##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal Mr. Ronald Lipari

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

Official School Name: Westlake High School

(As it should appear in the official records)

School Mailing Address: 100 North Lakeview Canyon Road

(If address is P.O. Box, also include street address)

Westlake Village California 91362-3895

City State Zip Code+4 (9 digits total)

Tel. [( 805 ) 497-6711]{.underline} Fax [( 805 ) 497-2606]{.underline}

Website/URL [www.conejo.k12.ca.us/westlake]{.underline} E-mail:
<rlipari@conejo.k12.ca.us>

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Robert Fraisse]{.underline}

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

District Name [Conejo Valley Unified School District]{.underline} Tel.
[( 805 ) 497-9511]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Dorothy Beaubien

(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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School 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 of 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 2003-2004 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 1998.

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**

**All data are the most recent year available.**

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

1\. **Number of schools in the district**: [20]{.underline} Elementary
schools

[4]{.underline} Middle schools

\_\_\_\_\_ Junior High Schools

[4]{.underline} High Schools

\_\_\_\_\_ Other (Briefly explain)

[28]{.underline} TOTAL

2\. **District Per Pupil Expenditure**: 6385

**Average State Per Pupil Expenditure**: 6719

**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\. [5]{.underline} **Number of years the principal has been in her/his
position at this school**.

If fewer than three years, how long was the previous principal at this
school?

5\. **Number of students enrolled at each grade level or its equivalent
in applying school**:

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       310       310         620

  **3**                                                     **10**      271       229         500

  **4**                                                     **11**      269       261         530

  **5**                                                     **12**      243       249         492

  **6**                                                     Other                             

                                    **TOTAL                                                   2142
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. **Racial/ethnic composition** : [76.2]{.underline} % White

[1.8]{.underline} % Black or African American

[11.6]{.underline} % Hispanic or Latino

[9.7]{.underline} % Asian/Pacific Islander

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

[.1%]{.underline} Other

**100% Total**

7\. **Student turnover, or mobility rate, during the past year**:
[10.78%.]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 77
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 148
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        225
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    2087
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1078
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10.78%
              100                                
  ----------- ---------------------------------- ------------------------

8.  **Limited English Proficient students in the school**:
    [9.1%]{.underline}

Total Number of Limited English Proficient [190]{.underline}

Number of languages represented: [12]{.underline}

> Specify languages: Canton (Chinese), French, German, Hebrew, Italian,
> Japanese, Korean, Mandarin (Chinese), Portuguese, Russian, Spanish,
> and Vietnamese.

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

Total Number Students Who Qualify [30]{.underline}

10\. **Students receiving special education services**: 6.4%

[133]{.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.

[1]{.underline} Autism [2]{.underline} Orthopedic Impairment

[1]{.underline} Deafness [24]{.underline} Other Health Impaired

Deaf-Blindness [75]{.underline} Specific Learning Disability

Hearing Impairment [15]{.underline} Speech or Language Impairment

[3]{.underline} Mental Retardation \_\_\_\_ Traumatic Brain Injury

[9]{.underline} Multiple Disabilities [3]{.underline} Visual Impairment
Including Blindness

11. **Number of full‑time and part‑time staff members by category**:

    **Number of Staff**

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

Administrator(s) [5]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [90]{.underline} [2]{.underline}

Special resource teachers/specialists [7]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ [2]{.underline}

> Support staff [30]{.underline} [4]{.underline}
>
> Total number [132]{.underline} [8]{.underline}

12\. **Average school student-"classroom teacher" ratio**: [23.6:1
.]{.underline}

13\. **Attendance patterns of teachers and students as a percentage**.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.4%       95.9%       95.6%       96.1%       95.7%

  Daily teacher attendance 97.1%       95.4%       95.9%       96.8%       97.3%

  Teacher turnover rate    4%          6%          3%          5%          3%

  Student dropout rate     .57%        .38%        .09%        1.6%        1.0%

  Student drop-off rate    3.59%       2.31%       3.74%       1.77%       4.35%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **Post secondary plans of the students who graduated in Spring
2003**.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 481          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 64.0%        |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 32.0%        |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 1.4%         |
+-----------------------------------------------------+----------------+
| Found employment                                    | > .8%          |
+-----------------------------------------------------+----------------+
| Military service                                    | > .4%          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > .2%          |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 1.2%         |
+-----------------------------------------------------+----------------+
| **Total**                                           | 100 %          |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

**School Community Profile**

Westlake High School, located in Thousand Oaks, California, is one of
four high schools in the Conejo Valley Unified School District. The
school community maintains exceedingly high expectations for student
achievement. A collaborative self-study effort involving all
stakeholders led to the development of the Westlake High School Expected
School-wide Learning Results (ESLR) that are reflected in the Westlake
mission statement. This ongoing self-study process includes data
analysis from standardized tests as well as the ACT High School Student
Opinion Survey, completed annually by the senior class. As a result,
Westlake has adopted a standards-based approach that is aligned with the
Standardized Testing and Reporting (STAR) program and supports high
achievement on the California High School Exit Exam (CaHSEE).

Westlake provides a rigorous yet accessible college preparatory
curricular program that includes 27 courses at the Honors or Advanced
Placement level, and 41 additional College Preparatory (CP) courses that
are approved by the University of California and California State
University system for college admission. Students in AP level courses
are encouraged to complete the corresponding AP exam and during the 2003
A.P. cycle, 485 Westlake students completed 1117 AP exams with over 72%
of those students earning a 3 or higher. Time, energy, and resources are
dedicated to meeting the needs of our under performing sub-groups
including English Learners (EL) and the economically disadvantaged
(lower SES) students by utilizing staff members trained in the SDAIE
methodologies. These under performing students are provided additional
support through our Designated Studies (DS) program that includes
courses in each subject area taught at the CP level. It is noted that
there exists a significant crossover between these two identified
subgroups and it is also relevant that the overwhelming majority of our
EL students are ethnically Hispanic.

In an effort to make learning more relevant, and to prepare students for
college and careers, the Westlake School-to-Career program utilizes an
approach to education that links students, parents, schools, businesses,
and labor. Current offerings include a California Partnership Academy
focusing on the technology industry, Regional Occupation Program, Work
Experience Education, and Majors in Business, Health Science, Liberal
Arts, and Media Arts. Through participation in this program students
demonstrate increased academic achievement, take the initiative for
their own learning, and gain a better understanding of the skills needed
to be successful upon High school graduation. Approximately 325 students
currently participate in these programs with enrollment increasing
annually.

Westlake has established itself as a leader in Ventura County and beyond
through numerous academic and co-curricular successes that include: an
Academic Performance Index (API) of 798 that ranks in the top 10 percent
among the 781 California public high schools, a nationally recognized
performing arts program, and athletic programs that consistently compete
for league and state championships. During this school year over 53% of
WESTLAKE students are involved in a co-curricular activity supporting
our vision of developing culturally and socially responsible citizens.

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

# School Assessment Results

Each spring, high school students grade nine through 11 in the State of
California complete standards based and norm-referenced exams in English
language arts, mathematics, science, and social science through the
Standardized Testing and Reporting (STAR) program. Schools administer
the exams during the specified testing window in April and receive test
results in early August. The California standards are integrated through
District adopted courses of study in each subject area that are aligned
with the California Standards Tests in English Language Arts,
mathematics, science, and social science.

The California State and CVUSD Content Standards are infused into the
courses of study and delineate what students should know and be able to
do upon completing a specific course. Therefore, the content taught in
the classroom and that is assessed by the STAR program is aligned,
ensuring that all students have the opportunity to meet the high
academic standards set forth by the State of California and outlined in
the No Child Left Behind legislation.

The California Standards Tests (CST) 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, Far Below Basic. The
2003 CST results reveal improvement at each grade level over a
three-year period, grades nine through 11, in the percent of students
scoring at the proficient level of above. Using the 2000-01 data as our
base, ninth grade English/language arts CST scores have improved each
year resulting in a 9% increase through the 2002-03 test administration.
The data from tenth grade students reveals a significant increase of
over 4% as compared to the 2001 CST results. This trend of an increased
percentage of students scoring at proficient or higher extends to the
eleventh grade students who have demonstrated improvement each year and
an overall 7% increase over the three-year period.

The 2003 CST results reveal that 28% of ninth grade lower SES students
tested scored at "proficient" or above in the English-language arts.
This is a 13% increase compared to the 2001-2002 results and 3% above
the 2000-2001 scores. 25% of tenth grade lower SES students tested
scored proficient or above with an increase of 1% from 2001-2002 and a
5% increase from 2000-2001. The data for the eleventh grade students
shows that 23% of the lower SES students tested scored at proficient or
above reflecting an 11% increase from 2001-2002 and a 2% increase from
2000-2001.

The 2001 Stanford Achievement Test 9^th^ Edition (SAT 9) shows
significant increases in overall National Percentile Rankings (NPR) in
mathematics scores of the lower SES population. The percent of students
scoring above the 75^th^ NPR in this sub-group increased by 12% from the
spring 2000 to the 2001 administration. There was also a positive trend
in the percent of students who are passing the California High School
Exit Exam from March 2002 to the March 2003 test administration.

In the CaHSEE, SAT 9, and CST tables, data is reported by school scores
and subgroups to include economically disadvantaged and special
education. California state determines scores to be statistically
significant when more than 100 students from a particular group are
represented or if that group makes up at least 5% of the total student
population. While some of the sub-groups listed do not meet the state
criteria, they are listed to demonstrate growth and success of these
emerging sub-groups.

# Use of Assessment Data to Improve Student Performance

Each year as part of the Westlake program evaluation process, the
Leadership Team reviews data, disaggregated by student gender, program,
ethnicity, and language, and establishes school-wide goals that reflect
the WASC Accreditation, Focus on Learning recommendations. School-wide
data is disseminated through department chairs and analyzed by all
teachers with the goal of identifying curricular areas that may need
augmentation in addressing state standards as measured by the STAR and
CaHSEE. Over the last several years, school-wide goals have focused on
under performing student populations that include ELL and lower SES
students.

Through the use of Edusoft, a computer program that disaggregates
student data, school-wide and subgroup test results are provided to
every teacher and include outcomes on all four sections of the
California Standards Test as well as the CaHSEE. Staff members review
this information and make modifications and revisions to curriculum.
Individual student data is available to staff and includes content
cluster performance that is aligned with the California State Standards.
This data is used to provide remediation and assistance in meeting state
and local standards**.**

Following the review of school wide testing data, Single School Plan
(SSP) goals are developed and approved by the Leadership Team and the
School Site Council (SSC). These goals target higher achievement on
California Standards Test in English Language Arts and mathematics for
all students and include an individual goal that targets improvement of
the ELL/at-risk population. English, foreign language, mathematics,
social science, and science "Lead Teachers" meet with staff to discuss,
develop, and implement any necessary improvements within their courses
based on student performance. This collaborative effort has resulted in
a curriculum that is aligned with the District and State content
standards while facilitating spirited discussion related to appropriate
and timely feedback of student work, teaching strategies, and
assessment.

# Communicating School Performance

Students and their parent/guardian receive detailed reports from the CDE
related to STAR scores and include an explanation of student achievement
on each test by content cluster. These reports are delivered to the
District Office from the CDE and are mailed by the Conejo Valley Unified
School Districts department of Research, Evaluation and Assessment to
each household. Reports outlining individual and school-wide performance
on STAR are provided by the CDE and make up part of the data that is
analyzed by the Leadership Team, the School Site Council, and the PTSA
when reviewing and generating school-wide goals for improvement.
Additionally, the local newspaper, The Ventura County Star, features
testing data and school information in the Conejo Valley Education
Section.

The CVUSD produces an annual School Accountability Report Card (SARC)
that is accessible on the WESTLAKE web site and is distributed
throughout the community. The annual SARC includes school-wide testing
data from STAR, CaHSEE, AP, and SAT I exams. Additional data are
generated on site that is extracted from the District's student
information program for use by teachers, counselors, program
coordinators and administrators in working with under performing
students including the ELL, lower SES, and Special Education sub-groups.

## Sharing Success

The Westlake staff participates in numerous workshops and conferences at
the local, state, and national level where information related to
curriculum and instructional best practices are shared. Members of the
math department have presented at the NCTM National Conference. The
Science Department Chair, an Amgen and California State Teacher of the
Year, has presented at numerous state and national venues and uses video
conferencing as part of her instruction in bringing experts from
facilities across the country into her classroom.

The Marmonte League Principal's Consortium, which includes public and
private school principals, meets monthly providing a forum for sharing
of information, programs, curricula, policies, and ideas. Students from
area school leadership classes meet to discuss and improve programs and
to provide innovative school-wide student activity experiences at all
schools. Area teachers and administrators regularly visit the campus to
observe programs and engage in the professional dialogue that
perpetuates school improvement throughout the CVUSD and the Ventura
County.

Presentations for English, foreign language, math, School to Career, and
science teachers are conducted within the district as well as
neighboring districts that result in the sharing of ideas, programs,
policies, curricula, and instructional techniques. In many cases, these
presentations cut across district lines and effect program improvement
for all schools. On-going collaborative efforts with local businesses
such as Amgen and Los Robles Hospital have resulted in school
visits/presentations by company personnel, and the use of DNA
fingerprinting labs by science classes and mentoring for students.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **The School Curriculum**

Westlake provides every student the opportunity to access a college
preparatory course of study that is aligned to the California State
Standards, meets the college entrance requirements for the California
State University and the University of California systems, and prepares
students for all standardized testing programs including the CaHSEE,
STAR, SAT I/II, and ACT. Every department offers students the
opportunity to engage in coursework at the College Preparatory, Honors,
or Advanced Placement level.

Students are required to successfully complete a total of 230 credits to
graduate including four years of **English**/language arts, 3 years of
mathematics, 3 years of social science, 2 years of a laboratory science,
and one year of a foreign language or visual/performing art.

Westlake students have the opportunity of enrolling in any of three
**foreign language** programs including American Sign Language (level 1
-- 2), French (level 1-5 including French Language, and French
Literature AP), and Spanish (level 1-5 including Spanish Language, and
Spanish Literature AP). Currently, over 63% of Westlake students are
enrolled in a foreign language course.

The three-year **mathematics** requirement exceeds the State of
California requirement. Students on the College Preparatory or Honors
tract complete Algebra in the eighth grade and therefore the majority of
freshmen are enrolled in geometry. This curricular path, adopted in the
fall of 2002, will enable more students to complete higher levels of
math including Math Analysis (CP or H), Calculus AP, Computer Science
AP, and/or Statistics AP. It is noteworthy that 74.6% of seniors elect a
fourth year of math (Algebra 2 or higher)

The **science** requirement is met through a course in Biology that is
taught at the College Preparatory, Honors and/or Advanced Placement
levels. Other biological science courses include Anatomy CP, Physiology
H, and Advanced Anatomy. This year 66.9% of juniors and seniors elected
an advanced course beyond the science requirement. The physical sciences
are offered through a ninth grade survey course called Physical Science,
Chemistry CP/H/AP, Physics CP/AP or Environmental Science AP. With an
emphasis on teaching science through laboratory experiences, the
Westlake Science Department enjoys a great reputation among county
schools.

**Social studies** courses in World History, United States History, and
American Political Systems/Economics are required during the tenth,
eleventh, and twelfth grade respectively, and are offered at the
Advanced Placement and College Preparatory level. During this current
school year over 36% of students enrolled in an Advanced Placement
social science course. In addition to highlighting the significant
events in history, students respond to short answer and essay format
questions in support of our goal of helping students meet the reading
and writing requirements of the CaHSEE.

The CVUSD has adopted an additional nine courses of study to ensure that
students meet the University of California's **Visual and Performing
Arts** requirement. New courses of study include Art History and Studio
Art both at the AP level, and College Preparatory courses in
photography, art media, and ceramics, vocal and instrumental music. In
addition, such elective courses as Animation, CISCO, Foods, Journalism,
and Web Page Design are offered.

2.  **English Language Arts Curriculum**

English/language arts instruction consists of the study of American,
British, and World literature and the writing of a term paper at all
grade levels. Students in the ninth grade learn MLA format in order to
site primary and secondary research sources. In the 10^th^ grade
students build upon previous knowledge and write a more in-depth
controversial issue paper. The 11^th^ grade English course requires
students to analyze a piece of literature that they choose. The focus of
this assignment is on the process of the writing, and must include a
working bibliography in MLA format, and evidence of note taking. At the
12^th^ grade level students write a fourth term paper using the
information that they have gathered throughout their first three years
of high school. Students choose their topic and are required to use MLA
format, cite their sources, and must include a works cited page. General
instruction is provided in the area of grammar, spelling, vocabulary,
and every staff member in 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 organizational patterns,
arguments, and positions given. The District's list of core literature
novels illustrates the quality and complexity of the materials to be
read by students. In addition, it is a goal to have students read two
million words annually on their own, including a wide variety of classic
and contemporary literature, magazines, newspapers, and online
information.

The Accelerated Reader program promotes frequent, consistent,
independent reading open to student's free choice in selecting text for
interest and reading level. To improve the reading skills of below grade
level readers, a computer-based program called \"Academy of Reading\"
has been implemented. This program is designed to strengthen and, in
some cases, actually \"mend\" thinking processes in the brain. Students
spend approximately twenty minutes each day utilizing this
computer-based program. Increases in the grade point averages and
reading scores of students in this program have been documented. The
Reading class also utilizes the \"Soar to Success\" program that teaches
students reading strategies that target increased comprehension.

3.  **Science Curriculum**

The core Science curriculum is based upon state and national standards,
focusing on effective teaching through the use of process oriented
laboratory experimentation and inquiry. Over 65 percent of our students
take four years of science culminating in advanced placement coursework
that includes physics, chemistry, biology and human dissection. The
focus is to develop science as a habit of mind, enabling students to
observe, reflect and conclude in logical sequences.

In addition to Biology, Chemistry and Physics, our program includes
courses in Forensics, Marine Biology, and Anatomy/Physiology.
Partnerships with companies such as Amgen and Rockwell have resulted in
student experiments that involve DNA duplication and gene splicing.
These technologies provide a high degree of student interest and
motivation, in addition to making student connections in high tech
science careers. Students are provided opportunities to interact with
professionals in every facet of the scientific community through
experimentation, including processes for making ethical decisions on
major science issues. The hands-on, minds-on approach has resulted many
students choosing science as a career goal.

4.  **Instructional Methods That Improve Student Learning.**

Teachers at Westlake use a wide range of instructional strategies that
provide every student with an opportunity to gain content through the
multiple experiences that enhance learning while allowing students to
explore concepts in depth and demonstrate their knowledge.

-   In Math: Students make use of the Geometer sketchpad and
    overhead-graphing calculators to demonstrate their knowledge of
    mathematical principles; as part of the Math Analysis course,
    students, in groups of 2-4, research the classical polar curves and
    produce and analyze graphs that include applications to the real
    world. Group work is common in the math department as is the
    integration of technology in the form of graphing calculators,
    exploration assignments using Microsoft Excel, Algebra1.com and
    Green Globs software.

-   In Social Science: Students in American Political Systems AP prepare
    and partake in end of year debates while the college prep government
    students compete in district-wide competition using the "We the
    People" curriculum that is sponsored by the Center for Civic
    Education. In World History, groups of five students complete a
    Global Hot Spot presentation, a project that requires research on a
    current issue, as well as an in-depth explanation of the involvement
    of the United States Government. Students are graded on their
    presentation as well as participation.

-   In English: Teachers instruct students on the use of the Modern
    Language Association (MLA) standards and require students to compose
    a 5-8 page research paper using literary criticism, analysis, and
    reference citation.

-   In Resource English: Classes utilize the Media Center to conduct
    research on "Genetic Engineering" as a prelude to the reading of
    Frankenstein. Following their research, students produce their own
    "Genetic Engineering" newsletter that includes their research-based
    findings, pictures that relate to their articles, and at least two
    bibliographic citations in correct MLA format.

-   In Science: Students in the Honors Advanced Anatomy course, a second
    year program for physiology students with a medical science
    interest, engage in extensive cadaver dissection of all human body
    systems. Students maintain yearlong journals, describe surgical
    techniques viewed by video, have area surgeons as guest lecturers,
    and conduct two evening presentations on work accomplished.

-   Through the Technology Academy, linkages have been developed that
    integrate curriculum from English, history, and technology. In the
    sophomore curriculum, students complete a video project entitled
    Dateline WIT. Students demonstrate an in-depth understanding of a
    specific topic in our changing world, produce an MLA formatted
    outline, develop a thesis to guide their research, organize and plan
    a long-term project, and, working within a team, synthesize research
    to a concise, 10-minute newscast, and demonstrate proficiency with
    filming and editing technology. The newscast requires a news report,
    a commercial, an editorial commentary, and a public service
    announcement.

5.  **Professional Development Program and Impact on Student
    Achievement**

By attending national, state and local conferences and adopting
methodology from successful practitioners, the Westlake staff is well
versed in current standards-based research and pedagogy enabling them
*to provide a comprehensive education in a safe and positive learning
environment*. The research-based work of noted experts Doug Reeves
(known for his work in standards based assessment) and Robert Marzano
and Deborah Pickering (co-authors of [Classroom Instruction that
Works]{.underline}) has been a focal point during site-based staff
development and has led to the implementation of best practices in the
areas of homework, expectations, feedback, standards-based grading and
the teaching and assessment of writing based on state approved rubrics.
Departments propose their own staff development plans based on their
curricular and/or instructional needs and aligned with the goals as set
by the School Site Council (SSC). Advanced Placement (AP) teachers
attend College Board AP conferences; Designated Studies (DS) teachers
attend conferences at the local and state level that specialize in
teaching the English Language Learners (ELL), and Gifted And Talented
Education (GATE) staff development funds are allocated to staff members
who attend County and State level GATE conferences.

Teacher and Administrative staff members attend workshops sponsored by
the Ventura County Superintendent of Schools Office with a focus on the
development, implementation, and evaluation of standards-based
instruction. Westlake has an emerging ELL population that has led to the
establishment of a comprehensive ELD program based on data from STAR,
CaHSEE and the California English Language Development Test (CELDT). As
part of the ELD program, resources have been allocated to fund an ELD
Coordinator who frequently provides in-service training to staff on
SDAIE methodology while monitoring the progress of each ELL and
re-designated ELL/FEP. As a result of this professional development and
program implementation, Westlake has experienced a 16-point gain in API
score to 798. Additionally, the API score of the Hispanic/Latino
population, an identified under performing sub group, increased by 36
points in 2003.

> **PART VII -- Assessment Results**

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

> Edition/publication year [**Published Annually by Educational Testing
> Services**]{.underline}
>
> Number of students in the grade in which the test was administered
> **[531]{.underline}**
>
> Number of students who took the test **[523]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None]{.underline}**

> Number excluded **[None]{.underline}** Percent excluded
> **[0]{.underline}**

The California High School Exit Exam (CaHSEE) was first administered in
the spring of 2001. Beginning with the class of 2006, all students must
pass this new exam to receive a high school diploma and therefore no
students were excluded from testing. Section 504 and Special Education
students are accommodated as per their Section 504 or Individualized
Educational Plan (IEP). In 2003 eight students were absent on the day of
the exam. 127 junior students who did not pass the CaHSEE in 2002 were
required to re-test in March of 2003 and their data is included on the
next page.

**Data Display Table for the CaHSEE Mathematics section**

  -------------------------------------------- ------------ --------------
                                               2003-02\*    2001-02

  **Grade 10 -- All Students**                              

  Number Tested                                523          507

  Number Passed                                474          439

  Percent Passed                               91           87

  Number Not Passed                            49           68

  Percent Not Passed                           9            13

  Mean Scaled Score                            399          395

  **Grade 11 -- All Students**                              

  Number Tested                                127          

  Number Passed                                52           

  Percent Passed                               41           

  Number Not Passed                            75           

  Percent Not Passed                           59           

  Mean Scaled Score                            346          

  **Economically Disadvantaged Students**                   

  Number Tested                                30           44

  Number Passed                                13           26

  Percent Passed                               43           59

  Number Not Passed                            17           18

  Percent Not Passed                           57           41

  Mean Scaled Score                            347          359

  **Not Economically Disadvantaged Students**               

  Number Tested                                620          461

  Number Passed                                513          412

  Percent Passed                               83           89

  Number Not Passed                            107          49

  Percent Not Passed                           17           11

  Mean Scaled Score                            391          399

  **Students Receiving Special Education                    
  Services**                                                

  Number Tested                                80           33

  Number Passed                                35           20

  Percent Passed                               44           61

  Number Not Passed                            45           13

  Percent Not Passed                           56           39

  Mean Scaled Score                            349          351

  **Students Not Receiving Special Education                
  Services**                                                

  Number Tested                                570          475

  Number Passed                                491          420

  Percent Passed                               86           88

  Number Not Passed                            79           55

  Percent Not Passed                           14           12

  Mean Scaled Score                            394          398
  -------------------------------------------- ------------ --------------

\*2002-2003 subgroup information is a combination of both 10^th^ and
11^th^ grade students. The State only separates 10^th^ grade students
from 11^th^ grade students for the All Students aggregation.

Grade: **[10]{.underline}** Test: **[Stanford Achievement Test -
Mathematics]{.underline}**

Edition / Publication Year: **[9^th^ Edition first published 1996 by
Harcourt Brace, Inc.]{.underline}**

Groups excluded from testing? **None**

Scores below are reported as mean **National Percentile Rankings (NPR)**

**Data Display Table for the SAT-9 Mathematics section**

  ---------------------------------------- ---------- ---------- ----------
                                           2000-01    1999-00    1998-99

  **All Students**                                               

  Enrollment                                                     

  Number of students tested                528        501        539

  NPR for "Avg." Student Score             72         74         76

  \% Scoring Above 75^th^ NPR              46         49         50

  \% Scoring At or Above 50^th^ NPR        75         75         82

  \% Scoring Above 25^th^ NPR              89         89         93

  **Economically Disadvantaged Students**                        

  Number of students tested                30         28         n/a

  NPR for "Avg." Student Score             49         41         n/a

  \% Scoring Above 75^th^ NPR              23         11         n/a

  \% Scoring At or Above 50^th^ NPR        50         50         n/a

  \% Scoring Above 25^th^ NPR              63         75         n/a

  **Not Economically Disadvantaged                               
  Students**                                                     

  Number of students tested                498        472        539

  NPR for "Avg." Student Score             74         75         76

  \% Scoring Above 75^th^ NPR              47         51         50

  \% Scoring At or Above 50^th^ NPR        76         76         82

  \% Scoring Above 25^th^ NPR              91         90         93

  **Students Receiving Special Education                         
  Services**                                                     

  Number of students tested                62         15         n/a

  NPR for "Avg." Student Score             48         17         n/a

  \% Scoring Above 75^th^ NPR              23         7          n/a

  \% Scoring At or Above 50^th^ NPR        42         7          n/a

  \% Scoring Above 25^th^ NPR              65         13         n/a

  **Students Not Receiving Special                               
  Education Services**                                           

  Number of students tested                466        475        n/a

  NPR for "Avg." Student Score             75         75         n/a

  \% Scoring Above 75^th^ NPR              49         51         n/a

  \% Scoring At or Above 50^th^ NPR        79         78         n/a

  \% Scoring Above 25^th^ NPR              93         92         n/a
  ---------------------------------------- ---------- ---------- ----------

Westlake High School

California Standards Test Results - English Language Arts

Grade 9

  ------------------------ ---------- --------- --------- ----------- --------- ---------
                           Westlake                       Statewide             
                           High                                                 
                           School                                               

                           2002-03    2001-02   2000-01   2002-03     2001-02   2000-01

  Testing Month            April      April     April                           

  All Students                                                                  

  Students Tested          484        533       537       481597      435885    415687

  \% of Enrollment         99         98        98        95          89        83

  \% Advanced              37         30        26        14          11        8

  \% Proficient            34         37        36        24          22        20

  \% Basic                 20         23        27        31          30        32

  \% Below Basic           5          8         8         19          20        22

  \% Far Below Basic       4          2         4         12          18        18

  Economically                                                                  
  Disadvantaged Students                                                        

  Students Tested          28         27        44        184884      158533    143897

  \% of Enrollment         6          5         8         36          32        29

  \% Advanced              14         0         5         4           3         2

  \% Proficient            14         15        20        15          12        10

  \% Basic                 25         44        41        34          29        30

  \% Below Basic           25         19        16        28          27        30

  \% Far Below Basic       21         22        18        18          29        29

  Non Economically                                                              
  Disadvantaged Students                                                        

  Students Tested          456        506       485       294785      275431    269667

  \% of Enrollment         93         93        89        58          56        54

  \% Advanced              38         31        28        20          15        12

  \% Proficient            35         38        37        29          27        26

  \% Basic                 20         22        26        29          30        33

  \% Below Basic           4          7         7         14          16        18

  \% Far Below Basic       3          1         2         8           12        12

  Students with                                                                 
  Disabilities                                                                  

  Students Tested          33         29        72        43700       35086     33016

  \% of Enrollment         7          5         13        9           7         7

  \% Advanced              9          17        4         1           1         1

  \% Proficient            19         17        14        5           3         3

  \% Basic                 31         34        36        17          13        13

  \% Below Basic           22         28        28        34          25        29

  \% Far Below Basic       19         3         18        42          57        54

                                                                                

  Students with No                                                              
  Reported Disability                                                           

  Students Tested          451        504       465       436166      397436    380611

  \% of Enrollment         92         93        85        86          81        76

  \% Advanced              39         31        29        15          11        9

  \% Proficient            35         38        39        26          23        22

  \% Basic                 19         23        25        32          31        33

  \% Below Basic           4          7         5         18          19        21

  \% Far Below Basic       3          2         1         9           15        14

  White Students                                                                

  Students Tested          366        420       413       167894      N/A       N/A

  \% of Enrollment         75         77        75        33          N/A       N/A

  \% Advanced              38         29        28        24          N/A       N/A

  \% Proficient            37         42        38        33          N/A       N/A

  \% Basic                 21         23        25        26          N/A       N/A

  \% Below Basic           3          5         5         11          N/A       N/A

  \% Far Below Basic       1          1         1         6           N/A       N/A

  Hispanic Students                                                             

  Students Tested          57         47        75        205696      N/A       N/A

  \% of Enrollment         12         9         14        40          N/A       N/A

  \% Advanced              18         11        6         4           N/A       N/A

  \% Proficient            12         11        18        16          N/A       N/A

  \% Basic                 30         38        40        34          N/A       N/A

  \% Below Basic           26         32        21        27          N/A       N/A

  \% Far Below Basic       14         9         13        18          N/A       N/A

  Asian Students                                                                

  Students Tested          40         48        41        41676       N/A       N/A

  \% of Enrollment         8          9         8         8           N/A       N/A

  \% Advanced              55         65        39        28          N/A       N/A

  \% Proficient            31         21        34        30          N/A       N/A

  \% Basic                 5          8         17        26          N/A       N/A

  \% Below Basic           0          4         7         12          N/A       N/A

  \% Far Below Basic       8          2         2         6           N/A       N/A
  ------------------------ ---------- --------- --------- ----------- --------- ---------

. Westlake High School

California Standards Test Results

English Language Arts

Grade 10

  ------------------------ ---------- --------- --------- ----------- --------- ---------
                           Westlake                       Statewide             
                           High                                                 
                           School                                               

                           2002-03    2001-02   2000-01   2002-03     2001-02   2000-01

  Testing Month            April      April     April                           

  All Students                                                                  

  Students Tested          527        535       530       427454      390793    379005

  \% of Enrollment         98         98        95        93          88        82

  \% Advanced              31         36        31        11          12        11

  \% Proficient            36         32        32        22          21        20

  \% Basic                 23         21        25        30          30        31

  \% Below Basic           7          7         7         22          21        23

  \% Far Below Basic       3          3         6         14          16        15

  Economically                                                                  
  Disadvantaged Students                                                        

  Students Tested          20         42        31        146636      125139    116934

  \% of Enrollment         4          8         6         32          28        25

  \% Advanced              0          5         10        3           3         3

  \% Proficient            25         19        10        13          11        10

  \% Basic                 40         29        32        32          29        30

  \% Below Basic           15         29        19        31          30        32

  \% Far Below Basic       20         19        29        21          25        25

  Non Economically                                                              
  Disadvantaged Students                                                        

  Students Tested          507        493       499       279084      264102    260421

  \% of Enrollment         94         90        89        61          59        56

  \% Advanced              32         38        32        16          17        15

  \% Proficient            36         33        33        27          25        25

  \% Basic                 22         21        24        30          30        31

  \% Below Basic           7          5         6         17          17        18

  \% Far Below Basic       2          2         4         11          11        11

  Students with                                                                 
  Disabilities                                                                  

  Students Tested          38         17        64        37267       29567     26887

  \% of Enrollment         7          3         11        8           7         6

  \% Advanced              11         0         11        1           1         1

  \% Proficient            11         6         16        4           3         3

  \% Basic                 47         35        25        14          13        14

  \% Below Basic           26         35        19        34          30        33

  \% Far Below Basic       5          24        30        47          53        50

                                                                                

  Students with No                                                              
  Reported Disability                                                           

  Students Tested          489        518       466       388734      358331    350661

  \% of Enrollment         91         95        84        85          80        76

  \% Advanced              33         37        33        12          13        12

  \% Proficient            38         33        34        24          22        22

  \% Basic                 21         21        25        32          31        32

  \% Below Basic           6          6         5         21          21        22

  \% Far Below Basic       3          3         3         11          13        12

  White Students                                                                

  Students Tested          418        413       412       158451      N/A       N/A

  \% of Enrollment         78         76        74        35          N/A       N/A

  \% Advanced              31         38        31        19          N/A       N/A

  \% Proficient            38         34        35        31          N/A       N/A

  \% Basic                 23         20        23        28          N/A       N/A

  \% Below Basic           6          5         6         14          N/A       N/A

  \% Far Below Basic       2          2         2         9           N/A       N/A

  Hispanic Students                                                             

  Students Tested          49         62        61        171607      N/A       N/A

  \% of Enrollment         9          11        11        38          N/A       N/A

  \% Advanced              10         15        8         3           N/A       N/A

  \% Proficient            14         23        8         14          N/A       N/A

  \% Basic                 40         37        39        33          N/A       N/A

  \% Below Basic           26         19        16        30          N/A       N/A

  \% Far Below Basic       10         6         27        20          N/A       N/A

  Asian Students                                                                

  Students Tested          49         41        43        38757       N/A       N/A

  \% of Enrollment         9          8         8         8           N/A       N/A

  \% Advanced              55         49        60        21          N/A       N/A

  \% Proficient            31         29        23        28          N/A       N/A

  \% Basic                 6          15        13        28          N/A       N/A

  \% Below Basic           8          7         2         15          N/A       N/A

  \% Far Below Basic       0          0         0         7           N/A       N/A
  ------------------------ ---------- --------- --------- ----------- --------- ---------

.

Westlake High School

California Standards Test Results

English Language Arts

Grade 11

  ------------------------ ---------- --------- --------- ----------- --------- ---------
                           Westlake                       Statewide             
                           High                                                 
                           School                                               

                           2002-03    2001-02   2000-01   2002-03     2001-02   2000-01

  Testing Month            April      April     April                           

  All Students                                                                  

  Students Tested          492        478       472       367811      336160    320021

  \% of Enrollment         96         97        96        91          86        77

  \% Advanced              34         34        25        11          11        9

  \% Proficient            31         27        33        21          20        20

  \% Basic                 20         28        25        29          30        32

  \% Below Basic           9          7         10        19          21        23

  \% Far Below Basic       6          4         7         20          18        16

  Economically                                                                  
  Disadvantaged Students                                                        

  Students Tested          30         25        20        113153      97549     89527

  \% of Enrollment         6          5         4         28          25        22

  \% Advanced              10         4         0         3           3         2

  \% Proficient            13         8         25        13          11        10

  \% Basic                 33         44        10        30          29        30

  \% Below Basic           27         24        50        26          28        32

  \% Far Below Basic       17         20        15        28          29        26

  Non Economically                                                              
  Disadvantaged Students                                                        

  Students Tested          461        453       451       253317      237500    228955

  \% of Enrollment         90         92        91        63          60        55

  \% Advanced              36         35        26        15          15        12

  \% Proficient            32         28        33        25          23        24

  \% Basic                 19         28        25        28          30        33

  \% Below Basic           8          6         8         16          18        20

  \% Far Below Basic       5          3         7         16          14        12

  Students with                                                                 
  Disabilities                                                                  

  Students Tested          21         15        39        29813       22514     20737

  \% of Enrollment         4          3         8         7           6         5

  \% Advanced              0          7         0         1           1         1

  \% Proficient            10         0         15        3           3         3

  \% Basic                 19         33        15        12          12        12

  \% Below Basic           33         20        41        24          24        29

  \% Far Below Basic       38         40        28        60          60        54

                                                                                

  Students with No                                                              
  Reported Disability                                                           

  Students Tested          470        463       433       436166      311255    297984

  \% of Enrollment         92         94        88        86          79        72

  \% Advanced              35         35        27        15          12        10

  \% Proficient            32         28        35        26          21        21

  \% Basic                 20         28        26        32          31        33

  \% Below Basic           8          7         7         18          20        23

  \% Far Below Basic       4          2         6         9           15        13

  White Students                                                                

  Students Tested          380        377       394       144328      N/A       N/A

  \% of Enrollment         74         76        80        36          N/A       N/A

  \% Advanced              35         34        27        18          N/A       N/A

  \% Proficient            32         28        32        28          N/A       N/A

  \% Basic                 20         30        26        27          N/A       N/A

  \% Below Basic           8          6         7         14          N/A       N/A

  \% Far Below Basic       5          1         6         13          N/A       N/A

  Hispanic Students                                                             

  Students Tested          58         46        38        137920      N/A       N/A

  \% of Enrollment         11         9         8         34          N/A       N/A

  \% Advanced              15         9         10        3           N/A       N/A

  \% Proficient            21         15        23        13          N/A       N/A

  \% Basic                 29         37        21        31          N/A       N/A

  \% Below Basic           21         22        23        26          N/A       N/A

  \% Far Below Basic       14         17        21        27          N/A       N/A

  Asian Students                                                                

  Students Tested          42         40        32        36034       N/A       N/A

  \% of Enrollment         8          8         7         9           N/A       N/A

  \% Advanced              49         65        18        21          N/A       N/A

  \% Proficient            34         18        56        27          N/A       N/A

  \% Basic                 10         13        3         27          N/A       N/A

  \% Below Basic           5          0         21        14          N/A       N/A

  \% Far Below Basic       2          5         0         11          N/A       N/A
  ------------------------ ---------- --------- --------- ----------- --------- ---------