BIG VALLEY JOINT UNIFIED SCHOOL DISTRICT

BIG VALLEY JOINT UNIFIED SCHOOL DISTRICT

WILLIAMS REPORT

2008-2009

BIG VALLEY HIGH SCHOOL

SUBMITTED 30 JANUARY 2009

FACILITIES REPORT

This information about facilities is one small part of an annual report about Big Valley High School. You can find this full report, which contains additional information about teachers, students, test scores, and resources, in the complete SARC reports in Big Valley School District’s web site for each school This portion of the report is also one part of our response to the 2004 Williams legislation.

Read more about facilities inspections.

School Facility Good Repair Status School Year 2008-09

The results of the September 10, 2008 school inspection indicated that the facilities are in good condition with no major repairs needed.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
Item Inspected	Good	Fair	Poor	Repair Needed and Action Taken or Planned
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

Inspection conducted September 10, 2008 by Dirk J. Duchscherer MS, CSP, ARM, NB, Risk Control Consulting Manager

TEACHER VACANCIES

The Williams legislation also asked districts to disclose how frequently full-time teachers were not permanently assigned to a classroom. There are two general circumstances that can lead to the unfortunate case of a classroom without a full-time, permanently assigned teacher. Within the first 20 days of the start of school, we can be surprised by too many students showing up for school, or too few teachers showing up to teach. After school starts, however, teachers can also be surprised by sudden changes: family emergencies, injuries, accidents, etc. When that occurs, it is our school’s and our district’s responsibility to fill that teacher’s vacancy with a qualified, full-time and permanently assigned replacement. For that reason, we report teacher vacancies in two parts: at the start of school, and after the start of school.If you believe that your child is seeing too many teachers lead a class over the course of a year, you can file a complaint

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
Vacant Teacher Positions	0	0	0

TEACHER MISASSIGNMENTS

This information about teacher misassignments is one small part of an annual report about our school. You can find the full report, which contains additional information about teachers, students, test scores, and resources, on our district’s Web site. This portion of the report is also one part of our response to the 2004 Williams legislation. Read more about teacher misassignments.

Teacher Misassignments

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

TEXTBOOKS AND INSTUCTIONAL MATERIALS

This information about textbooks is one small part of an annual report about our school. You can find the full report, which contains additional information about teachers, students, test scores, and resources, on our district’s Web site. This portion of the report is also one part of our response to the 2004 Williams legislation. Read more about textbooks.

Quality, Currency, Availability (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	Standards Aligned. State Adopted. New MacDougall Littell Language of Literature series	0%
Mathematics	Standards Aligned. State Adopted. Saxon Math Series	0%
Science	Standards Aligned. State Adopted. Merrill Publishing Co, Globe Pearson; Glencoe; Addison Wesley New: Prentice Hall-Physics.	0%
History-Social Science	Standards Aligned . State Adopted. Glencoe/McGraw Hill; Prentice Hall. Additional supplementary texts are assigned and checked out to each student.	0%
Foreign Language	Standards Aligned. State Adopted. Scott Foresman, National Textbook; DC Heath	0%
Health	Standards Aligned. State Adopted. Prentice Hall	0%
Science Laboratory Equipment (grades 9-12)	Standards Aligned . Lab equipment aligned with the state standards is available for student use in the classroom	0%

SCIENCE LABS

This information about our science lab class equipment and materials is one small part of an annual report about our school. You can find the full report, which contains additional information about teachers, students, test scores, and resources, on our district’s Web site. This portion of the report is also one part of our response to the 2004 Williams legislation. Read more about science labs.

Subject	District guidelines to define suffiency	Sufficient quantity and quality of lab equipment
Plant Science	Yes	Yes
Earth Science	Yes	Yes
Biology	Yes	Yes
Chemistry
Physics	Yes	Yes
Science 3	Yes	Yes
Ag Science	Yes	Yes