Ed
Abstract Algebra
2003
2008
Math for International Students: Math HL Core
IB Math HL
2008
Math for International Students: Math HL Options
IB Math SL
2005
Math for International Students SL With CD
IB Math
2008
CAHSEE Success-Mathematics
CAHSEE Test Prep
2005
2003
Prentice Hall Essentials of Human Anatomy
Science: Anatomy
2006
2008
Biology Pearson/Prentice Hall
Science: AP Biology
2008
2008
Houghton Mifflin Chemistry
Science: AP Chemistry
2003
2006
Glencoe Life Science
Science: Life Science
2008
2008
McDougal Biology
Science: Biology
2008
2008
Life Science, Physical Science, Earth Science
Science: SDC Science
2006
2008
Thomson Intro to Medical Terminology
Science: Biomedical Scie
2004
2008
Glencoe Chemistry Matter & Change
Science: Chemistry
2007
2008
Prentice Hall Ess. Of Human Anatomy
Science: Anatomy
2006
2008
Thomson Living in the Environment
Science: Environ. Sci.
2007
2008
Current Life on an Ocean Planet
Science: Marine Bio.
2006
2008
Prentice Hall Physics
Science: AP Physics
2007
2008
Glencoe Physics Principal & Problems
Science: Physics
2008
2008
Chem Course Companion
IB Chemistry SL
2010
Chemistry 6th ed Zumdahl
IB Chemistry HL
2003
Biology Course Companion Allott
IB Biology SL
2007
Biology IB Diploma Study Guide
IB Biology HL 1
2007
Biology 8th Edition Campbell
IB Biology HL 1
2008
Physics Course Companion
IB Physics SL
2007
Physics 6th ed. Giancoli
IB Physics SL
2005
2008
A People and a Nation
S. Studies: AP Am. Histo
2005
2006
A History of Western Society
S. Studies: AP Euro. Hist
2006
2006
American Government
S. Studies: AP Gov.
2004
2006
Worth Psychology in Modules
S. Studies: AP Psych.
2006
2006
Economics, Principles in Action
S.Studies: Economics
2005
2006
TITLE
SUBJECT
Elementary Linear Algebra
Murrieta Valley Unified School District
2006
2008
Page 61
School Accountability Report Card for 2012–2013
Textbook Adoption List (continued)
DATE OF
PUBLICATION
ADOPTION
DATE
S.Studies: Ethnic Studies
2004
2004
Holt World Geography Today
Social Studies: Geog.
2005
2006
Magruder's American Government
S.Studies: Government
2005
2006
America's Journey CA Ed.
Social Studies: History
2006
2006
McDougal Modern World History
Social Studies: History
2006
2006
McGraw Hill Looking at Philosophy
S. Studies: Philosophy
2006
2007
Thompson Introduction to Psychology
S. Studies: Psychology
2005
2006
AGS World History U.S. History, US Government
Social Science: SDC
2005
A History of Canadian Peoples 3rd Ed
IB History Route 2 HL
2007
Modern Latin America 7th ed
IB History Route 2 HL
2009
Scriptures of The World's Religions 2nd ed
World Religions
2004
2007
Experiencing the World's Religions Molloy
World Religions
2008
2007
Psychology 8th ed in Modules
IB Psychology SL
2007
2006
Understanding Research Methods in Psych
IB Psychology SL
2010
Psychology Course Companion
IB Psychology SL
2009
Literature World Masterpieces
Bible in Literature
2003
2007
The King James Bible with Apocrypha
Bible in Literature
1997
2007
Wiley and Sons Visualizing Psychology
Dual Enrollment Psycho
2010
Wiley and Sons AP Human Geo: People, Place and
AP Human Geo
2012
McGraw Hill AP Economics
AP Macroeconomics
2012
Axel & Rise St. Martin's Guide to Writing
Dual Enrollment English
2010
Pearson/PH Creating America 4th ed.
Dual Enrollment English
2005
St. Martin's press Everything's An Argument w/ Rea
Dual Enrollment English
2010
McGraw Hill Writing Matters
Dual Enrollment English
2011
Bedford St. Martin's Press A World Ideas
Dual Enrollment English
2010
McGraw Hill Beyond Feelings
Dual Enrollment English
2008
TITLE
SUBJECT
Glencoe Race and Ethnic Relations
Murrieta Valley Unified School District