Indicators of Performance

In compliance with Carl Perkins funding:
Section 123(b) of Perkins IV requires states to conduct annual evaluations of the progress and efforts grant recipients are making toward achieving the core indicator performance levels established for the state’s CTE programs. California LEAs provide data to the CDE through the 101-E1 report in the fall and 101-E2 report in the spring, and these data are used to determine the core indicators.
This section identifies the LEA’s actual performance on each of the Core Indicators of performance and indicates if the LEA has met the state-established performance targets.
Victor Valley Union High (131 - Secondary) has failed to meet one or two of the required targets of performance and is identified as a Needs Improvement Agency. For each performance target not met, explain the expected reasons for low performance, any strategies the LEA plans to implement in order to achieve the state-established performance level, and describe any planned actions to be taken to improve the performance on that particular core indicator.
N/A may indicate that the LEA:
  • Failed to report the required data for that indicator
  • Is one of the State Special Schools or California Education Authority
  • Did not receive Perkins funds in the prior year and was not required to report data
If 5S1 is the only indicator showing an N/A, the LEA failed to submit the required CDE–101 E2 report
1S1 Academic Attainment-Reading/Language Arts
Numerator:Number of 12th grade CTE concentrators who have met the proficient or advanced level on the English-language arts portion of the California High School Exit Examination (CAHSEE).
Denominator:Number of 12th grade CTE concentrators.
LEA Level 2012-13:50.86 %LEA Level 2013-14:46.58 %LEA Level 2014-15:48.71 %
State Level 2014-15:58.50 %Required Target:52.65 %Met Target:No
Although we see an increase in this data we are unsure where the data is derived from as the CAHSEE has been waived as of last year. Although this may be the case, our district is striving to implement continued and improved strategies to embrace the need for proficiency. We are currently 10% under the state level and continue to work with both the ELA and ELD populations for this level to be obtained. It is hopeful new state testing will give accurate data in order to continue with growth.
As we can see some improvement, it is surmised this lends part of the increase to new support staff hired as coordinators to support both ELA and ELD. with continued professional development, curriculum and lesson design, building capacity and refined benchmark testing teachers will work within their PLC groups to refine the needs of the students in order to bring proficiency levels up.
Two days of professional development prior to start of 16-17 school year, focused benchmark testing, ELA and ELD framework training throughout the year and inter discipline PLC groups working with data to work with strengths and weakness for focus on learning. Pilot of new textbooks and curriculum for 16-17 school year. CTE teachers will be immersed in staff development to bring new strategies to the classroom along with support to the academic teachers.
Funding source:
14000
1S2 Academic Attainment-Mathematics
Numerator:Numerator: Number of 12th grade CTE concentrators who have met the proficient or advanced level on the mathematics portion of the CAHSEE.
Denominator:Number of 12th grade CTE concentrators.
LEA Level 2012-13:53.38 %LEA Level 2013-14:49.88 %LEA Level 2014-15:44.17 %
State Level 2014-15:56.00 %Required Target:50.40 %Met Target:No
Again knowing the data from CAHSEE is no longer attached to this outcome we also are aware the 5% drop is seen due to the curriculum adjustment made across the district by adopting Integrated math I II and III for the high school students. With this adjustment the district hired a coordinator to help staff with this change and summer classes to assist students with the change and credit recovery.
We see a drop in 14-15 of 5%, it is surmised this lends in part to the new adjustment to Integrated math for the first year and need for text and course adoption materials. New support staff hired as coordinators to support this math change. With continued professional development, curriculum and textbook adoption along with lesson design, building capacity and refined benchmark testing teachers will work within their PLC groups to refine the needs of the students in order to bring proficiency levels up. This area will have full immersion of CTE teachers to support academics and core teachers in the classroom.
Two days of professional development prior to start of 16-17 school year, focused benchmark testing, ELA and ELD framework training throughout the year and inter discipline PLC groups working with data to work with strengths and weakness for focus on learning. Pilot of new textbooks and curriculum for 16-17 school year. Pilot of new textbook and curriculum for 16-17 school year. CTE teachers will be immersed in staff development to bring new strategies to the classroom.
Funding source:
14000
2S1 Technical Skill Attainment
Numerator:Number of CTE concentrators enrolled in a capstone CTE course who received an 'A', 'B', or 'C' grade in the course, or received an industry-recognized certification, or passed an end of program assessment aligned with industry-recognized standards.
Denominator:Number of CTE concentrators enrolled in capstone CTE courses during the reporting year.
LEA Level 2012-13:92.94 %LEA Level 2013-14:83.33 %LEA Level 2014-15:83.60 %
State Level 2014-15:90.00 %Required Target:81.00 %Met Target:Yes
3S1 Secondary School Completion
Numerator:Number of 12th grade CTE concentrators who earned a high school diploma, or other state-recognized equivalent (including recognized alternative standards for individuals with disabilities).
Denominator:Number of 12th grade CTE concentrators who left secondary education during the reporting year.
LEA Level 2012-13:98.63 %LEA Level 2013-14:92.91 %LEA Level 2014-15:93.20 %
State Level 2014-15:92.50 %Required Target:83.25 %Met Target:Yes
4S1 Student Graduation Rate
Numerator:Number of 12th grade CTE concentrators who, in the reporting year, were included as graduated in the states computation of its graduation rate.
Denominator:Number of 12th grade CTE concentrators.
LEA Level 2012-13:98.63 %LEA Level 2013-14:92.91 %LEA Level 2014-15:93.20 %
State Level 2014-15:92.00 %Required Target:82.80 %Met Target:Yes
5S1 Secondary Placement
Numerator:Number of 12th grade CTE concentrators who left secondary education during the reporting year and entered postsecondary education or advanced training, military service, or employment, as reported on a survey six months following graduation.
Denominator:Number of 12th grade CTE concentrators who left secondary education during the reporting year and responded to a follow-up survey.
LEA Level 2012-13:99.45 %LEA Level 2013-14:87.28 %LEA Level 2014-15:93.08 %
State Level 2014-15:94.00 %Required Target:84.60 %Met Target:Yes
6S1 Non-traditional Participation
Numerator:Number of CTE participants from underrepresented gender groups who were enrolled in a program sequence that leads to employment in nontraditional fields.
Denominator:Number of all CTE participants enrolled in a program sequence that leads to employment in nontraditional fields.
LEA Level 2012-13:41.10 %LEA Level 2013-14:35.44 %LEA Level 2014-15:34.78 %
State Level 2014-15:37.50 %Required Target:33.75 %Met Target:Yes
6S2 Non-traditional Completion
Numerator:Number of CTE concentrators from underrepresented gender groups enrolled in a capstone CTE course that leads to employment in a nontraditional field who received an 'A', 'B', or 'C' grade in the course, or received an industry-recognized certification, or passed an end of program assessment aligned with industry-recognized standards.
Denominator:Number of all CTE concentrators enrolled in a capstone CTE course that leads to employment in nontraditional fields.
LEA Level 2012-13:34.53 %LEA Level 2013-14:21.41 %LEA Level 2014-15:26.74 %
State Level 2014-15:29.00 %Required Target:26.10 %Met Target:Yes
LEA Sign-off Section