Palos Verdes Peninsula High School

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1995 PVPHS Report
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1995 Annual Report - P. V. P. High School


Students with Special Needs

Gifted/Talented 6.8%

Special Education:

Resource Specialist Program 3.2% Special Day Class 1.2% Language/speech 5.6% Adapted P.E. 2%

Our Students' Preparedness to Enter the Work Force.

Our graduates are among the best prepared college students in the nation. They consistently attend the UC/CSU schools and other prestigious private colleges including the Ivy Leagues. Through this, we meet the career needs of 90% of our students. For the non-college bound and those with special needs, we have improved services in our career counseling and work exploration program. We offer Work Experience, we provide after school and summer internship opportunities in various professions and industries, and career education is integrated into the Pacific Rim program. In addition, our students may attend the nearby Southern California Regional Occupational Center (SCROC) for specialized technical and vocational preparation.

hr Honors and Program Reviews.

PVPHS was named a California Distinguished High School in May, 1994, by the California Department of Education. PVPHS was among 60 out of 814 high schools in California to be so honored. This award was given for our academic program, student achievement, student services, parent/community support, and for the Pacific Rim Option, an innovative curricular path that we are implementing in alignment with the state reform document for high schools, Second to None. The Western Association of Schools and Colleges (WASC) conducted their review of the school in March, 1994, and awarded us a six-year clear accreditation which expires June 30, 2000. This is the highest term granted. In January, 1994, PVPHS was one of 100 high schools accepted into the new California High Schools Network Project which provides an opportunity to communicate with other high schools on curriculum, the culture of the school, our programs, and the services we deliver to students and families. We find that all of us are learning from each other as we focus on school improvement.

Current Instructional Materials.

School districts must adopt new texts and materials, based on the state seven-year adoption cycle. All texts purchased with district funds are current editions and are adopted by the Board of Education after a period for display and solicitation of community comment. New Health, Driver Education, Advanced Placement Computer Science, Advanced Placement Economics, Advanced Placement Government, Advanced Placement Calculus, Geometry, Algebra Prep, and Math 2 textbooks were selected last year, and new textbooks for the rest of the math courses are being selected this year. Other instructional materials including videos, laser discs, and software undergo a school site review procedure to ensure quality. The local cable franchise provides educational programming which includes commerical-free news, science, and performing arts to some of our classrooms. The school has 92 computers which are located in various sites including a DOS lab, a MAC lab, the library and in several classrooms. This is a computer/student ratio of 31.5 to 1.


Recent Instructional Improvements.

The math, social studies, and science departments are continuing their review of courses and teaching strategies for alignment with the California State Frameworks in those subjects. The English, social studies, science, and math departments are continuing to update their instructional methods and materials to ensure that all students will be prepared for the California Learning Assessment System (CLAS) tests which may be administered in the Spring of 1995. The second tier of the Pacific Rim Option, the three hour block, was offered this year. In the ensuing years, students in that Program Major will have a two or three hour block of English, social studies, and a Pac Rim elective in which these topics will be addressed: health, Pac Rim languages, religions, cultures, visual arts, technology, and career preparation. We have expanded our successful collaboration classes for Special Education in English, math, and history, and we have offered an accelerated math course for post-calculus students.

WASC Major Commendations.

The Visiting Committee commended the school in fourteen major areas including:

1. providing a safe and pleasant campus which promotes a positive learning enviornment,

2. the Peninsula Education Foundation for providing funds,

3. the departments and their students for their demonstrated high performance in state and national assessments,

4. the faculty for delivering a sequence of courses that challenge the abilities and experiences of all students including special education, ESL and honors and AP students,

5. establishing networks and linkages with key business and industry leaders to validate and update instructional program activities,

6. developing a comprehensive staff development program which addresses the various state frameworks, subject matter projects, Second to None and workshop/conference attendance,

7. assisting students in planning, monitoring and managing their academic learning and their personal and career development so that over 90 percent of PVPHS students attend college,

8. coordinating staff in counseling and guidance, health, attendance, work experience and career planning, supplemented by specialists in speech, hearing-impaired, vision-impaired, psychology and adapted physical education, so that there is a systematic support system for students with special needs,

9. promoting the integration of counseling roles and guidance strategies into the total school curriculum and programming by providing and using new technologies,

10. supporting a vast number of co-curricular offerings that are responsive to the students' needs,

11. expanding communication with parents of ESL students to support academic achievement and social adjustment of students,

12. parents as volunteers which has led to enhanced support for school and district programs and activities,

13. expanding the role of the Career Center to provide students and parents greater access to both job related and college related information, and

14. tremendous success in league and CIF competition.

Mentor Teachers. PVPHS has six Mentor Teachers for the 1994-95 academic year who are working with district teachers in the areas of science, internships, English as a Second Language, History/Social Science, CLAS testing, Technology, and the Library.

hr School Library.

Our library contains 32,000 volumes, a book/student ratio of 11 to 1. This is 55% of the number recommended by the American Library Association standards, an increase of 2% over last year. The collection is now barcoded and input into our computer. Most of our magazine collection and many of the new books added to our collection comes through the generosity of our parents who respond to the PTSA appeal in the student registration packet. The library has eight computers, one with CD-ROM, for student use. Seven are networked on a local area network. Attendance in the library averages 700 students a day! The library is staffed by a credentialed librarian and a library/textbook/audio-visual clerk.

Student Assessment Programs.

Across all subjects, PVPHS students demonstrated exceptional achievement on the May 1993 End of Course Golden State Examinations, sustaining the schoolÕs record of academic excellence. On every examination except Chemistry, the total number of students tested increased dramatically in 1993 over 1992. On three exams, Chemistry, Biology, and Geometry the students achieving at some level of Honors/School Recognition also increased; on one exam, Algebra I, the percent stayed the same. In U.S. History the percent of students achieving Honors/School Recognition declined 23%, but on that exam, the number of students tested more than doubled in 1993 over 1992. In 1992, most of the students taking the test were from the AP U.S. History classes, and the 1993 increase was mostly comprised of students from non-AP U.S. History classes. In 1993, students took the Economics examination for the first time.


The California Learning Assessment System (CLAS) links assessment to California's curriculum frameworks and guides which call for students to be actively engaged in their learning, to practice thinking and problem solving skills in real-life situations, to work together to solve problems, and to be able to communicate what they learn through writing. In Spring, 1993 and 1994, tenth graders were assessed in reading, writing, and mathematics. PVPHS students were among the highest achievers in all three academic areas, far outpacing the statewide scores. In reading and writing the students tested at the highest levels, showing clear abilities to understand what they read and to write forcefully and creatively. Each subject is scored on a 1 to 6 scale, 6 being best.

1993 CLAS Test Results

Percentage of Students Scoring at Performance Levels 6-1, Grade 10 PVPHS LA County State

Level Rdg Wrt Mth Rdg Wrt Mth Rdg Wrt Mth

6 1 8 1 0 1 0 0 2 0

5 8 27 12 4 9 2 4 11 2

4 40 37 24 19 27 5 22 29 7

3 40 22 19 42 32 16 43 32 18

2 11 7 27 29 21 38 26 19 38

1 1 0 16 5 8 38 4 7 32

SAT Results

Classes of 1992, 1993, & 1994

Verbal MEAN Math MEAN

Year 1992 1993 1994 1992 1993 1994

Boys 481 479 477 605 596 604

Girls 466 481 479 556 576 565

Total: ('92-614, '93-634

took the test) 473 480 478 579 586 584

State Average 416 415 413 484 484 482

National Average -- 424 423 -- 481 479


placed well-above the state and national averages on test scores and for the number of students taking the Scholastic Aptitude Test. Based on PSAT-NMSQT results, the school has 37 National Merit Semifinalists and 47 commended students in the class of 1995. This is an increase over the last two years in which the class of 1994 had 22 National Merit Scholars and the class of 1993 had 33.

Golden State Exam Results -- 1994.

PVPHS students demonstrated exceptional achievement on the May 1994 End of Course Golden State Examinations, sustaining the school's record of academic excellence. n every examination except Economics, the total number of students tested increased dramatically in 1994 over 1993. The numbers of students taking the Biology exam increased 103%, Chemistry increased 78%, Geometry increased 68%, Algebra I increased 60%, and US History increased 32%. The numbers of students achieving Honors also rose, but the percent of students attaining Honors decreased in most of the examinations because of the huge increase in the numbers of test takers, with one notable exception. US History posted an increase in the percentage of students achieving Honors -- 77% in 1994, 67% in 1993.

Advanced Placement.

We currently have 1,481 students enrolled in a total of eighteen courses which will prepare them for twenty-one Advanced Placement examinations. The larger enrollments include:

U.S. History (222)   English Language (211)

Calculus AB (140) AP Biology (133)

Tests for all Advanced Placement courses will be administered at Miraleste and Palos Verdes Intermediate schools May 8-19, 1995.

Advanced Placement Summary

1992 1993 1994 Comments

# of AP Subjects 24 21 23

# of Tests Challenged 1,273 1,166 1,175 6th in U.S.

# of Students Taking Tests 664 605 618 3rd in U.S.

% of students earning a score of 3 or more on a scale of 1 - 5, 5 being best 70% 74% 77% Nat'l Avg: 70%

1992-94 AP Comparative Results

1992-% of 1993-% of 1994-% of Students Scoring 3 or # of

Higher Students

Art: Drawing 100 3 66 6 100 2

Art: General 72 22 76 17 88 17

Biology 71 142 91 145 97 98

Calculus AB 80 118 82 126 80 97

Calculus BC 100 41 100 45 97 47

Chemistry 53 54 44 29 46 39

Comp Sci A -- -- -- -- 71 14

Comp Sci AB 100 1 -- -- 82 23

Econ: Micro 63 36 83 31 84 45

Econ: Macro 60 35 88 17 82 41

Eng/Literature 90 130 92 104 98 56

Eng/Language 38 169 46 143 54 184

European History 100 44 93 46 97 41

French Language 78 32 56 25 50 8

German Language 58 17 56 25 74 27

Gov/Pol: Comp 80 5 -- -- -- --

Gov/Pol: US 57 61 67 62 65 40

Latin Language 68 16 93 15 66 21

Music: Theory 66 3 -- -- -- --

Physics B 83 12 42 7 66 6

Physics C 86 58 66 53 84 59

Physics: Elec/Mag 75 8 33 21 75 4

Psychology 33 15 36 25 35 17

Spanish Language 92 56 84 64 92 76

U.S. History 66 195 73 160 75 216

High School Graduation Requirements for the Class of 1995

English . . . . . . . . . . .. . . . . . .40 Credits

Mathematics . . . .. . . . . . . . . . . .20 Credits

Science . . . . . . . . . . . . . . . . . 20 Credits

Social Studies . . . . . . . . . . . . . .30 Credits

Physical Education . . . . . . . . . . . .20 Credits

Fine Arts, Practical Arts or Foreign Language . . . . . . . . . . . .. 20 Credits

Health/Driver's Education . . . . . . .. .10 Credits

Electives . . . . . . . . . . . . . . . . 65 Credits

Total Credits . . . . . . . . . . . . . 225 Credits

hr Teachers.

PVPHS's teaching staff includes 116 regular education and 6 special education teachers. The overall staffing ratio for the district is 29 to 1. All teachers hold bachelorÕs degrees, valid California credentials, and all are teaching in their college major or minor field. 83% of our teachers hold advanced degrees. 80% of them have three or fewer classroom preparations.

Other Staff Members

Two Account Clerks, Student Store

School Registrar

Health Clerk

Two Secretaries

4.5 Attendance and Counseling Clerks

Additionally, we have the services of two school psychologists, a speech and language specialist, an adapted physical education teacher, and an LA County Itinerant Specialist, on a part time basis, for students with visual or hearing impairments.

Teacher Evaluation.

PVPHS has a well planned and systematic teacher evaluation system that is linked to instructional improvement. Non-tenured teachers are observed frequently and evaluated yearly; tenured teachers are observed yearly and formally evaluated at least once every two years. Principals and non-teaching staff are evaluated annually. Typical evaluation areas include teaching strategies, adherence to curriculum, learning environment, implementing our SB 1882 Staff Development Goals, classroom management, and teacher professional development activities.

Substitute Teachers.

When teachers are absent, the District hires the highest quality substitutes. All substitute teachers hold at least a bachelors degree, a valid California teaching credential, and have recent teaching experience or have passed the California Basic Educational Skills Test (CBEST). Many of our substitutes have previous teaching experience or are recently retired and live in the community.

available to all teachers.

Our SB 1882 Staff Development Program goals focus on multicultural issues, student learning styles, teaching and cross-curricular strategies, special needs, and implementation of the California State subject matter Frameworks.

Staff Development Conferences/Workshops Attended This Year:

California Association for the Gifted

Life Unworthy of Life

National Science Teachers Convention

Sister Cities International

California Literature Project

California Speech and Hearing Association Conference

Computer Using Educators Spring Conference

California Business Educators Association and Conference

California High Schools Networks Project

LA World Affairs Council

International Relations Alumni Conference

Technology and Persons with Disabilities

Quality Sheltered Programs

Changing Boundaries of Sex Education

Youth Violence Prevention Training

Integrating the Curriculum Through Interdisciplinary Teaming

Southwest Dance Movement Workshop

International Negotiations Simulation

California Afro-America Museum Performing Tree Expo

Concepts, Calculators, and Cooperation in Calculus Institute

Geometer's Sketchpad Workshop

Advanced Placement Graphing Calculator Workshop

Quadrant II Time Management

Introduction to Global Studies

Internet Class

Global Studies Program

Diversity Training

TI-82 On Campus Workshop

Gateways to Algebra & Geometry On Campus Workshop

Interior Design On Campus Workshop

Grant Writng

California Science Teachers Association

CABE Conference

International Negotiations Project

Instructional Practices in the New PE Framework

UCLA Dance Workshop

Math CLAS Workshop

California Association of Resource Specialists

Using Cooperative Learning to Strengthen Your Math Instruction

Capturing the Curriculum Through CLAS

Decathlon Coach Workshop

Japan American Society of Southern California

Southern California Los Angeles County Multicultural Steering Committee

LA STARS, State Foreign Language Project

1993 Technology Leadership Academy

California Business Education Association

Japan Today

California Literature Academy

CASBE Conference

Coming to Grips with Portfolio Assessment in Your Classroom

California Art Education Conference

California Math Council Conference

Consumer EducationÑBuilding Partnerships Conference

LA World Affairs CouncilÑChinese Vice-Minister

LA World Affaird Council - Warren Christopher

UCLA Chancellor's Conference

Strengthening Your History/Social Science Program

Outcome Based Education

Resource Links to Your Science Curriculum

School Climate.

Our goal is to provide a positive learning environment for all students. This includes offering a challenging curriculum, encouraging positive self-esteem, extending opportunities for students to explore their talents and interests, and recognizing students achievements. Some of our programs which support this productive learning environment include the following:

Academic Decathlon

Advanced Placement Examinations

California Scholarship Federation

County and State Metalworking Contests

Golden State Examinations

Honors and Awards Night

Local and Regional Academic Competitions in English, French, German, Latin, Math, and Physics

Mock Trial Program

Model United Nations

National Honor Society

Ongoing exchange with school for severely handicapped

Orientation for incoming students and parents

PTSA SAT Preparation and College Essay Classes

& School newspaper and yearbook

Student of the Month Recognition

Visual and Performing Arts Competitions

hr Classroom and Maintenance.

We have 107 classrooms. Our custodial staff includes one day-time custodian and a night crew of seven. Two full-time groundsmen maintain the campus and athletic fields. Classrooms are repainted on an as-needed basis. Work orders are submitted to the district maintenance when repairs are needed. The state funds exterior painting every ten years.


As a part of our commitment to a safe and orderly campus, we routinely hold earthquake and fire drills. In October, 1994, with assistance from the PTSA, we conducted an unannounced full-scale Disaster Drill. The entire school evacuated to the football stadium while Search and Rescue teams inspected every classroom and building. Casualties were simulated, and Student Release and First Aid stations were operational. Our disaster preparedness plan is on file at the main office, and we maintain, with the support of the PTSA, emergency supplies, space blankets, and dried food in sufficient quantities to care for all students for 72 hours, should the need arise.

Since PVPHS's inception, the administration has been vigilant to deter theft and vandalism. We have enlarged our security staff to patrol the campus at all hours, and we employ campus supervisors to monitor the locker rooms, hallways, parking lots main campus and fields to prevent problems. We are fortunate that we have a close working relationship with the Lomita Sheriff's Station and other peninsula law enforcement agencies who respond promptly anytime we need their services.

Campus Improvements.

In spite of severely declining financial resources for capital improvements, with district, school, and community funding sources, the following physical improvements have been completed on campus this year:

Reseeding the lawns

Steaming gum and stains off the walk ways with newly purchased equipment

Complete renovation of classrooms M-1 through M-5 -- new roofs, walls, carpets, lights, and air conditioning

Installation of air conditioning in many other classrooms.

Support for Students.

We use teacher referrals, capable counselor intervention, and specially convened student study teams to assist students who have poor attendance, academic difficulty, social adjustment problems, or are at the risk of dropping out of school.


(Outstanding Student Citizenship Official Recognition): A community program that recognizes a combination of outstanding citizenship and regular school attendance.


An intervention program designed to provide counseling and education for students who have broken a school rule related to alcohol or other drugs.


(Student Attendance Review Board) A board funded by the South Bay cities, which provides intervention and counseling services to students with poor attendance.

Project Ego.

A community sponsored program designed for "at-risk" students.

Peer Counseling.

A training program for students designed to develop sensitive listeners who use communication skills to encourage self-exploration and responsible decision-making in their peers, while referring them to an adult when indicated.

Student Support Groups.

Campus support groups assist students weekly who are having mild problems in the area of relationships, attendance, or behavior at home or school.

Student Study Team.

An intervention team composed of a student teachers, a school psychologist, the students counselor, and an administrator.

School Discipline.

Students are expected to maintain appropriate behavior and to respect the rights of teachers to teach and the rights of students to learn in a safe and orderly classroom setting. Each year a copy of the districts disciplinary rules and regulations is mailed to each students home. School rules and procedures are reviewed every fall at an assembly with all 9th and 10th grade students by two of the associate principals.

State Funding Based on Attendance.

Average daily attendance is the basis of all school funding. When attendance is high, the district receives more money for its educational programs. We remind parents that school success is built upon the skills emphasized daily. Parents are encouraged to limit vacations to those periods when school is not in session as the state does not reimburse us for those absences.

The 1992-1993 actual state base revenue limit of $3,420 per student for all educational services, including staff salaries, instructional materials, maintenance and capital expense, falls considerably below the 1992-93 actual expenditures per student of $4,173 for educating secondary level students in this district. The balance is provided by special program funds and donations. The estimated state base revenue limit for 1993-94 is $3,484, and the estimated 1993-94 expenditure per student is $4,243.

Summary Funding - 1993-94 Average for K-12

Base Funding:. . . . . . .. . . . . . . $3,200

Cost of Education:. . . . . . .. . . .. $4,198 per pupil

Attendance and Drop-Out Rate

PVPHS Attendance Rate. . . . . . .. . . $99.4%

PVPHS Drop Out Rate . . . . . . .. . . .013%

State Drop Out Rate . . . . . . .. . . .16.6%

Funding for Special Programs.

This year the state provided funding for a variety of special programs. At the site level they include:

Gifted and Talented Education (GATE) . .$20,000

10th Grade Counseling . . . . . . . .. .$16,819

Staff Development (SB 1882) . . . . . . $25,000 . $25,000

English as a Second Language (ESL) . .. $45,428

Vocational Education . . . . . . . . . .$14,000

Eisenhower Math/Science . . . . . . . .$14,000

Chapter II . . . . . . . . . . . . . . .$12,000

Community Support.

Our school continues to receive tremendous financial community support which this year totaled over $225,000. The Peninsula Education Foundation generously donated $168,000 which supports the Writing Lab, our Career Center technician, the Computer Lab, the Zero Period Math Tutoring and the Substance Abuse Prevention Program. The PTSA provides parent volunteers, community input, various programs beneficial to students, parents, and the general community in addition to financial assistance. Various Adult Booster Clubs support Academic Decathlon, Athletics, ESL, Latin, Model United Nations, Music, and Performing Arts. The Community Association of the Peninsula contributes support for Project Ego. We also receive funding from local businesses and endowments from foundations.

Athletic Honors.

Over 850 students participate in our athletic program, 30% of them play more than one sport and 5% of them play three sports.

1993-94 School Year

League Championships;Fall 1993

Boys; Cross Country; Girls; Cross Country

Girls; Tennis; Girls;Volleyball

CIF Championships;Fall 1993

Girls' Tennis

Girls; Cross Country;Second in the State

CIF Individual Tennis Champions;Fall 1993

Amanda Augustus, Amber Basica, Nicole London

All-American Honors, Tennis;Fall 1993

Amanda Augustus, Amanda Basica, Amber Basica

League Championships - Winter 1993

Girls; Basketball; Girls; Soccer

League Championship -- Spring 1994

Baseball; Golf; Gymnastics

Boys' Swimming; Girls' Swimming

Boys' Tennis; Girls' Track

Boys' Volleyball

CIF Individual Gymnastics Champion;Spring 1994

Amy Ezell

All Around Champion

Vault Champion

Uneven Parallel Bars Champion

Number of Instructional Days - 1994-95

9-12 Level:180 - 4 Staff Development Days

Number of Minimum Days: 8

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