School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
Ventura County Juvenile Court Schools School
Address:	4333 Vineyard Ave. , Oxnard CA 93036	Phone:	805-981-5800
Principal:	Tim Weir	Grade Span:	K  - 12

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Providence consists of two fairly distinct programs. They are the Detention side that is a maximum security juvenile hall and the Commitment side that is medium security. Due to the security concerns of the Detention side, there are strict security procedures and precautions that must be followed. The student population of that side is about 55-60 students, ages 9-18. The Detention side is comprised of two housing units or pods. Sycamore can house up to 60 students and contains four working classrooms. Balcom consists of three pods, two of which was being used for most of the year. Balcom 1 is for male students whom Probation has determined need segregation from other students, due to severe behaviors, health issues or have been sentenced to CYA (California Youth Authority) or adult prison. Balcom 1 usually has approximately eight to ten students and typically only one student at a time can be in school. Balcom 3 is for the Detention side for female students. The students on the Detention side, except those sentenced to CYA and adult prison, are awaiting adjudication. The average detainment period is two weeks. The Detention school staff provides an educational program that is designed to engage and motivate students who are typically incarcerated for short periods of time.

The Commitment side is a unique program comprised of three pods. Wheeler is for the male students who have just been adjudicated and sentenced to the facility. Santa Rosa is for the female students who have been adjudicated and sentenced to the facility. Santa Cruz is for the male students who have successfully completed the program at Wheeler. All students on the Commitment side have access to the computer lab for a remediation program and/or a credit recovery program at Wheeler. All programs on the Commitment side are based on a points and levels system. Wheeler has about 50-55 students educated in four classrooms. Santa Rosa has about 12-15 students educated in one classroom. Santa Cruz has about 56 students educated in three classrooms. At Santa Cruz, Girls Inc. has a program that offers life skills for the female students after school. At Santa Cruz the students are offered the opportunity to participate in an ROP classes (Diversified Occupations and Computer Literacy). In addition, Santa Cruz students may participate in the diesel mechanic apprenticeship project through the Navy, GED preparation and academic tutoring.

Both sides are wired for internet use and have the ability to access Zangle, the student management system. A computer lab was opened in the Spring of 2006 and all students have access to computers in the lab and/or their classrooms.

Student Enrollment

Group	Percent
African American	2.59  %
American Indian or Alaska Native	1.2  %
Asian	0.52  %
Filipino	1.04  %
Hispanic or Latino	75.13  %
Pacific Islander	1.04  %
White (not Hispanic)	18.65  %
Multiple or No Response	1.04  %
Socioeconomically Disadvantaged	14  %
English Learners	9  %
Students with Disabilities	12  %

Total Number of students

193

Teachers

Indicator	Teachers
Teachers with full credential	15
Teachers without full credential	1
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities

Summary of Most Recent Site Inspection

The safety issue is monitored closely by the agency running the facility, infusing resources into the facility when needed to maintain accountable security measures. All maintenance and repairs are overseen by our agency colleagues.

Repairs Needed

N/A

Corrective Actions Taken or Planned

N/A

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	100%
Health	0%
Visual and Performing Arts	100%
Science Laboratory Equipment (grades 9-12)	100%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$ 89
District	$ 118
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	4%
Mathematics	6%
Science	5%
History-Social Science	1%

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	616
Statewide Rank (from 2007 Base API Report)
2008-09 Program Improvement Status (PI Year)	Not in PI

School Completion

Indicator	Result
Graduation Rate	7.3%

Postsecondary Preparation

Measures	Percent of Graduates
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	0%
Graduates Who Completed All Courses Required for University of California or California State University Admission	0%

2007-08 School Accountability Report Card Report (SARC)

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	Ventura County Juvenile Court Schools	District Name	Ventura County Office of Education
Street	4333 Vineyard Ave.	Phone Number	805-383-1900
City, State, Zip	Oxnard, CA 93036	Web Site	www.vcoe.org
Phone Number	805-981-5800	Superintendent	Stanley Mantooth
Principal	Tim Weir	E-mail Address	mantooth@vcoe.org
E-mail Address	tweir@vcoe.org	CDS Code	56-10561-5630223

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school’s goals and programs.

Providence School provides educational services to the minors incarcerated in the Detention and Commitment Housing areas within the Ventura County Juvenile Justice Facility. It is governed by the Ventura County Office of Education. The purpose of Providence School is to provide high quality education and personal growth opportunities to incarcerated youth in a challenging, safe and supportive learning environment. There are no co-ed class offerings. Our aim is to provide positive learning experiences that will encourage students to reevaluate their past behavior, commit to education and become good citizens. Educational programs are designed to engage and motivate students who may be incarcerated for short or long periods of time. Four days a week the students attend school for in three 90 minute blocks for a total of 270 minutes. Every Wednesday there is a minimum day schedule to allow for facility provided counseling and support services. The school staff works in conjunction with Probation, Behavior Health, and Community-Based organizations to enable each student to rejoin their family and make positive choices in support of leading a healthy and law abiding life.

The Commitment housing provides a standard-based curriculum blend of services to each student. In addition to a complete school day, a variety of intensive support services are also conducted throughout the week, such as building groups, treatment teams, family counseling and aftercare. Also included in the commitment side of the facility is a program where juvenile offenders are ordered to pay restitution (normally an amount in excess of $100) and complete community service work hours. While incarcerated, some minors gain employment, leave the facility on a regular basis to work and pay restitution with their earnings. Students in the 11^th and 12^th grade are given the opportunity to participate in the VCOE ROP (Regional Occupational Program) class to gain career training and job skills.

Our mission….our students learn in a personalized environment that fosters human dignity and promotes academic, social, emotional and personal success.

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.

The majority of parental contact for the Court School is a direct result of students who require special education assistance and services. Additionally, the school conducts an orientation for parents on selected Wednesdays. Parents may also request transition assistance back to the student’s home district upon their release from the Juvenile Justice complex school. The school counselor and school psychologist both facilitate these contacts. 

Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Kindergarten	0
Grade 1	0
Grade 2	0
Grade 3	0
Grade 4	0
Grade 5	0
Grade 6	0
Grade 7	3
Grade 8	3
Ungraded Elementary	0
Grade 9	14
Grade 10	26
Grade 11	65
Grade 12	62
Ungraded Secondary	0
Total Enrollment	176

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	2.59  %
American Indian or Alaska Native	1.2 %
Asian	0.52  %
Filipino	1.04  %
Hispanic or Latino	75.13  %
Pacific Islander	1.04  %
White (not Hispanic)	18.65  %
Multiple or No Response	1.04  %
Socioeconomically Disadvantaged	14  %
English Learners	9  %
Students with Disabilities	12  %

Average Class Size and Class Size Distribution (Elementary)

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Grade Level	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K
1
2
3
4
5
6
K-3
3-4
4-8
Other	15.3	6			8.5	4			16.7	2	1

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English	14.7	3	0		11.7	5	1		24.4	3	4	1
Mathematics	16.4	5			13.7	6	1		24.4	3	4	1
Science					16.0	2			16.3	3	1
Social Science	14.0	5			17.0	2	1		26.0	1	2	1

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school's comprehensive safety plan.

The School Safety Plan is revised and discussed on an annual basis by members of the Safe School Committee. Committee members are comprised of members of Providence School and Ventura County Probation Agency. The plan consists of rules, regulations and plans from various organizations with an emphasis on Providence School, Ventura County Behavioral Health and Ventura County Probation Agency.

Examples of the plan and its revision are as follows: the dress code policy, sexual harassment policy; rules and regulations in general, board policies, policies about independent study and contract work, the GED, grants, drug and alcohol intervention policies, incident reports, better rapport with other agencies, committees and organization, suspensions, policies about technology, pest management, enhanced and revised curricula, personnel changes, and improvement of school environment. Further examples provided from the Ventura County Probation Agency are as follows: dress code, contraband, fire drills, earthquake drills, policies on fingerprinting, and Juvenile Justice revisions.

The Safe School Plan is approved by the Ventura County Office of Education.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	4.4	13.5	56.0	42.8	43.9	50.8
Expulsions	0.0	0.0	0.0	0.0	0.0	0.0

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

The Juvenile Court School is located within a fairly new facility. The Juvenile Justice Complex sited opened its doors in 2004 and was built to code standards and is maintained by the Correctional staff. All Board of Corrections laws and rules as well as Education Code regulations are adhered to in the running of the court school. Classrooms are technologically equipped, spacious, and conducive to learning. The safety issue is monitored closely by the agency running the facility, infusing resources into the facility when needed to maintain accountable security measures. All maintenance and repairs are overseen by our agency colleagues.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	X

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site.

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	13	17	14	89
Without Full Credential	0	0	1	15
Teaching Outside Subject Area of Competence	0	0	1	N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	0	0	4
Total Teacher Misassignments	0	0	4
Vacant Teacher Positions	0	0	3

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2007-08)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	62.5	37.5
All Schools in District	70.8	29.2
High-Poverty Schools in District	62.5	37.5
Low-Poverty Schools in District	0	0

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	0.7	275
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist		N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist		N/A
Resource Specialist (non-teaching)	2.0	N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	CBL	0
Mathematics	Prentice Hall	0
Science	Prentice Hall	0
History-Social Science	Prentice Hall	0
Foreign Language	N/A	100 %
Health	Prentice Hall	0
Visual and Performing Arts	N/A	100
Science Laboratory Equipment (grades 9-12)	N/A	100 %

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$8,496	$8,406	$89	$72,289
District	N/A	N/A	$118	$62,419
Percent Difference – School Site and District	N/A	N/A	-24.58%	15.81%
State	N/A	N/A		$64,439
Percent Difference – School Site and State	N/A	N/A		12.18%

Types of Services Funded (Fiscal Year 2007-08)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Restricted funding: Court School revenue limit funding per ADA, instructional marterials, TUPE, DFSC, and Title 1 funding. Unrestricted funding: Lottery and miscellaneous state entitlements.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$ 40,571	$ 31,415
Mid-Range Teacher Salary	$62,313	$ 64,939
Highest Teacher Salary	$ 80,730	$98,468
Average Principal Salary (Elementary)	$97,991	$91,086
Average Principal Salary (Middle)	$ 97,991	$95,220
Average Principal Salary (High)	$97,991	$101,661
Superintendent Salary	$171,002	$136,091
Percent of Budget for Teacher Salaries	57.43%	38.5%
Percent of Budget for Administrative Salaries	6.44 %	5.8%

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

CST Results for All Students - Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	4	6	5	6	24	32	42	43	46
Mathematics	9	4	6	7	14	21	40	40	43
Science	2	2	5	4	15	19	35	38	46
History-Social Science	1	5	3	3	7	12	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
	English-Language Arts	Mathematics	Science	History-Social Science
African American	*	*		*
American Indian or Alaska Native	*			*
Asian	*			*
Filipino	*	*	*	*
Hispanic or Latino	4	0	6	2
Pacific Islander	*			*
White (not Hispanic)	9	*	*	7
Male	3	8	3	3
Female	15	*	*	*
Economically Disadvantaged	3	*	*	0
English Learners	0	*	*	*
Students with Disabilities	0	*	*	*
Students Receiving Migrant Education Services

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English	0	33	26.7			19.6	51.1	48.6	52.9
Mathematics	50	31	30.0			32.1	46.8	49.9	51.3

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CAHSEE Results by Performance Level for Student Groups – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period.

Group	English			Mathematics
	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	73.3	26.7	0.0	70.0	30.0	0.0
Male	75.0	25.0	0.0	67.9	32.1	0.0
Female	*	*	*	*	*	*
African American	*	*	*	*	*	*
American Indian or Alaska Native	*	*	*	*	*	*
Asian	*	*	*	*	*	*
Filipino	*	*	*	*	*	*
Hispanic or Latino	76.0	24.0	0.0	72.0	28.0	0.0
Pacific Islander	*	*	*	*	*	*
White (not Hispanic)	*	*	*	*	*	*
English Learners	*	*	*	*	*	*
Socioeconomically Disadvantaged	*	*	*	*	*	*
Students Receiving Migrant Education Services	*	*	*	*	*	*
Students with Disabilities	*	*	*	*	*	*

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	N/A
7	*
9	0.0

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2005	2006	2007
Statewide	D	D	D
Similar Schools	D	D	D

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	5630223
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	N/A	N/A	B	616
African American	N/A	N/A
American Indian or Alaska Native	N/A	N/A
Asian	N/A	N/A
Filipino	N/A	N/A
Hispanic or Latino	N/A	N/A		624
Pacific Islander	N/A	N/A
White (not Hispanic)	N/A	N/A
Socioeconomically Disadvantaged	N/A	N/A
English Learners	N/A	N/A
Students with Disabilities	N/A	N/A

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

Percent proficient on the state's standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	No	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	No
Percent Proficient - Mathematics	Yes	Yes
API	No	No
Graduation Rate	Yes	Yes

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.

Indicator	School	District
Program Improvement Status	Not in PI	Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	N/A	1
Percent of Schools Currently in Program Improvement	N/A	20.0

XI. School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site.

Indicator	School			District			State
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)			85.4		11.2	52.2	3.1	3.5	4.4
Graduation Rate			5.1	58.3	89.5	87.8	85.0	83.0	79.5

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2008
	School	District	State
All Students	5.3%		N/A
African American	0		N/A
American Indian or Alaska Native	0		N/A
Asian	0		N/A
Filipino	0		N/A
Hispanic or Latino	4.8%		N/A
Pacific Islander	0		N/A
White (not Hispanic)	.5%		N/A
Socioeconomically Disadvantaged	5.3%		N/A
English Learners	0.1		N/A
Students with Disabilities	0.1		N/A

Career Technical Education Programs (School Year 2007-08)

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

N/A

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school’s CTE programs.

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	26
Percent of the school's pupils completing a CTE program and earning a high school diploma	N/A
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education	N/A

Courses for University of California and/or California State University Admission (School Year 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	0
Graduates Who Completed All Courses Required for UC/CSU Admission	0

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

The Superintendent and the Ventura County School Board approved three days of Professional Development for the 2007-2008 school year. Professional development activities are planned to support improvement for instruction and course content to California Standards, and prepare students for greater success on the CAHSEE and CSTs. The goals of our Juvenile Court School is to identify alternative instructional strategies, improve curriculum and instruction, embed formative assessments, use assessment data to drive instruction, and manage our classrooms. Instructional staff is involved in professional development activities and monthly faculty meetings. Para educators are paid for attending one of the three Professional Development days while instructional staff is paid for attending all three. Instructional staff completed a series of professional development activities that included identifying and unwrapping standards, instructional practices in the core academic content areas of English/Language arts and mathematics and the development of standards-based assessment tools. Instructional staff is examining the use of performance-based assessments, oral and written standards-based quarterly assessments, and incorporating the use of test generators from publishers that are directly related to specific standards being taught.