##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle High \_\_ K-12 \_\_Charter

Name of Principal [Mr. David Jackson]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Calabasas High School]{.underline}

(As it should appear in the official records)

School Mailing Address [22855 W. Mulholland Highway]{.underline} (If
address is P.O. Box, also include street address)

[Calabasas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_[California 91302-2047]{.underline}

City State Zip Code+4 (9 digits total)

County [Los Angeles]{.underline} State School Code Number
[19-64683-1931781]{.underline}

Telephone [( 818) 222-7177]{.underline} Fax [( 818 )
223-8477]{.underline}

Website/URL [www.calabasashigh.com]{.underline} E-mail
[djackson@lvusd.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date [February 1, 2006]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Sandra Smyser]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Las Virgenes Unified School District]{.underline} Tel.
[(818 ) 880-4000]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date [February 1, 2006]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Cindy Iser]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date [February 1, 2006]{.underline}

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

**1. Number of schools in the district**: [8]{.underline} Elementary
schools

[3]{.underline} Middle schools

Junior high schools

[2]{.underline} High schools

[1]{.underline} Other

[14]{.underline} TOTAL

**2. District Per Pupil Expenditure:** [\$6,654]{.underline}

Average State Per Pupil Expenditure: [\$6,919]{.underline}

**SCHOOL** (To be completed by all schools)

**3. Category that best describes the area where the school is
located:**

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

**4.** [1]{.underline} **Number of years the principal has been in
her/his position at this school.**

[5]{.underline} If fewer than three years, how long was the previous
principal at this school?

**5. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:**

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       282       256         538

  **2**                                                     **10**      242       235         477

  **3**                                                     **11**      201       239         440

  **4**                                                     **12**      234       231         465

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1920
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

**6. Racial/ethnic composition of** [84]{.underline} % White

**the students in the school:** [2]{.underline} % Black or African
American

[4]{.underline} % Hispanic or Latino

[9]{.underline}% Asian/Pacific Islander/Filipino

[1]{.underline}% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

**7. Student turnover, or mobility rate, during the past year:**
[9]{.underline} %

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      24
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      152
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    176
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1920
                            the school as of October 1  

  **(5)**                   Total transferred students  1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           9
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

**8. Limited English Proficient students in the school:**
[1]{.underline} %

> [23]{.underline} Total Number Limited English Proficient

Number of languages represented: [11]{.underline}

Specify languages:

English Korean

Hebrew Farsi (Persian)

Russian Punjabi

Spanish Mandarin (Putonghua)

Arabic Pashito

All Non-English Languages

**9. Students eligible for free/reduced-priced meals:** [2]{.underline}
%

Total number students who qualify: [46]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

**10. Students receiving special education services:** [7]{.underline} %

[113]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[7]{.underline} Autism [1]{.underline} Orthopedic Impairment

[2]{.underline} Deafness [30]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [51]{.underline} Specific Learning
Disability

[4]{.underline} Emotional Disturbance [12]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [5]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [1]{.underline} Multiple Disabilities

11. **Indicate number of full‑time and part‑time staff members in each
    of the categories below:**

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [4]{.underline} [0]{.underline}

Classroom teachers [69]{.underline} [17]{.underline}

Special resource teachers/specialists [6]{.underline} [0]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [23]{.underline} [34]{.underline}
>
> Total number [102]{.underline} [51]{.underline}

12. **Average school student-"classroom teacher" ratio, that is, the
    number of**

**students in the school divided by the FTE of classroom teachers:**
[26:1]{.underline}

**13. Show the attendance patterns of teachers and students as a
percentage.**

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  97 %        96 %        96 %        96 %        96 %

  Daily teacher attendance  94 %        94 %        97 %        95 %        95 %

  Teacher turnover rate     10 %        0 %         8 %         23 %        23 %

  Student dropout rate      0.0 %       0.1 %       0.0 %       0.0 %       0.8 %
  (middle/high)                                                             

  Student drop-off rate     +2 %        +1 %        +2 %        +2 %        +2 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**Teacher turnover rate** is due to the increased number of teachers
retiring from teaching between 2000 and 2005.

**Student drop-off rate** data indicates an increase in percentage in
the same cohort between the number of students entering the school year
and the number exiting. For each of the years indicated, Calabasas High
School has ended the school year with more students than originally
enrolled.

**14. Show what the students who graduated in Spring 2004 are doing as
of September 2004**.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [422]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [62]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [32]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [2]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Found employment                                        | > [3]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Military service                                        | > [.7]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [.2]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [.1]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Calabasas High School is located in the southern section of the city of
Calabasas and is one of two comprehensive high schools in the Las
Virgenes Unified School District (LVUSD) serving students in grades nine
through twelve. The school community maintains exceedingly high
expectations for student achievement. Education experiences at the
school serve to maximize the academic, social, emotional, and athletic
potential of each student. All community stakeholders were involved in a
collaborative self-study leading to the Calabasas High School Expected
School-wide Learning Results (ESLR), which are reflected in the
Calabasas Mission Statement.

The mission of Calabasas High School is to educate all students to the
highest degree of their individual abilities. Every student is expected
to be a critical thinker and problem-solver; able to comprehend and
think through complex issues. Each student will develop the vital skills
of interpreting information and communicating effectively. Our students
are expected to develop academic, personal, and social skills and become
contributing members of society. At Calabasas High School, student
assessment data plays an integral part in driving curriculum.

The Leadership Team and Academic Council meet regularly to evaluate
student assessment data from yearly standardized tests. Following the
review of test data, academic departments meet to discuss the data and
modify curriculum as necessary. All comprehensive education programs are
standards-based and offer challenging and rigorous curricula. Students
attending Calabasas High School are well prepared for post secondary
education and beyond. Data from the Standardized Testing and Reporting
(STAR) and California High School Exit Exam (CAHSEE) support curriculum
alignment with standards.

Calabasas promotes a rigorous and challenging academic curriculum that
includes seventeen Advanced Placement (AP) courses and an array of
honors courses in core academic areas. Students enrolled in AP courses
are encouraged to complete corresponding AP exams. During the 2005 exam
phase, 556 students completed AP exams in U.S. History, Art History,
Biology, Chemistry, Computer Science English Language Composition,
European History, French Language, French Literature, Government and
Politics, and three levels of Calculus. Of the 556 who completed exams,
80 percent passed with a three or higher.

In an effort to make learning more relevant, and to prepare students for
college and careers, the Calabasas High School College and Career Center
utilizes an approach to education that links parents, schools, business,
and labor. In addition, the Regional Occupation Program is an integral
component of the global education program at Calabasas High School and
offers students a wide range of courses including Diversified
Occupations, Work Experience, Fashion Retail Management, Computer
Repair, Cisco Networking, Automotive Technology, Construction
Technology, E-Commerce, Video Production, and Stagecraft. Through
participation in these programs, students are able to receive job entry
level skills to demonstrate a combination of academic and vocational
proficiencies needed to be successful upon graduation from high school.
Approximately 500 students enroll in these programs each year.

Calabasas High School has a strong reputation throughout the State of
California for its advanced academic curriculum in all core academic
areas. In addition, the school has an extraordinary assortment of
extra-curricular programs and activities including but not limited to
music, theater, fine arts, technology, and athletics that support the
academic program. In 2005, Calabasas High School was recognized as a
California Distinguished School. Students at Calabasas continue to score
among the highest among California public schools, and the State
Accountability data indicates Calabasas met all academic growth targets
and improved its Academic Performance Index (API) score 26 points from a
base of 798 in 2004 to a growth of 824. Involvement in academic and
co-curricular activities by a majority of Calabasas students promotes
the academic, social, and professional growth of every student to become
contributing members of a global society.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Academic Assessment Results**

During the spring semester students in 9, 10, and 11 enrolled in
California high Schools complete the California Standards Tests (CST):
standards-based and norm referenced exams in English Language Arts ELA),
mathematics, science, and social science through the Standardized
Testing and Reporting (STAR) program. The exams are administered during
a specified testing window in April and results are received in early
August. In addition, all 10^th^ grade students must pass the California
High School Exit Exam (CAHSEE) in order to receive a high school
diploma. The CAHSEE is composed of two major parts: English-language
arts and mathematics. The STAR and CAHSEE are based on the California
Standards which are aligned and integrated through LVUSD adopted courses
of study in each core academic area.

The California State Standards and LVUSD Content Standards are merged
into the courses of study and delineate what students should know and be
able to do upon completing a specific course. The fusion of standards
taught in classrooms ensures the use of common assessments and alignment
with the STAR and CAHSEE; therefore, all students are afforded the
opportunity to meet the high academic standards set forth by the State
of California and Federal Legalization outlined by No Child Left Behind.

The CSTs are criterion-referenced, multiple-choice tests on which scores
are compared to State-established performance criteria and results are
reported as one of five performance levels: Advanced, Proficient, Basic,
Below Basic, and Far Below Basic. Data received for the 2005 ELA CST
indicates positive growth in the proficient and advanced levels for the
past three years. Data identifies a decrease in the percentage of
students in the basic and below levels. Between 2003 and 2005, data
reflects a four percent increase in the proficient and advanced levels,
and a seven percent increase in the proficient and advanced levels
between 2004 and 2005. There is a four percent decrease in the basic and
below levels between 2003 and 2005, and a five percent decrease in the
same levels between 2004 and 2005. In summary, academic gains are seen
in the proficient and advanced levels, while a decrease in the basic and
below levels exists. This trend reflects gains in academic achievement
with growth coming from the basic and below bands to the proficient and
advanced bands.

On a yearly basis, the CDE reports Adequate Yearly Progress (AYP) that
is based on schools meeting ten AYP criteria that includes but is not
limited to school-wide and subgroup participation rate in statewide
assessments, meeting Annual Measurable Objectives (AMOs), and growth in
the Academic Performance Index (API). In 2005, Calabasas High School met
ten of its ten AYP criteria. Calabasas students have performed
exceptionally well on the CAHSEE with ninety-eight percent of its
students passing the ELA on the first attempt compared to sixty-nine
percent for the state average scoring thirty-nine points higher than the
state Mean Scaled Score. On the math portion of the exam, ninety-five
percent of the students taking the exam passed on the first attempt
compared to the sixty-nine percent state average with Calabasas students
scoring forty points higher than the state Mean Scaled Score.

Regarding the AMO -- Percent Proficient, state data indicates that in
2005, eighty-six percent of all students, and eighty-six percent of the
school's single subgroup -- White (not of Hispanic origin) taking the
ELA portion fall into the proficient category. On the math portion of
the exam, eighty-six percent of all students, and eighty-five percent of
the school's single subgroup -- White (not of Hispanic origin) fall into
the proficient category.

Between 2003 and 2005, an average of eighty-six percent of the students
attending Calabasas High School was proficient in the ELA portion of the
exam compared to thirty-eight percent of the state. In addition, an
average of eighty-six percent of the White subgroup was proficient
compared to fifty-seven percent of the state White subgroup. In the math
portion of the exam between 2003 and 2005, data shows indicates an
average of eighty-one percent of the students attending Calabasas were
proficient compared to forty-six percent of the state. In addition, an
average of eighty-two percent of the White subgroup was proficient
compared to fifty-five percent of the state White subgroup.

STAR, CST, and CAHSEE data can be found at Data Quest at
http://data1.cde.ca.gov/dataquest/.

2.  **Using Assessment Results**

During the fall semester the Calabasas Leadership Team and Curriculum
Council meet to review assessment data for the STAR and CAHSEE. Using
the Longitudinal Assessment Reporting System (LARS), the LVUSD data
management disaggregates assessment data by student gender, program,
ethnicity, language, and sub-groups to identify strengths, and areas of
concern. In addition, the two groups establish school wide goals for
continued improvement in all core academic areas that reflect WASC
Accreditation and Single Site Plan recommendations. The data is
disseminated through department chairs for review and analysis by
instructors. Modifications take place to ensure curriculum and
instructional strategies and methodologies align more closely with state
performance standards. Individual student data is available that
provides instructional staff an opportunity to work closely with low
performing students in specific content areas and focus on remediation
and assistance in meeting targeted goals.

Assessment data is used to target specific annual goals through the
Single Site Plan for Student Improvement (SSP) and the WASC goals
identified through self-assessment. Following review and analysis of the
assessment data previous goals are reviewed and new annual goals are
established by the School Site Council and Leadership Team. The goals
are consistent with the WASC action items and designed to target higher
achievement on the CST and CAHSEE and target specific sub-groups in need
of remediation or assistance in meeting proficiency levels. Department
Chairs meet with staff in all core content areas including English
Language Arts, mathematics, social science, and science to discuss,
develop, and implement all curriculum and instruction modifications
necessary to improve student performance. The collaborative effort has
resulted in a curriculum process that is more fluid and aligned with
State and LVUSD standards. Instructional staff provides immediate
feedback for student work, continually addresses instructional
strategies and assessment practices, and promotes modification of
curriculum to addresses areas of student needs.

3.  **Communicating Assessment Results**

Students and parents or guardians receive detailed reports of the STAR
and CAHSEE scores form the California Department of Education (CDE).
Included in each report is an explanation of student achievement on each
test by content cluster. The reports are delivered to the LVUSD Office
from the CDE and are mailed to each household by the LVUSD Assistant
Superintendent of Curriculum and Instruction. Reports outlining
individual and school-wide performance on the STAR and CAHSEE are
provided by the CDE and make up part of the data that is analyzed by the
Leadership Team, Curriculum Council, and School Site Council when
developing annual goals for school wide academic improvement.
Additionally, testing data and school wide information is also reported
by local newspapers including the [Ventura County Star]{.underline} and
the [Los Angeles Times]{.underline}.

The Las Virgenes Unified School District in conjunction with Calabasas
High School produces an annual School Accountability Report Card (SARC)
that is accessible on the Calabasas web site and distributed throughout
the community. The annual SARC includes school-wide testing data from
the STAR, CAHSEE, and AP exams. Finally, other student assessment data
is generated through the District student data management system and is
used by instructors, counselors, program coordinators, and
administrators in working with sub-groups that include underperforming
students, students with disabilities, and special education.

Student grades are reported four times a year with quarterly and
semester report cards sent home. In an effort to identify students who
need additional support, academic progress reports are mailed home at
weeks five and fifteen and are focused on students receiving a grade of
"C" or below. The school utilizes a student management system, Aeries,
that allows parents to view the current academic progress and
standardized assessments of their child in each class via the Internet.
Academic performance is discussed in regular scheduled meetings between
the counselor and student; counselor, student, and parent; and counselor
and teacher. School and district websites provide assessment information
to parents, Parent Faculty Clubs (PFC), and has been instrumental in
promoting Calabasas High School to constituents new to the community.

4.  **Sharing Success**

Instructional and administrative staff at Calabasas High School
participates in numerous local, state, and national level workshops and
conferences where information regarding curriculum and instruction best
practices is shared. Members of the math department attend the Southern
and Northern California Math Council, T^3^ (Teachers Teaching with
Technology), LVUSD Subject Area Meetings, and are involved in reading
and grading AP Computer Science Exams.

Members of the science department meet with science instructors from
others schools and participate in the Ventura County Science Fair and
the Science Bowl at Jet Propulsion Laboratories. They also participate
in AP workshops and AP online chat rooms via AP Central, College Board.
Chemistry instructors participate in the UCLA Readiness Program to
assist inner city students and teachers, and one staff member will
address the 2006 GLATSA Conference and discuss The Science of Nature.
Instructors also present and publish for American Chemical Society and
for the California Science Teacher Association. Biology instructors
participate in AMGEN sponsored programs and workshops including Genetics
and Evolution.

Members of the English department dialogue with other professionals as
committee members for Conference of the Living Tree. They also offer
Staff Development presentations for local area schools and attend WASC
accreditations where information on best instructional practices is
shared. And ELA department members continue to work as BTSA support
providers, sponsor a local film festival, and are active within the
local education community in the area of curriculum design.

Calabasas is a member of a consortium of high performing schools that
involves regularly scheduled meetings between site principals. In
addition, counselors and instructors are able to dialogue and share
ideas on curriculum and instruction issues and student assessment, as
they relate to programs, policies, curricula, instructional methods and
strategies. The group also addresses professional growth opportunities
available to encourage additional learning opportunities for all
students. Calabasas students attend local leadership conferences with
area schools to share ideas, leadership policy, and activities, and
instructional staff attend workshops offered through the Ventura County
Superintendent of Schools Office where they are able to share curriculum
and instruction ideas with other professionals through dialogue for the
improvement of schools.

Calabasas High School hosts an annual Senior Awards Night giving special
recognition to senior students receiving college awards and
scholarships, distinguished senior awards, AP awards, and local
scholarships provided by business leaders. Acknowledgment is also given
to classified and certificated staff and our special parents who have
dedicated years of service to the school.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Calabasas provides every student the opportunity to access a college
preparatory course of study that is aligned to the California State
Standards and meets the college entrance requirements for the California
State University and the University of California systems. Students are
prepared for all standardized testing programs including the STAR,
CAHSEE, SAT I/II, and the ACT. Typically 96% of the students attend
college immediately after graduation.

Students are required to successfully complete a total of 230 credits to
graduate including four years of English/Language Arts, two years of
math including geometry, three and one-half years of social science, two
years of science (life science and physical science), two years of fine
or performing arts or foreign language, and two years of physical
education where the focus in on "life-long fitness."

**English/Language Arts** courses emphasize writing development through
expository paragraph and essay forms. Honors courses are offered all
four years and AP English in grade 12. An English Language Development
course is offered for English Language Learners and students needing
additional support are able to meet with their English instructor during
student support for an additional ninety minutes each week.

**Foreign language** courses include French and Spanish. Courses focus
on reading, verbal communication, writing, and listening. The majority
of our students are enrolled in at least three years of foreign
language.

The **math** requirement for Calabasas High School exceeds the State of
California requirements and all courses are aligned with state
standards. Students in the Honors program complete geometry, Algebra II,
AP Calculus, and AP Statistics. During the 2005 AP assessments, 107
students completed AP exams in the area of calculus, and 102 students,
or 95%, passed the exam with a score of three or above. Forty-six
percent of the senior class was enrolled upper level math classes during
the school year 2004-05. Finite math is offered for seniors and covers a
variety of topics necessary for post secondary education including
economics, psychology, and social science.

**Visual and Performing arts** courses insure that students meet the
University of California Visual and Performing Arts requirements. New
courses of study include AP Art History, Studio Art, and college
preparatory courses in ceramics, contemporary media, design in glass,
and vocal and instrumental music. The theater, dance, and music
department offer students the opportunity to perform for large audiences
on many occasions. Also offered are animation, journalism, yearbook,
creative foods, and fashion merchandizing and design.

Required courses in **Social Studies** include a semester course in
cultural geography, one year each of modern world history and American
history, a semester of American government, and a semester of economics.
Curriculum is mapped to prepare students for standardized assessments
formatted to support our goal of assisting students meet reading and
writing requirements of the STAR and CAHSEE. Students may also complete
courses in Honors European history, psychology, philosophy, current
America, and AP courses in U.S. History and American government.

The **Science** curriculum is based on state and national standards and
has as its focus on effective teaching through the use of process
oriented laboratory experimentation and inquiry. Three years of science
are recommended and four years preferred for entrance into the
University of California. For these students, a sequence of courses is
recommended that aligns with their math program and includes Honors
biology, AP chemistry, Honors physiology, and AP physics. Students may
also complete courses in integrated physical science, biology,
chemistry, physiology, and physics. To promote the field of science and
meet the need of a wide range of abilities, students may take additional
courses in planetary science, Biology A, and marine science. The science
focus is on deductive inquiry to actively engage students in testing
generalizations, gathering information, and applying it to specific
examples. Information seeking assists students to establish facts,
determine relevant questions, develop ways to pursue their questions and
build explanations.

2.  **English Language Arts**

> English Language Arts instruction consists of the study of American,
> British, and world literature and the writing of a research paper in
> grade 11. English I is an intensive course that covers the study of
> form in the short story, the drama, the novel, and the poem. Students
> learn to identify compare, contrast, and analyze the characteristics
> of the various genres. Writing is emphasized through mastering of
> various paragraph forms: narrative, descriptive, and expository.
> English II is an intensive course that covers the study of theme in
> the short story, the drama, the novel, and the poem. Writing is
> emphasized through the refinement of techniques and structure in the
> expository paragraph and essay forms. English III covers a
> chronological study of American literature, including essays, short
> stories, poetry, and novels. Composition and critical analysis of the
> literature are included. The students write a major research paper
> which must include note taking and follow the Modern Language
> Association (MLA) format. English IV covers a thematic study of world
> literature using analytical thinking, composition, and research.
> Literacy selections may include Greek tragedy, mythology, and British,
> South American, Continental, Asian, and African classics. General
> instruction is provided in the area of grammar, spelling, and
> vocabulary. Each member of the department utilizes a standard writing
> format that is widely accepted by post secondary education.
>
> Students read and understand grade-level-appropriate material, both
> fiction and non-fiction. They analyze the organization patterns,
> arguments, and position given. The LVUSD list of core literature
> novels illustrates the quality and complexity of the materials to be
> read by the students. Each department member stresses the importance
> of reading by implementing an outside reading program in his or her
> classroom. Additional reading support is provided to all students
> reading below grade level through reading activities assigned outside
> the school day, and through enrichment reading opportunities offered
> during student support period.

3.  **Mathematics**

> The mathematics requirements for Calabasas High School are aligned
> with the State and LVUSD standards and exceed the State of California
> requirements. Math instructors use a variety of instructional
> strategies, methodologies, and formative and summative standards-based
> assessments including lecture, question and answer, student projects
> and presentations, group work, and discovery learning. The math
> department offers a variety of courses to meet the needs of all
> students. Many students on the honors track complete Algebra I in the
> eighth grade, allowing them an opportunity to complete AP calculus and
> AP statistics.
>
> For students needing additional support, the math department offers
> three semester courses in Algebra I and geometry that provide the same
> academic rigor as the two semester class, yet are designed to proceed
> at a pace more comfortable to assure student success. For students
> with special needs or enrolled in special education, a basic Algebra I
> course is offered. In addition, an intermediate algebra program which
> meets the Algebra II requirement was recently implemented into the
> department and is specifically designed to meet the needs of students
> planning to move toward liberal arts or other non-math majors.
>
> For all students the math focus is inductive, learner centered, and
> activity oriented. Students are asked to look critically, clarify,
> analyze, draw useful insights, create a hypothesis, and problem solve.
> Students develop key concepts through exploration and connect ideas
> and relationships using key ideas. Active participation increases
> content retention, recall, and comprehension. Instructors effectively
> draw upon the prior knowledge to enhance learning experiences. The
> department offers finite math that is taken in a student's senior year
> that covers many math topics needed for college courses in economics,
> psychology, and social science. It should be noted that 95% of the
> students taking the AP Calculus series of exams passed with a score of
> 3 or above.

4.  **Instructional Methods**

Instructional methods used by teachers provide every student with an
opportunity to gain content information through the multiple experiences
that enhance learning while allowing them to explore concepts in depth
and demonstrate their knowledge.

**English** -- Students are instructed using the MLA standards that
require them to compose research papers using literary criticism,
analysis, and reference citation. Direct and indirect instruction is
used for lecture, question and answer, and developing and formulating
concepts. Interactive instruction using groups is used to establish a
positive, productive learning climate and to promote group participation
skills. Students are responsible for research papers using literary
criticism, analysis, and reference citation.

**Math** -- Students integrate technology through the use computers,
overhead-graphing calculators, and sketch pad to demonstrate their
knowledge of mathematical concepts and principles. Statistics students
complete two research/analysis papers, one of which is completed after
the AP exam. The use of inquiry assists to develop strategies, look at
problems analytically, and develop questions in search of data. Students
work in small groups and cooperative learning situations that promote
higher achievement and more positive interpersonal relations among
students.

**Science** -- Students are exposed to direct and indirect instruction
with the latter focusing on concept formation offering students an
opportunity to explore ideas by making connections and seeing
relationships between items of information. Inquiry is used to develop
questioning; the heart of inquiry learning that culminates with a
laboratory exercise. Students learn to ask relevant questions and
develop ways to search answers and generate explanations. Emphasis in
science is placed on the process of thinking as it applies to student
interaction with issues, data, topics, concepts, materials, and
problems. **Social Science** -- Students acquire information from
reading, lectures, research demonstrations, guest speakers, journalistic
media, electronic research, personal interviews, and the use and
analysis of surveys. Class discussions are teacher and student directed
using whole and small group interaction. Written work is aligned with
ELA and assists in the writing for the STAR and CAHSEE using expository,
analytic, creative, and persuasive writing styles. Student simulations
include role play, historical recreations and enactments and mock
trials. Presentations are common and assist in the development of the
student's self-esteem and success at individual learning.

5.  **Professional Development**

Instructional staff at Calabasas attends local, state, and national
conferences focused on the current standards based educational pedagogy.
Several staff attended the High School Summit in Sacramento including
the research-based workshops of experts like Doug Reeves and Robert
Marzano. Staff has attended several workshops aimed at the
implementation of standards based instruction and assessment, and making
standards work in all core curriculum areas. Using the research from
experts the instructional staff at Calabasas is able to provide highly
rigorous and relevant educational programs for all students. Included in
the instructional component is creating a safe and positive learning
environment.

Staff is knowledgeable in the use of standards-based formative and
summative assessments and the use of data to drive curriculum.
Department members review and modify curriculum based on assessment data
and have developed and standardized grading procedures, writing
assignments, and state approved rubrics. Departments propose their own
staff development plans based on curricular and instructional needs
aligned with the goals identified by the SSP, WASC and Curriculum
Council.

Advanced Placement (AP) teachers attend College Board AP conferences;
teachers attend workshops provided by the Ventura County Superintendent
of Schools and various State conferences that specialize in addressing
the needs of English Language Learners, Gifted and Talented Education,
and students with special needs that are aimed at improving student
performance through a variety of instructional strategies. As a result,
for special needs students, there was a 13 percent increase in the
number of students performing at or above the 50^th^ percentile in
English Language Arts, and a 16 percent increase for students performing
at or above the 50^th^ percentile in math between 2004 and 2005.

**PART VII -- ASSESSMENT RESULTS**

**Subject** [English Language Arts]{.underline} **Grade**
[10]{.underline} **Test** [California High School Exit Exam]{.underline}

**Edition/Publication Year** [Published Annually]{.underline}
**Publisher** [Educational Testing Services]{.underline}

+------------------------------+-----+-----+-----+------+------+------+
| **California High School     | 200 | 200 | 200 | 2    | 2    | 2    |
| Exit Exam**                  | 4-2 | 3-2 | 2-2 | 004- | 003- | 002- |
|                              | 005 | 004 | 003 | 2005 | 2004 | 2003 |
| > **English Language Arts**  |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
|                              | Cal |     |     | S    |      |      |
|                              | aba |     |     | tate |      |      |
|                              | sas |     |     | of   |      |      |
|                              | H   |     |     | Ca   |      |      |
|                              | igh |     |     | lifo |      |      |
|                              | Sch |     |     | rnia |      |      |
|                              | ool |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Testing month -- March     |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > **SCHOOL WIDE SCORES**     |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Mean Scaled Score          | 407 | 410 | 412 | 367  | 376  | 370  |
+------------------------------+-----+-----+-----+------+------+------+
| > Number of Students Tested  | 508 | 474 | 476 | 639  | 448  | 574  |
|                              |     |     |     | ,329 | ,869 | ,794 |
+------------------------------+-----+-----+-----+------+------+------+
| > Number of Students Passed  | 494 | 458 | 467 | 415  | 335  | 337  |
|                              |     |     |     | ,856 | ,026 | ,942 |
+------------------------------+-----+-----+-----+------+------+------+
| > Percent of Students Passed | 97  | 97  | 98  | 42   | 37   | 37   |
+------------------------------+-----+-----+-----+------+------+------+
| > Percent At or Above        | 86  | 86  | 88  | 42   | 37   | 37   |
| > Proficient                 |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
|                              |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > SUBGROUP SCORES            |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > 1\. **White -- Not of      |     |     |     |      |      |      |
| > Hispanic Origin**          |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Mean Scaled Score          | 408 | 410 | 413 | 377  | 376  | 381  |
+------------------------------+-----+-----+-----+------+------+------+
| > Number of Students Tested  | 395 | 387 | 366 | 19   | 16   | 18   |
|                              |     |     |     | 5050 | 2818 | 2944 |
+------------------------------+-----+-----+-----+------+------+------+
| > Number At or Above         | 338 | 336 | 328 | 16   | 14   | 15   |
| > Proficient                 |     |     |     | 1854 | 3949 | 4480 |
+------------------------------+-----+-----+-----+------+------+------+
| > Percent At or Above        | 86  | 87  | 90  | 61   | 56   | 55   |
| > Proficient                 |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
|                              |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+

**Subject** [Math]{.underline} **Grade** [10]{.underline} **Test**
[California High School Exit Exam]{.underline}

**Edition/Publication Year** [Published Annually]{.underline}
**Publisher** [Educational Testing Services]{.underline}

+------------------------------+-----+-----+-----+------+------+------+
| **California High School     | 200 | 200 | 200 | 2    | 2    | 2    |
| Exit Exam**                  | 4-2 | 3-2 | 2-2 | 004- | 003- | 002- |
|                              | 005 | 004 | 003 | 2005 | 2004 | 2003 |
| > **Math**                   |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
|                              | Cal |     |     | S    |      |      |
|                              | aba |     |     | tate |      |      |
|                              | sas |     |     | of   |      |      |
|                              | H   |     |     | Ca   |      |      |
|                              | igh |     |     | lifo |      |      |
|                              | Sch |     |     | rnia |      |      |
|                              | ool |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Testing month -- March     |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > **SCHOOL WIDE SCORES**     |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Mean Scaled Score          | 408 | 414 | 394 | 367  | 377  | 350  |
+------------------------------+-----+-----+-----+------+------+------+
| > Number of students tested  | 524 | 474 | 476 | 639  | 447  | 725  |
|                              |     |     |     | ,860 | ,110 | ,123 |
+------------------------------+-----+-----+-----+------+------+------+
| > Number of students passed  | 502 | 458 | 467 | 402  | 329  | 314  |
|                              |     |     |     | ,151 | ,225 | ,540 |
+------------------------------+-----+-----+-----+------+------+------+
| > Percent of total students  | 96  | 97  | 98  | 63   | 74   | 43   |
| > passed                     |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Percent At or Above        | 85  | 85  | 77  | 45   | 40   | 39   |
| > Proficient                 |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
|                              |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > SUBGROUP SCORES            |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > 1\. **White -- Not of      |     |     |     |      |      |      |
| > Hispanic Origin**          |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
| > Mean Scaled Score          | 406 | 413 | 396 | 383  | 390  | 367  |
+------------------------------+-----+-----+-----+------+------+------+
| > Number of Students Tested  | 396 | 386 | 375 | 4635 | 16   | 22   |
|                              |     |     |     |      | 1699 | 1200 |
+------------------------------+-----+-----+-----+------+------+------+
| > Number At or Above         | 336 | 325 | 293 | 2823 | 14   | 13   |
| > Proficient                 |     |     |     |      | 0287 | 9272 |
+------------------------------+-----+-----+-----+------+------+------+
| > Percent At or Above        | 85  | 84  | 78  | 61   | 55   | 54   |
| > Proficient                 |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+
|                              |     |     |     |      |      |      |
+------------------------------+-----+-----+-----+------+------+------+