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2019–2020 School Accountability Report Card

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School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
  • For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Aaron Palm, Principal

  • Principal, Oak Ridge High

About Our School

Oak Ridge High School, in El Dorado Hills, CA, is located in the picturesque, mountain foothills of the Sierras. It serves as one of four comprehensive high schools educating students grades 9-12 as part of the El Dorado Union High School District. A total of 103 certificated staff members serve roughly 2470 students. Opened in 1980, Oak Ridge High School is the third oldest high school in the district. The students at Oak Ridge High School live and attend school in a safe, well-educated community.

Oak Ridge High School holds high academic expectations of its students and is committed to providing an environment in which every student has the opportunity to experience success. For the class of 2019, 69.7% were deemed College and Career Ready by the state of California. The school offers curriculum designed to meet the needs of all students, as well as learning opportunities for enrichment beyond the classroom. Oak Ridge High School offers both advanced and advanced placement classes that prepare students for university-level work. The Career Technical Education program includes a $2.5 million state-of-the-art Manufacturing Engineering lab, Computer Science labs, and an industry level Foods/Culinary lab.

Contact

Oak Ridge High
1120 Harvard Way
El Dorado Hills, CA 95762-4324

Phone: 916-933-6980
Email: rmiller@eduhsd.k12.ca.us




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
El Dorado Union High
Phone Number
(530) 622-5081
Superintendent
Ron Carruth
Email Address
rcarruth@eduhsd.k12.ca.us
Website
www.eduhsd.k12.ca.us
School Contact Information (School Year 2020–2021)
School Name
Oak Ridge High
Street
1120 Harvard Way
City, State, Zip
El Dorado Hills, Ca, 95762-4324
Phone Number
916-933-6980
Principal
Aaron Palm, Principal
Email Address
rmiller@eduhsd.k12.ca.us
Website
http://orhs.eduhsd.k12.ca.us/
County-District-School (CDS) Code
09618530930081

Last updated: 1/29/2021



School Description and Mission Statement (School Year 2020–2021)

Mission Statement

The mission of Oak Ridge High School is to provide a purposeful teaching and learning environment, which challenges our students to achieve academic, artistic, personal and civic excellence.


School Description


We believe that the most promising strategy for achieving the mission of Oak Ridge High School is to function as a collaborative professional learning community. We envision a learning environment in which the school community:



  • Demonstrates commitment to the academic success of all students.

  • Demonstrates commitment to the well-being of all students.

  • Strives to know all students as individuals.

  • Provides students with a rigorous and relevant education.

  • Engages technology to enhance learning.

  • Demonstrates integrity, dignity and respect.

  • Teaches students to become independent and critical thinkers.

  • Guides students to become caring and responsible citizens who work for the common good.

Last updated: 1/29/2021

Student Enrollment by Grade Level (School Year 2019–2020)

Grade Level Number of Students
Grade 9 633
Grade 10 620
Grade 11 615
Grade 12 602
Total Enrollment 2470

Last updated: 1/29/2021

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American 1.10 %
American Indian or Alaska Native 0.10 %
Asian 11.30 %
Filipino 2.10 %
Hispanic or Latino 11.90 %
Native Hawaiian or Pacific Islander 0.40 %
White 66.60 %
Two or More Races 6.20 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 7.50 %
English Learners 0.60 %
Students with Disabilities 9.20 %
Foster Youth 0.10 %
Homeless %

State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

  • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
  • Pupils have access to standards-aligned instructional materials; and
  • School facilities are maintained in good repair

Teacher Credentials


Teachers
School
2018–2019
School
2019–2020
School
2020–2021
District
2020–2021
With Full Credential 101 101 92 275
Without Full Credential 1 1 1 4
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 1

Last updated: 1/29/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 0 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Last updated: 1/29/2021


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)

Year and month in which the data were collected: November 2020

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

English 1: Collections-Grade 9, Houghton Mifflin Harcourt, 2015, CC (6/10/2014 Board Adopted)

English 2: Holt McDougal Literature-10th Grade, Holt McDougal, 2012, CC, 10th Edition - (5/8/2012 Board Adopted)

English 3: Collections-Grade 11, Houghton Mifflin Harcourt, 2015, CC (6/10/2014 Board Adopted)

English 4: Elements of Literature, British Literature – EDHS, ORHS, PHS, Holt Rinehart Winston,
2003 (5/20/2003 Board Adopted); Literature and Language Arts – UMHS, Holt Rinehart Winston,2003 (5/20/2003 Board Adopted)

Yes 0.00 %
Mathematics

Algebra Foundations: California Big Ideas Math Advanced 1, Big Ideas Learning/ Holt-McDougal, 2015 (6/28/2016 Board Adopted)

Algebra 1: Algebra 1, Pearson, 2015, CC, CA Edition (6/10/2014 Board Adopted)

Geometry: Geometry, Pearson, 2012, CC (5/14/2013 Board Adopted)

Algebra 2: Algebra 2, Pearson, 2015, CC, CA Edition (5/13/2014 Board Adopted)

Advanced Algebra 2: Algebra 2, Pearson, 2012, CC (5/8/2012 Board Adopted)

Pre-Calculus: Pre-Calculus, Pearson, 2013, 6th Edition (5/14/2013 Board Adopted)

Differential Calculus: Calculus I with Precalculus, 2012, 3rd Edition (5/8/2012 Board Adopted)

Probability and Statistics: Elementary Statistics-Picturing the World, 2017, 7th Edition (5/8/2018 Board Adopted)

Yes 0.00 %
Science

Earth and Space Science: Earth and Space Science, Houghton Mifflin Harcourt, 2018 (5/8/2018 Board Adopted)

Biology: Biology, Holt McDougal, 2012 (6/9/2015 Board Adopted)

AP Biology: Biology In Focus, 2014 (06/10/2014 Board Adopted)

Environmental Science: Environmental Science: Sustaining Your World, Cengage, 2017 (05/12/2020 Board Adopted)

AP Environmental Science: Exploring Environmental Science AP, Cengage, 2019 (05/07/2019 Board Adopted)

Chemistry: Chemistry in the Community, Bedford St. Martins, 2012 (6/10/2014 Board Adopted)

Advanced Chemistry: Chemistry: Matter and Change, Glencoe/McGraw Hill, 2017, (05/09/2017 Board Adopted)

AP Chemistry: Chemistry: A Molecular Approach, AP Edition, Pearson, 2017, (05/09/2017 Board Adopted)

Physics: Pearson Physics, Pearson, 2014, (05/09/2017 Board Adopted)

0.00 %
History-Social Science

World History: The Modern Era, Pearson, 2016, (6/28/2016 Board Adopted)

U.S. History/Geography: United States History, Pearson, 2016, (5/09/2017 Board Adopted)

AP World History: Ways of the World, Bedford, Freeman and Worth, 2020, (05/12/2020 Board Adopted)

American Government: Government Alive? Power, Politics, and You, Teachers’ Curriculum Institute, 2014, (12/08/2015 Board Adopted)

Economics: Economics, Pearson, 2016, (12/08/2015 Board Adopted)

Sociology: Sociology and You, McGraw-Hill, 2014 (6/11/2013 Board Adopted)

Psychology: Understanding Psychology, McGraw-Hill, 2014 (6/11/2013 Board Adopted)

Yes 0.00 %
Foreign Language

Spanish 1-4: ¡ Avancemos! – Levels 1-4, Holt McDougal, 2013, (6/11/2013 Board Adopted)

AP Spanish: TEMAS, Vista Higher Learning, 2014 (6/11/2013 Board Adopted)

German 1-3: Mosaik – Levels 1-3, Vista Higher Learning, 2018 (4/09/2019 Board Adopted)

German 4: Denk Mal! – Vista Higher Learning, 2020 – 3rd Edition (4/09/2019 Board Adopted)

French 1-4: T’es branché – Levels 1-3, EMC Publishing, 2014 (5/13/2014 Board Adopted)

Italian 1-4: Oggi in Italia, Houghton Mifflin, 1998 (5/8/2001 Board Adopted)

Japanese 1-4: Supplemental materials (5/8/2001 Board Adopted)

0.00 %
Health

Health: Pearson Health, Pearson, 2014 (6/28/2016 Board Adopted)

Yes 0.00 %
Visual and Performing Arts

Miscellaneous Supplemental Instructional Materials

Yes 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %
Note: Cells with N/A values do not require data.

Last updated: 1/29/2021


School Facility Conditions and Planned Improvements

Oak Ridge High School resides on a 52-acre site with approximately 93 classrooms, 5 conference rooms, a theater, wellness center, a library and lecture hall, as well as athletic facilities including a synthetic field and track, large and small gyms, wrestling room, weight room, and multipurpose room. We continue to make improvements to the public announcement (PA) and bell systems. Over the summer of 2019, Oak Ridge High School completed a new 1500 sq. ft. Culinary building. In 2020 we completed the installation of solar panels to increase energy efficiency.



Oak Ridge High School's dedicated maintenance department benefits the community by ensuring a safe, reliable, and supportive learning environment. Oak Ridge High School facilities and grounds are maintained on a rotating schedule to ensure that all areas are in working order and suitable for school and public use. In addition to regular daily maintenance, heating and air units are checked regularly, storm drains are monitored and grounds are kept covered in accordance with NOA specifications. During student breaks, inspections including Fire, El Dorado Irrigation, and all preventative maintenance duties including deep cleaning of classrooms, as well as specialized teacher requests including classroom upgrades are scheduled and completed.

Last updated: 1/29/2021

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
  • Determination of repair status for systems listed
  • Description of any needed maintenance to ensure good repair
  • The year and month in which the data were collected
  • The rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report: November 2020

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Sinks/Fountains Good
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: November 2020

Overall Rating Exemplary

Last updated: 1/29/2021


State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

  • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

  • The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.


CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
English Language Arts / Literacy (grades 3-8 and 11) 75.0% N/A 69.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 68.0% N/A 55.0% N/A 39% N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Last updated: 1/29/2021



CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/29/2021



CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/29/2021



CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
Science (grades 5, 8, and high school) 40 N/A 41 N/A 30 N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.

Last updated: 1/29/2021




CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/29/2021


Career Technical Education (CTE) Programs (School Year 2019–2020)

Oak Ridge High School has a robust Career Technology Education (CTE) program designed to prepare students to successfully meet the ever changing nature of today’s technical workplace and the need to fill high demand jobs with highly skilled applicants. In addition, the CTE program prepares students to successfully achieve their collegiate goals. ORHS has a number of courses and pathways that provide its students with CTE opportunities. These courses include Digital Imaging, Engineering and Manufacturing, Computer Science and Culinary courses.



Oak Ridge High School offers Engineering Design and Manufacturing pathways, as well as a Computer Science pathway. The Engineering Design and Manufacturing and Technology pathways include classes such as Introduction to Manufacturing and Engineering, Manufacturing and Engineering Technology, Advanced Manufacturing and Engineering technology. These courses provide students exposure to a hands-on, industry-specific experience in which they design, manage, and build various projects. ORHS educators within these pathways work directly with industry leaders to ensure that students receive the most up-to-date and relevant instruction and experience possible.



Computer Science drives job growth and innovation throughout the world economy and society. More than half of projected jobs in Science Technology Engineering and Math (STEM) fields relate to computing occupations. Computer Science develops students’ computational and critical thinking skills and shows them how to create, not simply use, new technologies. Information and Communication Technologies (ICT) have expanded the need for employees who can understand, manage, and support all rapidly emerging, evolving, and converging computer, software, networking, telecommunications, Internet, programming, and information systems. Fundamental knowledge in these areas is needed to prepare students for the 21st century, regardless of their ultimate field of study or occupation. As a result, Oak Ridge offers a Computer Science pathway to provide students this knowledge and experience. Courses in this pathway include Exploring Computer Science (ECS), which is designed to teach the fundamental concepts of and big ideas of computing and also satisfy the El Dorado Union High School District Computer Literacy graduation requirement; AP Computer Science Principles, intended to foster a wider appeal for the computer science discipline; AP Computer Science A as an equivalent to a first-semester, college-level course in computer science, and Database Design/SQL Programming for those students wanting to learn more about database implementation and mobile app development. Oak Ridge High School provides students the opportunity to gain hands-on experience in industry specific classes that fulfill the mission of Career Technological Education. As a result, students who participate in the Career Technological Education program leave Oak Ridge with the skills necessary to achieve their collegiate goals and or obtain regional jobs that are high paying and in high demand. Curriculum and instructional strategies that foster critical thinking, problem solving, and leadership are consistently taught to ensure workplace skills.


Students in grades nine through twelve receive counseling from school personnel regarding career paths and courses of study. Oak Ridge High School’s College and Career Center provides a variety of career-related resources to students. Oak Ridge High School counselors expose students to a broad array of career opportunities and facilitate selection of a career path based on individual interests, goals, strengths, and abilities.


All CTE courses are open to all students and provide elective credits. Oak Ridge provides Computer Science, Culinary, and Manufacturing and Engineering CTE courses on our campus.


CTE courses offered include:



  • Introduction to Manufacturing and Engineering

  • Advanced Manufacturing and Engineering Technology

  • Manufacturing and Engineering Technology

  • Engineering and Design Architecture

  • Automotive Technology

  • Culinary I

  • Culinary II

  • Exploring Computer Science

  • AP Computer Science Principles

  • AP Computer Science A

  • Database Design/SQL Programming

Last updated: 1/29/2021


Career Technical Education (CTE) Participation (School Year 2019–2020)

Measure CTE Program Participation
Number of Pupils Participating in CTE 649
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 75.00%
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education 25.00%

Last updated: 1/29/2021

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 99.44%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 73.36%

Last updated: 1/29/2021

State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

  • Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2019–2020)

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards
9 N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

Last updated: 1/29/2021



State Priority: Parental Involvement

The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):

  • Efforts the school district makes to seek parent input in making decisions for the school district and each school site

Opportunities for Parental Involvement (School Year 2020–2021)

Oak Ridge High School enjoys the support of both parent and community organizations. The Athletic Boosters provide financial support for its athletic teams. Other active parent groups include Music and Theater Boosters, and the Oak Ridge High School Foundation. The Oak Ridge High School Foundation has a long history of supporting capital improvement and academic projects at Oak Ridge High School. Parents also organize community fundraising events and annual year-end activities such as Safe and Sober Grad Night.


Parents have the ability to volunteer for the school’s Site Council. The Site Council provides parents an opportunity to be a part of the process for making school goals and allocating aspects of the school budget. Parents also volunteer in a multitude of different ways on our campus. Parents can volunteer to do anything from helping with clerical needs to announcing sporting events.


Oak Ridge High School has a parent representative on the district DELAC committee to allow students and parents involved in the EL program to become more involved. These parents are asked to provide feedback regarding the EL program and offer suggestions for program improvement. The school also holds open forums for parents to ask questions of the school.

Last updated: 1/29/2021


State Priority: Pupil Engagement

The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

  • High school dropout rates; and
  • High school graduation rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)


Indicator
School
2016–2017
School
2017–2018
School
2018–2019
District
2016–2017
District
2017–2018
District
2018–2019
State
2016–2017
State
2017–2018
State
2018–2019
Dropout Rate 1.60% 1.10% 2.20% 2.30% 2.10% 1.60% 9.10% 9.60% 9.00%
Graduation Rate 97.70% 97.40% 96.70% 94.70% 94.20% 95.60% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Indicator School District State
2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019
Dropout Rate 1.60% 1.10% 2.20% 2.30% 2.10% 1.60% 9.10% 9.60% 9.00%
Graduation Rate 97.70% 97.40% 96.70% 94.70% 94.20% 95.60% 82.70% 83.00% 84.50%

Last updated: 1/29/2021


State Priority: School Climate

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

  • Pupil suspension rates;
  • Pupil expulsion rates; and
  • Other local measures on the sense of safety


Suspensions and Expulsions

(data collected between July through June, each full school year respectively)

Rate School
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
Suspensions 3.00% 3.70% 6.50% 7.10% 3.50% 3.50%
Expulsions 0.40% 0.00% 0.50% 0.30% 0.10% 0.10%


Suspensions and Expulsions for School Year 2019–2020 Only

(data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School
2019–2020
District
2019–2020
State
2019–2020
Suspensions -- -- 2.50%
Expulsions -- -- 0.10%

Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.

Last updated: 1/29/2021


School Safety Plan (School Year 2020–2021)

Oak Ridge High School takes a comprehensive, proactive approach to school safety. Members of the District Safety Committee meet regularly to discuss potential hazards, safety concerns, and the most current practices to ensure a safe school campus. Oak Ridge High School utilizes a complete set of emergency plans for crisis situations and has developed an extensive plan for monitoring student safety before, during, and after school. Emergency procedures are practiced by students and staff each semester. These plans include fire, earthquake, evacuation, and lockdown drills, as well as rattlesnake and suicide protocols. Emergency plans are assessed after each drill or false alarm to identify areas of success and remediation.


Oak Ridge High School collaborates regularly with law enforcement and county safety specialists. Oak Ridge High School officials attend periodic collaborations with law enforcement to ensure compliance with the county standard for school safety. Each year, law enforcement is invited to observe our drills to offer suggestions for improvement. The suggestions made by law enforcement are worked into our plan and drilled by our staff and students. Oak Ridge High School makes every effort to communicate with schools in the county who, unfortunately, have had to enact their emergency plans. The information taken from these meetings are adopted into our safety plan.


Communication is a key component of the Oak Ridge Safety Plan. The El Dorado Union High School district has adopted the Parent Square communication system. This system gives each school the ability to communicate with its entire community instantaneously. The ability to give parents, teachers, and students status updates during an emergency is crucial. Oak Ridge High School holds a minimum of one staff meeting per year committed solely to safety. Emergency plans are disseminated in great detail. Our site also has a safety committee that considers new safety proposals. Oak Ridge High School continues to utilize the StopIt App where parents, students, and community members are given the opportunity to alert administration to potential safety concerns on campus anonymously. The app has provided useful information and is another step to help make our campus safer. Oak Ridge High School takes every precaution to ensure the total safety of its campus, students, and staff. All appropriate drills are run each semester, and all available collaborations are attended. Each year the Oak Ridge High School Safety Plan is reviewed and approved by the El Dorado Union High School District School Board.

Last updated: 1/29/2021

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.


Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 29.00 11 35 40
Mathematics 28.00 17 41 28
Science 29.00 4 67
Social Science 28.00 9 40 25

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 29.00 12 33 41
Mathematics 28.00 11 52 22
Science 29.00 6 62 1
Social Science 29.00 8 33 31

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Average Class Size and Class Size Distribution (Secondary) (School Year 2019–2020)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 28.00 15 31 43
Mathematics 26.00 19 57 19
Science 28.00 7 63 1
Social Science 26.00 19 36 27

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Last updated: 1/29/2021


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 457.4

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Last updated: 1/29/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 5.40
Library Media Teacher (Librarian) 0.80
Library Media Services Staff (Paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other 0.60

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Last updated: 1/29/2021


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted)
Expenditures Per Pupil
(Unrestricted)
Average Teacher Salary
School Site $11113.00 $2863.00 $8250.00 $83720.00
District N/A N/A $9904.00 $84627.00
Percent Difference – School Site and District N/A N/A -10.00% -1.00%
State N/A N/A $7750.12 $90287.00
Percent Difference – School Site and State N/A N/A 10.00% -7.00%

Note: Cells with N/A values do not require data.

Last updated: 1/29/2021


Types of Services Funded (Fiscal Year 2019–2020)

Oak Ridge High School has a variety of programs and services in place to support students academic needs. We have services that meet students' individual needs to services that serve larger groups of students.


Oak Ridge High School offers an extensive Advanced Placement (AP) Program that has increased in offerings and enrollment over the years. Advanced Placement courses are those developed by the College Board, which allow high school students to undertake college-level academic learning that prepares them to take the AP examinations. Students may receive credit from many colleges and universities for these classes. Students enrolled in AP courses are strongly encouraged to take the AP exam. Grades for AP classes in grades 10-12 are weighted to reflect the rigorous nature of these courses in accordance with Board Policy and Administrative Regulations. AP teachers regularly attend AP professional development opportunities and modify their course descriptions and curriculum to meet the needs of the ORHS students and the Advanced Placement program.


Oak Ridge High School offers several programs to meet the unique learning styles and needs of the students it serves. The Independent Study Program (ISP) allows select students to complete certain courses through the APEX online program as approved by the Board of Trustees. The program limits enrollment to students who cannot possibly attend courses on campus on a full-time basis due to medical or other compelling reasons.The ISP program strives to prepare students for graduation and success in post high school pursuits. Students in the ISP must meet with their assigned teachers for a minimum of one hour per week. They are assigned between 20-30 hours of schoolwork, which they must complete by their next week’s appointment. As a voluntary program, a student’s eligibility for continued ISP enrollment is based upon the successful completion of their assigned work.


The El Dorado Union High School Board and the District Office provided each site the funding it needed to run an academic recovery/intersession program. To help with this program the District Office purchased the APEX online learning program for all sites. These two pieces of support allow administration to go to Social Science, English, Math and Science departments and ask them to design a program to recover credits for the students in their subject area who are struggling academically.



Academic Recovery is a program designed to help students that are failing and/or in danger of failing to demonstrate learning objectives. At various progress reporting periods throughout the school year, teachers identify students who are struggling and/or in danger of failing. Teachers refer these students to an after school Academic Recovery Program.
Intersession is a one-week program held at the end of each academic semester. It offers an additional opportunity to demonstrate learning competencies in order to enhance a students learning and therefore grade. Student’s with a grade between 50-59% in core subject areas are given an opportunity following the end of the year to revisit areas of need and to demonstrate at standard learning competencies.
A Credit Recovery class is a digital online curriculum that is aligned with the Content Standards and Frameworks of California. If a student has failed course work in a core class, guidance counselors may refer the student to the Credit Recovery class to complete coursework and recover credits for that subject. The Credit Recovery class is a self-motivated and self-paced program that can reduce anxiety for some struggling students. Once students complete their coursework and pass the required tests, they no longer attend the Credit Recovery class.



Oak Ridge High School offers English Learners in grades nine through twelve a comprehensive academic program to build English language proficiency and academic content knowledge. English Learners develop English proficiency while learning the general curriculum. Instruction also recognizes that language modalities (speaking, listening, reading, and writing) develop interdependently and, therefore, should be integrated to promote skill development. English Learners at Oak Ridge High School participate in one or more program models that support English language and content knowledge development. Students’ English language proficiency is assessed and academic background reviewed in order to recommend an appropriate placement. These students are also supplied with a variety of supplemental resources such as online programs, etc.


The Connections Program/Study Skills class has been offered at Oak Ridge High School since 2011. The Connections Coordinator is a certificated teacher who is paid to work with students who have been identified by the middle schools and at Oak Ridge as students who require extra support. Student tutors offer curricular support. The Coordinator also works to find ways to connect these students to the services that Oak Ridge provides. The Coordinator works closely with teachers to ensure student participation in all classes. The Coordinator also works to find a way to connect students to the co and extracurricular activities offered at Oak Ridge.


Oak Ridge High School is also an AVID school. Several teachers, including the teachers who deliver the AVID curriculum, have attended AVID trainings. Oak Ridge is working towards integrating AVID curriculum campus-wide. AVID students participate in lessons that teach organizational skills, socratic seminars, and tutorials. Oak Ridge is working closely with the community middle schools to identify students who fit the AVID model.


Oak Ridge High School has also implemented a variety of support classes for students. Oak Ridge has created a pathway to Algebra 2 for struggling math students. These students are identified by their middle schools. These students enter a math pathway their Freshman year that assists them in attaining Algebra 2. We also offer a Reading Improvement class for freshmen identified by their middle school as needing such support.


The services provided on the Oak Ridge High School campus are designed to assist all students. Oak Ridge offers a broad range of curriculum opportunities including, honors classes, advanced classes and Advanced Placement classes for our students pursuing greater academic rigor.

Last updated: 1/29/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $49,869 $52,670
Mid-Range Teacher Salary $71,610 $89,660
Highest Teacher Salary $103,893 $112,761
Average Principal Salary (Elementary) $ --
Average Principal Salary (Middle) $ $142,638
Average Principal Salary (High) $169,896 $158,074
Superintendent Salary $243,246 $250,285
Percent of Budget for Teacher Salaries 31.00% 32.00%
Percent of Budget for Administrative Salaries 5.00% 5.00%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 1/29/2021

Advanced Placement (AP) Courses (School Year 2019–2020)

Percent of Students in AP Courses 33.90%

Subject Number of AP Courses Offered*
Computer Science 3
English 14
Fine and Performing Arts 1
Foreign Language 5
Mathematics 7
Science 10
Social Science 21
Total AP Courses Offered* 61

*Where there are student course enrollments of at least one student.

Last updated: 1/29/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 2 2 2
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
1430 N Street
Sacramento, CA 95814