> **REVISED March 3, 2006**

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

*U.S. Department of Education*

Type of School: (Check all that apply) \_\_ Elementary \_\_ Middle
[X]{.underline} High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Mark Corti]{.underline}

Official School Name: [California High School]{.underline}

School Mailing Address: [9870 Broadmoor Drive, San Ramon, California
94583-2942]{.underline}

County [Contra Costa County]{.underline} State School Code Number
[053229]{.underline}

Telephone [(925) 803-7400]{.underline} Fax [(925) 803-9341]{.underline}

Website/URL [http: www.calhigh.net]{.underline} E-mail
[mcorti@calhigh.net]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Mr. Robert P. Kessler]{.underline}

District Name [San Ramon Valley Unified School District]{.underline}
Tel. [( 925) 552-5500]{.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 [Mr. Bill Clarkson]{.underline}

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 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**

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

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

1\. Number of schools in the district: [19]{.underline} Elementary
schools

[7]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[1]{.underline} Other (Del Amigo Continuation High School)

[31]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6281]{.underline}

Average State Per Pupil Expenditure: [\$6822]{.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\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.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**       319       293         612

  **2**                                                     **10**      356       314         670

  **3**                                                     **11**      329       345         674

  **4**                                                     **12**      276       273         549

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   2505
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [67]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

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

[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:
[8%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      95
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      99
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    194
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 2431
                            the school as of October 1  

  **(5)**                   Total transferred students  .08
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [2%]{.underline}

[49]{.underline} Total Number Limited English Proficient

Number of languages represented: [13]{.underline}

Specify languages: Cantonese, Farsi, Hindi, Indonesian, Korean,
Mandarin, Polish, Portuguese, Spanish, Tagalog, Thai, Vietnamese, and
all other non-English

9\. Students eligible for free/reduced-priced meals: [1%]{.underline}

Total number students who qualify: [30]{.underline}

10\. Students receiving special education services: [9%]{.underline}

[220]{.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.

[5]{.underline} Autism [4]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [9]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [161]{.underline}Specific Learning
Disability

[6]{.underline} Emotional Disturbance [30]{.underline} Speech or
Language Impairment

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

> [2]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.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) [5]{.underline} [0]{.underline}

Classroom teachers [88]{.underline} [23]{.underline}

Special resource teachers/specialists [11]{.underline} [3]{.underline}

Paraprofessionals [10]{.underline} [1]{.underline}

Support staff [37]{.underline} [6]{.underline}

Total number [151]{.underline} [33]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[28:1]{.underline}

13\. The student dropout rate is defined by the state. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. The drop-off
rate at California High School is primarily a result of mobility through
family job-related moves or of transfer to Venture Independent School or
Del Amigo Continuation for students needing alternative placement. For
purposes of determining drop-off rate, the chart shows twelfth grade
students for each school year. Dropout rate is very small. In 2004-2005
six out of 2431 students dropped out of school; in 2003-2004 seven out
of 2261; in 2002-2003 one out of 2153; in 2001-2002 three out of 2072;
in 2000-2001 one out of 2021.

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

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

  Daily teacher attendance   97%         96%         97%         97%         96%

  Teacher turnover rate      9%          10%         10%         12%         10%

  Student dropout rate       .002%       .003%       .0005%      .001%       .0005%
  (middle/high)                                                              

  Student drop-off rate      2%          4%          4%          3%          4%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2005 are doing as of September 2005.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > 514      |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > 59%      |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > 36%      |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > 4%       |
+---------------------------------------------------------+------------+
| Found employment                                        | > 0%       |
+---------------------------------------------------------+------------+
| Military service                                        | > 1%       |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > 0%       |
+---------------------------------------------------------+------------+
| Unknown                                                 | > 0%       |
+---------------------------------------------------------+------------+
| **Total**                                               | 100 %      |
+---------------------------------------------------------+------------+

**PART III -- SUMMARY**

At a two-day professional development meeting that took place prior to
the opening of the 2005-2006 school year, the principal spoke of "The
New Cal High" readying itself to face the challenges of growth,
diversity, and change. Strategic planning for the meeting constantly
returned to the theme of moving into the twenty-first century with a
virtually new school and with a forward-looking philosophy. California
High School, founded in 1973, has always offered a positive educational
environment for students, an empowering workplace for certificated and
classified staff, and a welcoming entity within the City of San Ramon.
California High School has worked to have excellent programs in place,
quality technology, a committed staff, an enthusiastic student body, and
a supportive parent community. California High School was the first in
the district to become a Digital High School. Now mindful of the fact
that a three- floor classroom building, a new library and media center,
an electives building, and an open courtyard will be taking the place of
an aging facility, this vibrant community wants to continue the work
that has made this school a vital place for students and staff. A
resounding victory for a local bond enabling the massive building
program has attested to the support this community continues to give and
has signaled an affirmation of the work the school does for the young
citizens of San Ramon.

These components and excellent assessment results contributed to
California High School being named in 2005 a California Distinguished
School. Additionally, California High School received full accreditation
from the Western Association of Schools and Colleges in 2001 and is now
embarked on the WASC process for a visit in early 2007. The staff
collaboratively developed a revised mission statement that reflects the
California High School philosophy: "The mission of California High
School is to provide a rigorous and challenging academic environment, to
develop skills and confidence for academic and professional success, and
to encourage intellectual, artistic, and personal exploration and
growth. Students, staff, and the community collaborate in continuing
support of life-long learning, well-being, and mutual respect,
empowering all students to be productive, ethical, compassionate
participants in their own futures."

The "Home of the Grizzlies" is a place where students in all academic
levels support the school through participation in student government or
the myriad number of clubs on campus. The band, choral, and drama rooms
bustle at lunch with singers, musicians and thespians who bond with
their fellow participants in the performing arts. English Learners plan
activities to share facets of their cultures with the entire student
body. An assignment in English or US History sends students to the
library, newly updated computer labs, or available computers in each
classroom to get started. After the last bell rings, a new surge of
activity begins with sports events, late afternoon experiments in
Biological Science Lab Research, or Leadership students finishing
posters for an upcoming dance.

Assessment results attest to the quality of the students and programs at
California High School. The average SAT score for 2004-2005 was 1144
with 71.9% of twelfth graders taking the test. Students score 12% higher
than the state average of 1020. Last spring 360 students took 643 AP
tests. Students passed 513 of those tests for an 80% pass rate. Also in
Spring 2005, 96% of tenth graders taking the California High School Exit
Exam (CAHSEE) passed. For the 2004-2005 school year, 72% of students
scored at or above standard in the District Ninth Grade Benchmark Write.
Our students score in the top 10% in the California Standards Tests, and
95% of seniors go on to college. The achievement of students at
California High School is a testament to the commitment of students and
staff to academic excellence.

Meeting the needs of all students and moving them forward as responsible
young adults are at the heart of the California High School program.
Guided by strong curriculum, sound instructional principles, and
innovation through collaboration, staff and students alike work for
continued growth and academic success.

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

**1. Assessment Results**

California High School fosters an environment in which program emerges
through assessment of needs. Using data to drive instruction works well
because data is readily accessible to all stakeholders. The Mission
Statement of California High School, the Expected Schoolwide Learning
Results (ESLRs), and the California Academic Content Standards provide a
framework for the educational program. Assessment results offer vital
information for ongoing educational refinement and change. Data such as
Academic Performance Index (API), Annual Yearly Progress (AYP),
California English Language Development Test (CELDT), and California
High School Exit Exam (CAHSEE) help to identify needs followed by
research-based professional development in such areas as differentiated
instruction, multiple intelligences, and services for special needs
students and English Learners (EL).

Both California Standards Test (CST) and CAHSEE provide a substantive
base for measuring success schoolwide. Using the API alone, California
High School has continually met and exceeded its growth target by
fifteen points to register a score of 836 (821 in 2004; 817 in 2003; 787
in 2002). The two numerically significant subgroups are Asian and White
(not of Hispanic origin). The school met its Annual Measurable
Objectives (AMO) in English Language Arts and Mathematics. There was no
subgroup that did not meet its growth target. The CST performance levels
are as follows: Far Below Basic, Below Basic, Basic, Proficient, and
Advanced. At California High School 90% of all students are scoring
Basic or above in English Language Arts (18% Basic; 30% Proficient; 42%
Advanced). For CST Mathematics, students take a test appropriate to
their math placement. The higher level math students score higher in
their respective tests. Students scoring proficient or advanced in the
Algebra 1 test are 28%; in the Geometry test 60%; in the Algebra 2 test
71%; and in the High School (Summative) Mathematics test 88%. These
findings support other enrollment data and validate additional offerings
for our students who are struggling with Algebra as a graduation
requirement.

The most recent test results in Language Arts are remarkable with an
83.1% proficiency rate for all students. Nevertheless, lower scores for
English Learners and Students with Disabilities reinforce the ongoing
need for the kinds of program changes California High School has
incorporated into its curriculum. Two sections of Reading Strategies
(READ 180), two sections of Specially Designed Academic Instruction in
English (SDAIE), and co-taught English classes for Resource students
provide scaffolding to allow students to reach greater heights of
academic success.

A recent trend in CAHSEE pass rate for African American students is
noteworthy: in ELA 92% (24 tested) passed in 2005 compared to 67% (15
tested) in 2004 and 83% (12 tested) in 2003; in Math 83% (23 tested)
passed in 2005 compared to 60% (15 tested) in 2004 and 27% (11 tested)
in 2003. As noted in the attached assessment tables, this subgroup has
demonstrated Adequate Yearly Progress with a rise in the percentage of
students at or above proficient in both English Language Arts and
Mathematics. Additionally, before and after school intervention classes
for students who have not passed the CAHSEE demonstrate another
data-driven program in place.

Putting data in the hands of teachers has fostered the kinds of
conversations and strategic planning in focus groups and through
collaboration, department, curriculum leader, and staff meetings that
give rise to program implementation and refinement. Advancement Via
Individual Determination (AVID) for students who are scoring in the
middle, additional AP courses for students who have a high AP Test pass
rate and who are eager to pursue college level work, and an increase in
the number of Regional Occupational Program (ROP) offerings all attest
to curriculum growth as a result of assessment results. The California
High School web site,
[www.chs.srvusd.k12.ca.us](http://www.chs.srvusd.k12.ca.us/), or the
State of California web site, [www.cde.ca.gov](http://www.cde.cas.gov/),
lead to data resources for the school, district, and state.

2.  **Using Assessment Results**

At California High School, assessment data is a tool for effecting
constructive change. Beginning with the dissemination of disaggregated
data, the administration team meets with members of the Assessment Focus
Group and with department curriculum leaders to review and analyze
pertinent information that relates to student progress toward achieving
standards. Then curriculum leaders meet with their departments to review
and adjust curriculum and to design and implement intervention programs
as indicated by the data. For example two programs are a direct result
of the analysis of CST and CAHSEE data. Ninth grade students scoring
Basic and Below in reading comprehension on CST assessments are
identified and scheduled into READ 180 and a concurrent English class so
that students will have daily reading instruction within the block
schedule. Students who do not pass the CAHSEE or whose CST results
demonstrate a possible difficulty in passing attend intervention
programs both in English and mathematics during or after school. Funding
for these programs comes from School Improvement Program funds after the
members of the School Site Council recognized these priorities in the
"Single Plan for Student Achievement,"our site component of No Child
Left Behind. Data analysis along with incorporation of standards and
financial resource management illustrates the school's commitment to
providing all students with the resources to achieve academic success.

Data-driven analysis identifies target groups of students such as EL and
our Special Education students. EL students are enrolled in ELD classes
as well as English and World History employing SDAIE techniques. Special
Education classes use the instructional program, *Language!*, and have
realigned curriculum to meet standards. Co-taught classes in core
academic classes including English, mathematics, science, and
history/social science are in place. The mathematics and science
departments have realigned course curriculum and sequence in response to
test results and the California Standards. Transitions Algebra enrolls
ninth graders and Standards Algebra 1 is provided for eleventh and
twelfth graders who have not met the algebra graduation requirement. All
departments are now employing common final assessments. The English and
Special Education departments utilize the District Fall and Spring
Writes to analyze student progress and refine lessons for continued
focus on writing standards. The schoolwide focus on sharing outstanding
testing and study strategies involves all students and staff in
continued academic progress.

**3. Communicating Assessment Results**

California High School maintains constant open communication with its
larger community. By sharing assessment results and the connection
between data and programs with parents, students, and staff, the school
reinforces its mission of continuing support of life-long learning and
mutual respect. Progress reports, e-mail, phone and personal
conferences, and report cards using IntegradePro continually communicate
student progress to parents and students. A grade on a report card has a
foundation of standards based instruction and assessment with comment
codes that reflect the ESLRs. Furthermore, regular communication about
assessment and test results occurs through staff interaction at PTSA,
Academic Boosters, GATE, and English Language Advisory Committee
meetings and through publications such as *Bear Facts, The Californian*,
our school's award-winning website, informational letters sent home from
administration and counseling, district press releases, and local
newspapers.

The recent acquisition by the San Ramon Valley Unified School district
of the *Data Director Achieve* program and concomitant training gives
teachers the tools to disaggregate data for individual students in
meaningful configurations. The School Site Council that oversees the
School Improvement Program funds has a membership composed of
certificated and classified staff, administration, students, and
parents. The "Single Plan for Student Achievement" identifies areas for
improvement for those students performing below the thirty-fourth
percentile on CST. The communication of data to this body is essential
to insure appropriate program funding. Since the review of data always
focuses on proficiency and the movement toward proficiency, the school
has committed to applying strategic resources and change for those
students scoring Below Basic and intensive instruction for those scoring
Far Below Basic.

4.  **Sharing Success**

California High School is fortunate to have an assistant principal who
is in the forefront of training in the newly acquired Achieve program.
Moving from district training to site training, she has already shared
facets of the program with the Assessment Focus Group, curriculum
leaders, and entire staff. Further, she has been invited to train
administrators and other staff members at other high schools in the
district. Articulation with elementary and middle feeder schools and
with other high schools in the SRVUSD provides a forum for sharing what
works well and determining where changes should occur. The CAHSEE
intervention class has been a subject of professional development at
another high school in the district. Diablo Valley College hosts an
articulation day for high school English teachers at which members of
the English department regularly present. Staff members have also been
regular presenters at the California Music Educators Association (CMEA)
Conference and California Association of Teachers of English (CATE)
Conference. New teachers through the Beginning Teacher Support and
Assessment (BTSA) Induction Program regularly tour California High
School to observe its innovative block schedule.

The student population also shares the successes of California High
School in increasingly rewarding ways. Students participate in the San
Ramon Rotary Business Roundtable Student Recognition Program in eighteen
categories bringing home many honors. The Danville Artists Society has
given the school a grant to promote an "Artist of the Month" program
recently developed at California High School which was shared with
elementary and middle school art teachers. Drama productions go on tour
at middle schools. A student representative to the Board of Education
shares activities and successes of the school. Peer Educators and the
Leadership classes visit feeder schools offering support and counseling.
California High School was the first in the district to offer "Every 15
Minutes," a program to combat drunk driving. The innovations that the
school has incorporated are a direct result of quality assessment of
needs within and outside California High School.

**PART V -- Curriculum and Instruction**

1.  **Curriculum**

California High School has developed a curriculum that addresses the
diverse needs of its student body and incorporates instructional
practices that serve to foster student success. Evolving course
offerings reflect the dynamics of change through data evaluation.
Graduation requirements include the following: English, History/Social
Science, Mathematics, Science, World Languages/Visual and Performing
Arts/Vocational and Applied Arts, Physical Education, Health and passage
of the CAHSEE. Many of our students exceed the minimum requirements for
graduation and also meet the CSU and UC requirements.

**[English]{.underline}** - The core curriculum includes English 9, 10,
11 (American Literature), Advanced 9 and 10 and Honors 11, British
Literature, Composition, Novel, Shakespeare, and AP English Literature.
English Language Development offers ELD at the beginning, intermediate,
and advanced level. English Learners may also enroll in SDAIE English.

**[History/Social Sciences]{.underline}** - The core curriculum includes
World History, US History, American Government, and Economics. Advanced
World History and AP European History, US History, American Government,
and Economics provide accelerated classes to challenge qualified and
motivated students. English Learners are offered SDAIE World History and
US History.

**[Mathematics]{.underline}** - Pre-Algebra, Standards Algebra, and
Transition to Algebra provide extra support for students to meet their
graduation requirement and to prepare for CAHSEE. The basic curriculum
consists of Algebra 1B, Geometry, Algebra 2, and Trigonometry/Math
Analysis. Advanced Algebra 2, Honors Trigonometry/Math Analysis, and AP
Calculus AB, Calculus BC, and Statistics round out the program.

**[Science]{.underline}** - The core curriculum includes Oceanography,
Biology, Marine Biology, Anatomy and Physiology, Physical/Earth Science,
Chemistry, and Physics. Honors Chemistry and AP Biology, Chemistry, and
Physics B provide an advanced curriculum. Biological Science Lab
Research is offered through the Regional Occupational Program (ROP).

**[World Languages]{.underline}** - Five levels of language instruction
are offered in French and Spanish including Honors and Advanced.
Textbooks recently adopted by the entire district align with standards
and include comprehensive technology for support. Students may enroll on
campus in American Sign Language 280 offered by Diablo Valley College.

**[Visual and Performing Arts]{.underline}** - A thriving department has
a myriad of course offerings: Art, 3-D Art, Anime, Ceramics, Photo,
Architectural Design, Web Page Design, Art of Video Production, Concert
Band, Orchestra, Wind Ensemble, Symphonic Band, Jazz Band, Jazz
Ensemble, Marching Band, Treble Choir, Concert Choir, Chamber Singers,
Jazz Choir, Music Today, Theater Arts, and Play Production. Two AP
offerings include Art and Music Theory.

**[Vocational and Applied Arts]{.underline}** - The core curriculum
includes a number of outstanding ROP courses: Computer Applications,
Robotics Engineering Technology, Fashion Merchandising and Design,
Careers in Education, Auto Technology, Marketing/Merchandising, Fire
Science, Forensic Science, and Sports Medicine. Other course offerings
are as follows: Introduction to Computer Applications, Business Computer
Applications, Computer Science, Culinary Arts, Gourmet Foods, Fashion
and Interior Design, Life Skills, Child Development, Drafting, and AP
Computer Programming.

**[Physical Education/Health]{.underline} -** The PE Department offers a
variety of programs to engage students in ongoing participation: PE 9,
Aerobics, Basketball Conditioning, Body Shoppe, Dance, Dance Production,
Football Conditioning, Net Sports, Team Sports, Weight Training,
Wellness in the 21^st^ Century, Yoga, and Independent Study. Health
emphasizes an awareness of the human body.

**[Other Electives]{.underline}** **-** Students may enroll in Law, The
History of World War II, Philosophy, Psychology, Journalism, Newspaper,
Speech and Debate, Yearbook, Reading Strategies, Peer Helpers,
Leadership, Youth Educators, Drivers Education, Personal Safety, AP
Psychology, AVID (Advancement Via Individual Determination), a program
helping prepare students in the middle for successful skills to navigate
a four-year college, Work Experience, or Teacher Aide. Diablo Valley
College offers Administration of Justice 120.

**2b. Secondary Schools English**

The English curriculum provides a spectrum of services to meet a diverse
student population. At every grade level students are guided by
standards on reading, writing, written and oral English language
conventions, and listening and speaking. To support the reading
component for those students performing Below Basic, the school has
instituted a reading program into which counselors schedule ninth grade
students in a reading section and an English class with a designated
teacher who works closely with the reading teacher to coordinate lesson
plans and reading instruction and reinforcement. Reading and English
Language Arts are further emphasized for those students who do not pass
the CAHSEE. Students enroll in a CAHSEE Intervention Class meeting
before or after school for specific remediation. The majority of
students not passing the CAHSEE are either resource or EL. The
intervention class provides additional support beyond what is provided
through Special Education and ELD. Co-taught classes are offered for
grades 10-12 and SDAIE English for EL students. A further commitment to
reading across the curriculum is demonstrated through researched-based
Sustained Silent Reading. Four days a week students and staff engage in
reading for a twenty-five minute period. Writing strategies are
supported by District Fall and Spring Writes at all grade levels. For
the fall writing prompt, teachers score papers collaboratively at a
two-day release read-around. Following specific rubrics and sharing
common assessment results allow teachers to focus on needs and
strategies for improving student writing. Grades 9-11 incorporate
reading lists with district required texts including a diversity title.
Much of the writing is generated by response to literature and is
reflective of the writing standards. Vertical teams of teachers provide
sequence of instruction to lead to student success. English department
staff members are dedicated to ongoing collaboration and professional
development; in fact, two members will be presenters at the 2006
California Association of Teachers of English conference. Through
co-taught, general, and advanced classes, the English curriculum meets
the needs of the entire student body.

**3. Science**

California High School has been in the forefront of making science
accessible to all students. Out of the entire school population, 1854
students or 74% are enrolled in one or more science classes this year.
General science classes, AP sections, and innovative ROP offerings
provide a diverse curriculum to a diverse student body with differing
learning styles. Each of the twelve science classrooms has ten-station
laboratory benches where instructors regularly engage students in
inquiry lessons driven by the California Science Content Standards and
the National Science standards. Teachers of chemistry, biology, and
physics use probeware to interface with computers located at each of the
stations. The Science Department sponsors nine field trips per year to
science museums, sealife aquaria, tidepools, whale-watching venues,
county forensics laboratories, and biotechnology companies. Science
staff members for the past twenty-five years have been leaders in field
studies in kelp forest ecology on Catalina Island, coral reef ecology in
the Mexican Caribbean and Hawaii, and rainforest ecology in Costa Rica.
The Biological Laboratory Research Class has placed several students in
both summer employment positions and year-round assistant research
positions in biotechnology firms and universities. The September 2005
issue of *Diablo Magazine* in an article entitled "Beyond the Basics"
showcased the work being done in the research class. To foster
challenging lessons in the classroom, a science staff member volunteers
monthly in the Oakland Zoo education department and has made
presentations at national conventions on chimpanzee behavior. Under the
sponsorship of the Lawrence Livermore National Laboratory, teachers on
staff have created a curriculum on Global Climate Change and have
traveled throughout the country conducting workshops for high school
teachers. Finally, a science teacher was California State Teacher of the
Year in 1999, was nominated to represent California for the National
Teacher of the Year, and now serves on an advisory board of the
California Science Project, a branch of the University of California
Office of the President, to review grant proposals for workshops at UC
and CSU campuses improving K-12 science education. This year the San
Ramon Valley Education Foundation, a fund-raising community group to
support schools in this district, stated that its focus was a "Science
Initiative" to further science instruction in all K-12 schools.
California High School practices that focus daily.

**4. Instructional Methods**

Effective instructional methods abound at California High School and
move beyond basic and traditional approaches to innovative
student-centered teaching. Globally, instructional methods include team
teaching (History/Social Science-English), looping, co-teaching with
resource specialists in general education classroom, SDAIE in
History/Social Science and English, Internet and library research, group
projects, individualized instruction, laboratory instruction, and
lecture. A backward design model provides for alignment of assessment
and instruction to ESLRs. More specifically, a ninth grade English
teacher asked his students to make a three-person presentation on a
project related to *Of Mice and Men.* Realizing how difficult oral
presentations can be, he focused on an ELA Content Standard in listening
and speaking and practiced impromptu speeches with students to give them
a comfort level in front of the class. Peer editing, especially in
Composition, reinforces standards for evidence and basic grammatical
technique. Sections of Geometry follow the College Preparatory
Mathematics (CPM) program that reflects computer technology and ways in
which students learn. Innovative sequencing and hands-on and
investigative strategies help students make mathematical conjectures.
Culinary Arts students follow a mystery recipe in which the leader must
communicate a recipe without speaking or writing. This method
contributes to improved communication skills, teamwork, and patience. In
Life Skills, students participate in the annual San Ramon Rotary Job
Shadow Day after first completing a job portfolio including job search,
cover letter, resume, and interview questions. Three teachers in the
English department are working with Teaching Artists of California
Shakespeare Theater, a program that brings a theater-production approach
to academic curriculum including a sponsored field trip and artist
participation in the classroom. The World Language department has
recently installed a portable language lab that together with student
CD-ROMs enhances instruction through technology. The ROP Careers in
Teaching course offers juniors and seniors the opportunity to work as
student interns paired with mentor teachers at a feeder elementary or
middle school. Students listen to guest presenters on classroom theory,
participate in field trips to school board meetings or community
colleges, and then create content standard curriculum lessons for their
own students. This wide array of instructional methods results in an
engaged student population.

5.  **Professional Development**

Professional development at California High School encompasses many
forms. A monthly rotation of staff, department, collaboration, and focus
group meetings allows staff members to engage in ongoing training.
Collaboration meetings allow time for developing common assessments,
aligning content to standards, and working across curriculum to make
connections for students. Focus groups have been in existence for many
years, and while they do reflect guidelines of the Western Association
of Schools and Colleges, they are also easily adaptable to the needs of
the school. Assessment, Curricular Paths, Powerful Teaching and
Learning, Support for Student Personal and Academic Growth, and Vision,
Leadership, and Culture provide frameworks for discussing student
achievement. The Assessment focus group disseminates data to the entire
staff and facilitates analysis of test results.

Another key aspect of professional development is teacher participation
in conferences and release time for strategic planning. Under the
auspices of the School Site Council, funds for staff development are
shared among all staff members. When teachers apply for funding, their
proposal must show how the conference aligns with standards, the school
mission, or specific sections of the Single Plan for Student
Achievement. Staff members have participated this year in Peer
Resolution Conference, CMEA Winter Conference, California Science
Educators Workshop, California Paraeducators Conference, and UC and CSU
Counselors Conferences among others. The principal and one assistant
principal attended Curriculum Calibration sponsored by the Contra Costa
County Office of Education.

When California High School adopted the block schedule in the 1996-1997
school year, the staff engaged in rigorous professional development to
learn successful strategies for teaching in the one hundred minute
block. Either through the devotion of an entire staff development day to
block schedule facilitated by an outside expert to mini-lessons provided
by staff members, the staff has embraced the need for change and
effective teaching strategies. Through BTSA and Peer Assistance and
Review (PAR), new teachers in particular are offered valuable
professional development. On staff we have had recent Literacy,
Mathematics, and Science leaders for the entire district working to
establish and refine standards. Finally, one program that has been
highly successful to foster community is Link Crew, an orientation and
follow-up program for incoming freshmen. Annually, staff members attend
training and share many of the Link Crew concepts with the entire staff
as they lend themselves so well to classroom strategies. Link Crew is a
fine example of the synergy that exists between students and staff in
providing ongoing learning.

# California High School Exit Exam (CAHSEE) 2003-2005

+---------------------------+-------------+-------------+-------------+
| **English Language Arts** | **2005**    | **2004**    | **2003**    |
+---------------------------+-------------+-------------+-------------+
| **Demonstrating Adequate  | Yes         | Yes         | Yes         |
| Yearly Progress (AYP)**   |             |             |             |
+---------------------------+-------------+-------------+-------------+
| **Student Groups**        |             |             |             |
+---------------------------+-------------+-------------+-------------+
| **All Students**          |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 687         | 550         | 553         |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 83%         | 83%         | 86%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     | 836 (+15)   | 832 (+15)   | 814 (+27)   |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 99%         |
+---------------------------+-------------+-------------+-------------+
| > **African American (not |             |             |             |
| > of Hispanic Origin)**   |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 24          | 15          | 12          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 70%         | 54%         | 36%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **American Indian or    |             |             |             |
| > Alaska Native**         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 5           | 4           | 4           |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 0%          |             |             |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **Asian**               |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 120         | 92          | 93          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 89%         | 85%         | 92%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             | 897 (+14)   | 864 (+11)   |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| **Filipino**              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 29          | 22          | 14          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 93%         | 70%         | 83%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 91%         |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **Hispanic**            |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 39          | 29          | 33          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 78%         | 67%         | 69%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **Pacific Islander**    |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 7           | 3           | 1           |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 0%          |             |             |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **White (not of         |             |             |             |
| > Hispanic origin)**      |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 462         | 385         | 394         |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 82%         | 86%         | 87%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             | 826 (+9)    | 813 (+31)   |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 99%         |
+---------------------------+-------------+-------------+-------------+
| **Socioeconomically       |             |             |             |
| Disadvantaged**           |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 14          | 10          | 10          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 46%         |             |             |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > **English Learners**    |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 36          | 22          | 31          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 50%         | 44%         | 53%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 98%         |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > **Students with         |             |             |             |
| > Disabilities**          |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 62          | 38          | 54          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 38%         | 30%         | 33%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 98%         | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             |             |
+---------------------------+-------------+-------------+-------------+

# 

According to the California Department of Education, "To protect
privacy, no results for any group with fewer than eleven students will
be released." For the 2004-2005 school year, the state of California has
not calculated the 2005 graduation rate percentage or significant
subgroup API Goal. The two significant subgroups at California High
School are Asian and White (not of Hispanic origin).

# California High School Exit Exam (CAHSEE) 2003-2005

+---------------------------+-------------+-------------+-------------+
| **Mathematics**           | **2005**    | **2004**    | **2003**    |
+---------------------------+-------------+-------------+-------------+
| **Demonstrating Adequate  | Y           | Y           | Y           |
| Yearly Progress (AYP)**   |             |             |             |
+---------------------------+-------------+-------------+-------------+
| **Student Groups**        |             |             |             |
+---------------------------+-------------+-------------+-------------+
| **All Students**          |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 685         | 550         | 554         |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 78%         | 80%         | 76%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     | 836 (+15)   | 832 (+15)   | 814 (+27)   |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 99%         |
+---------------------------+-------------+-------------+-------------+
| > **African American (not |             |             |             |
| > of Hispanic Origin)**   |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 24          | 15          | 12          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 48%         | 38%         | 9%          |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **American Indian or    |             |             |             |
| > Alaska Native**         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 5           | 4           | 4           |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 0%          |             |             |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **Asian**               |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 120         | 92          | 93          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 92%         | 92%         | 88%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             | 897 (+14)   | 864 (+11)   |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| **Filipino**              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 29          | 22          | 15          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 86%         | 80%         | 62%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 91%         |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **Hispanic**            |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 39          | 29          | 33          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 65%         | 70%         | 56%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **Pacific Islander**    |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 7           | 3           | 1           |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 0%          |             |             |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             | 100%        |
+---------------------------+-------------+-------------+-------------+
| > **White (not of         |             |             |             |
| > Hispanic origin)**      |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 460         | 385         | 394         |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 76%         | 80%         | 78%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             | 826 (+9)    | 813 (+31)   |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             | 100%        | 99%         |
+---------------------------+-------------+-------------+-------------+
| **Socioeconomically       |             |             |             |
| Disadvantaged**           |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 14          | 10          | 10          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 31%         |             |             |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > **English Learners**    |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 36          | 22          | 32          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 62%         | 67%         | 55%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 100%        | 100%        | 98%         |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > **Students with         |             |             |             |
| > Disabilities**          |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Valid Scores            | 61          | 38          | 54          |
+---------------------------+-------------+-------------+-------------+
| > \% at or above          | 32%         | 30%         | 26%         |
| > Proficient              |             |             |             |
+---------------------------+-------------+-------------+-------------+
| Participation Rate        | 98%         | 100%        | 100%        |
+---------------------------+-------------+-------------+-------------+
| > API                     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Graduation Rate         |             |             |             |
+---------------------------+-------------+-------------+-------------+

# 

According to the California Department of Education, "To protect
privacy, no results for any group with fewer than eleven students will
be released." For the 2004-2005 school year, the state of California has
not calculated the 2005 graduation rate percentage or significant
subgroup API Goal. The two significant subgroups at California High
School are Asian and White (not of Hispanic origin).

#