For Ruben S. Ayala High - Chino Valley Unified School District

Executive Summary School Accountability Report Card, 2011–12
Published During 2012–13
For Ruben S. Ayala High
Address: 14255 Peyton Drive, Chino Hills, CA 91709 Phone: (909) 627-3584
Principal: Diana Yarboi, Principal Grade Span: 9-12
This executive summary of the School Accountability Report Card (SARC) is intended to provide
parents and community members with a quick snapshot of information related to individual public
schools. Most data presented in this report are reported for the 2011–12 school year. School finances
and school completion data are reported for the 2010–11 school year. Contact information, facilities,
curriculum and instructional materials, and select teacher data are reported for the 2012–13 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
Ruben S. Ayala High School, a comprehensive secondary school recognized for a tradition of
excellence since its opening in San Bernardino County in 1990, serves students in the ninth
through twelfth grades. These students come from a diverse, well educated, middle-class to
upper-middle-class community. The students of Ayala High participate in a rigorous academic
curriculum and many partake of the school's extended co-curricular and extracurricular
opportunities. Ayala's educational program consists of three parts: 1) academics, 2) cocurricular
activities, and 3) extra-curricular activities. Parent and community support for the
school run high, as does student and parental involvement. The school's highly qualified and
talented staff supports our students as they progress through school and prepare for the
responsibilities of citizenship and adulthood.
Student Enrollment
Group Enrollment
Number of students 2,500
Black or African American 4.0%
American Indian or Alaska Native 0.3%
Asian 21.4%
Filipino 8.5%
Hispanic or Latino 30.8%
Native Hawaiian or Pacific Islander 0.4%
White 32.6%
Two or More Races 2.1%
Socioeconomically Disadvantaged 16.0%
English Learners 6.7%
Students with Disabilities 11.9%

Teachers
Indicator Teachers
Teachers with full credential 94
Teachers without full credential 0
Teachers Teaching Outside Subject Area of Competence 4
Misassignments of Teachers of English Learners 0
Total Teacher Misassignments 0
Student Performance
Subject Students Proficient and Above on STAR* Program Results
English-Language Arts 74%
Mathematics 49%
Science 73%
History-Social Science 57%
*Standardized Testing and Reporting Program assessments used for accountability purposes include
the California Standards Tests, the California Modified Assessment, and the California Alternate
Performance Assessment.
Academic Progress*
Indicator Result
2012 Growth API Score (from 2012 Growth API Report) 845
Statewide Rank (from 2011 Base API Report) 9
Met All 2012 AYP Requirements no
Number of AYP Criteria Met Out of the Total Number of Criteria Possible
2012–13 Program Improvement Status (PI Year)
Met 15 of 18
*The Academic Performance Index is required under state law. Adequate Yearly Progress is required
by federal law.
School Facilities
Summary of Most Recent Site Inspection
Safety concerns are the number one priority of Chino Valley Maintenance and Operations
department. District maintenance supervisors are proactive and conduct inspections at school
sites on a continual basis. Our school provides a safe, clean environment for students, staff,
and volunteers. Classrooms, bathrooms, and general areas are in GOOD repair and receive
basic cleaning on a daily basis. Detailed cleaning is done during vacation periods.
The Chino Valley Unified School District conducted a Facility Inspection Tool (FIT) inspection at
Ayala High School in July 2012. The findings of this inspection rated the school in GOOD
working order. This inspection includes systems (ie: gas leaks, mechanical, HVAC, sewer),
interior (ie: surfaces), cleanliness (ie: overall cleanliness, pest/vermin infestation), electrical,
restrooms/fountains, safety (ie: fire safety, hazardous materials), structural (ie: damage,
roofs), external (ie: playground, school grounds, windows, doors, gates, fences).

Repairs Needed
The District administers a scheduled maintenance program to support the educational process
by maintaining a safe and healthy learning and teaching environment. The district provides
routine maintenance, preventative maintenance, and minor construction-type projects.
Corrective Actions Taken or Planned
Daily reports of incidents that require repair at the school sites are processed through work
orders. Emergency repairs are given the highest priority. The remaining incidents are handled
on a first-come, first-served basis to ensure efficient service.
Curriculum and Instructional Materials
Core Curriculum Area
Pupils Who Lack Textbooks
Instructional Materials
and
Reading/Language Arts 0
Mathematics 0
Science 0
History-Social Science 0
Foreign Language 0
Health 0
Visual and Performing Arts 0
Science Laboratory Equipment (grades 9-12) 0
School Finances
Level Expenditures Per Pupil (Unrestricted Sources Only)
School Site $5,828
District $7,645
State $5,455
School Completion
Indicator Result
Graduation Rate (if applicable) 92.30
Postsecondary Preparation
Measure Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School
93.0%
Diploma
Graduates Who Completed All Courses Required for University of California or California
48.4%
State University Admission

School Accountability Report Card
Reported Using Data from the 2011–12 School Year
Published During 2012–13
Ruben S. Ayala High
Every school in California is required by state law to publish a School Accountability Report Card
(SARC), by February 1 of each year. The SARC contains information about the condition and
performance of each California public school.
For more information about SARC requirements, see the California Department of Education (CDE)
SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
For additional information about the school, parents and community members should contact the
school principal or the district office.
Data and Access
Ed-Data Partnership Web Site
Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team
(FCMAT) that provides extensive financial, demographic, and performance information about
California’s public kindergarten through grade twelve school districts and schools.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at
http://dq.cde.ca.gov/dataquest/ 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., state Academic Performance Index
[API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 may 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.
About This School
Contact Information (School Year 2012–13)
School District
School Name Ruben S. Ayala High District Name Chino Valley Unified
Street 14255 Peyton Drive Phone Number (909) 628-1201
City, State, Zip Chino Hills, CA 91709 Web Site www.chino.k12.ca.us
Phone Number (909) 627-3584 Superintendent Wayne Joseph
Principal Diana Yarboi, Principal E-mail Address wayne_joseph@chino.k12.ca.us
E-mail Address diana_yarboi@chino.k12.ca.us CDS Code 36-67678-3630522

School Description and Mission Statement
Located in Chino Hills, the strong academic image of Ayala High School reinforces the value of
education and instills a sense of community pride in the faculty. The heart of the school, and
meeting place for the student body, is a tree-lined quadrangle with eight academic buildings
directly across a 600-foot lawn area. Paths throughout the quadrangle lead to classrooms in
the academic buildings and in 45 portable classrooms. The Ayala High School staff, in
cooperation with the community, is dedicated to providing opportunities for all students to
achieve in a safe and positive environment. We value our students as unique individuals and
believe that involvement in academic, arts, guidance, vocational, athletics, and activity
programs is key to a successful high school experience and productive life. Our students will
develop critical thinking and decision making skills, gain respect for individual differences,
have a sense of purpose and direction in their own lives and leave as life long learners who will
be knowledgeable and responsible citizens.
Opportunities for Parental Involvement
Approximately 1000 of our parent community are involved with booster groups, PTSA, School
Site Council, and parent support organizations. Business and community partnerships include
the McCoy Equestrian center, our Engineering and Construction Academies, Chino Hills Ford,
Staples, and numerous other collaborative community groups. Chino Adult School and Chaffey
College classes are offered on our campus.
Student Enrollment by Grade Level (School Year 2011–12)
Grade Level Number of Students
Grade 9 640
Grade 10 623
Grade 11 611
Grade 12 626
Total Enrollment 2,500
Student Enrollment by Student Group (School Year 2011-12)
Group Percent of Total Enrollment
Black or African American 4.0%
American Indian or Alaska Native 0.3%
Asian 21.4%
Filipino 8.5%
Hispanic or Latino 30.8%
Native Hawaiian or Pacific Islander 0.4%
White 32.6%
Two or More Races 2.1%
Socioeconomically Disadvantaged 16.0%
English Learners 6.7%
Students with Disabilities 11.9%

Average Class Size and Class Size Distribution (Secondary)
Subject
Avg.
Class
Size
2009–10
Number of
Classes
1-
22
23-
32
33+
Avg.
Class
Size
2010–11
Number of
Classes
1-
22
23-
32
33+
Avg.
Class
Size
2011–12
Number of
Classes
English 28.5 13 37 33 30.0 8 30 37 31.6 9 14 48
Mathematics 28.2 13 35 24 28.3 12 31 28 31.3 8 17 41
Science 30.2 5 25 17 31.6 1 19 27 32.3 3 8 38
Social
Science
29.1 7 36 18 31.8 3 30 34 32.7 6 10 46
1-
22
23-
32
33+

School Climate
School Safety Plan
Ayala High School has a detailed School Site Safety Plan for emergencies. Each staff member
is assigned a specific responsibility in the event of an emergency. Staff members are trained in
the plan’s components and procedures. Fire, earthquake, and intruder drills are held on a
regular basis so that all students and staff are familiar with emergency procedures. Emergency
supplies are located on each campus in the event of an emergency.
Assigned staff monitors school grounds daily before, during, and after school. The District
policy regarding campus visitors is enforced by requiring everyone to check in at the school
office and obtain a visitor’s badge. A visitor sign-in log is located in the school office and all
visitors must sign in before going onto the campus. In addition, all visitors must wear an
identifying badge while on campus. To increase security, all gates remain locked during the
school day, so visitors must enter campus through the school office.
The Chino Valley Unified School District is committed to providing an environment that fosters
health and safety, in both form and function. This commitment extends to the process of
developing and maintaining a comprehensive Emergency and Disaster Preparedness Plan as a
part of the District’s Safe Schools Plan and is evident from the individual site to the overall
District.
These plans delineate actions to protect all students while they are at school. The plans are
designed with the help of security staff members, local law enforcement, local fire, and
emergency management, and public health officials as required by Education Code 32280-
32282. Plans are reviewed and updated yearly in accordance with Education Code 32286.
These plans include procedures to respond to critical incidents, such as fire, earthquake, or
intruders. School personnel practice these drills regularly.
The primary purpose of the Chino Valley Unified School District Emergency and Disaster
Preparedness Plan is to define roles and responsibilities at the site and between the site and
district office management. The Emergency and Disaster Preparedness Plan establishes the
minimum requirements for school and site plans throughout the District. This Plan meets the
requirements of the Standardized Emergency Management System (SEMS) as mandated by
California Code of Regulations, Sections 2400-2450, and the National Incident Management
System (NIMS) as mandated by Government Code 8607. It also meets the requirements for
earthquake preparedness found in Title 5 (California State Education Code, Sections 35295-
35297).
Suspensions and Expulsions
Rate*
School
2009–10
School
2010–11
School
2011–12
District
2009–10
District
2010–11
District
2011–12
Suspensions 0.08% 3.17% 1.72% 0.25% 6.45% 11.35%
Expulsions 0.00% 0.16% 0.00% 0.43% 0.24% 0.00%
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the
total enrollment.

School Facilities
School Facility Conditions and Planned Improvements
Ayala High School provides a safe, clean environment for students, staff, and volunteers. School facilities
were build in 1990 and includes the multi purpose room, kitchen, office, staff workrooms, library, gym,
66 permanent classrooms and 45 portables, which provide adequate space for students and staff.
Custodians ensure classrooms, restrooms, and campus grounds are kept clean and safe. Chino Valley
Unified administers a scheduled maintenance program to ensure that all classrooms and facilities are
well-maintained and provide an environment that is conducive to learning.
Ayala complies with all laws, rules, and regulations pertaining to hazardous materials and State
earthquake standards. Our school’s disaster preparedness plan includes steps for ensuring student and
staff safety during a disaster. Fire drills are held monthly and disaster drills are held twice a year.
Chino Valley Unified School District Summer 2008 construction and maintenance projects included slurry
coat and seal for Ayala High School. In addition the Spring 2009 projects include epoxy coating of the
pool deck and rekeying all exterior gates.
Safety concerns are the number one priority of Chino Valley Maintenance and Operations department.
District maintenance supervisors are proactive and conduct inspections at school sites on a continual
basis. Our school provides a safe, clean environment for students, staff, and volunteers. Classrooms,
bathrooms, and general areas are in GOOD repair and receive basic cleaning on a daily basis. Detailed
cleaning is done during vacation periods.
The Chino Valley Unified School District conducted a Facility Inspection Tool (FIT) inspection at Ayala in
July 2012. The findings of this inspection rated the school in GOOD working order. The chart below lists
any repairs identified in the inspection and the action taken.
School Facility Good Repair Status (School Year 2012–13)
System Inspected
Systems: Gas Leaks,
Mechanical/HVAC, Sewer
X
Interior: Interior Surfaces X
Cleanliness: Overall
Cleanliness, Pest/ Vermin
Infestation
Repair Status
Good Fair Poor
Electrical: Electrical X
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
X
Safety: Fire Safety, Hazardous
Materials
X
Structural: Structural Damage,
Roofs
External: Playground/School
X
Grounds, Windows/
Doors/Gates/Fences
X
Overall Rating X
X
Repair Needed and Action Taken or
Planned
Rooms 123, D136, band room, F126, F127, F128, F131, H130,
H132, H133, gym, boys locker, H118, H101, A136, C102,
C106, C107, C108, C109, C110, C111, C112, C113, men’s
restroom, women’s restroom, hallway, G131: accumulated
refuse, dirt, grime. Addressed by Principal
Rooms B125, B104, B106: moss/mold is evident. Addressed by
principal.

Teachers
Teacher Credentials
Teachers
School
2009–10
School
2010–11
School
2011–12
District
2011–12
With Full Credential 92 97 94 1187
Without Full Credential 0 0 0 1
Teaching Outside Subject Area of Competence
(with full credential)
18 18 4 18
Teacher Misassignments and Vacant Teacher Positions
Indicator 2010–11 2011–12 2012–13
Misassignments of Teachers of English Learners 8 0 2
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 16 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.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)
The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires
that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree,
an appropriate California teaching credential, and demonstrated core academic subject area competence. For more
information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Location of Classes
Percent of Classes In
Core Academic Subjects
Taught by Highly
Qualified Teachers
Percent of Classes In
Core Academic Subjects
Not Taught by Highly
Qualified Teachers
This School 98.86% 1.14%
All Schools in District 99.78% 0.22%
High-Poverty Schools in District 100.00% 0.00%
Low-Poverty Schools in District 99.47% 0.53%
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or
more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of
approximately 25 percent or less in the free and reduced price meals program.

Support Staff
Academic Counselors and Other Support Staff (School Year 2011–12)
Title Number of FTE* Assigned to School
Academic Counselor 4
Counselor (Social/Behavioral or Career Development)
Library Media Teacher (librarian) 1 districtwide
Library Media Services Staff (paraprofessional)
Psychologist Based on caseload
Social Worker
Nurse 1
Speech/Language/Hearing Specialist Based on caseload
Resource Specialist (non-teaching) Based on caseload
* 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.

Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)
This section describes whether the textbooks and instructional materials used at the school are from the most
recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information
about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: October 4, 2012
Core
Curriculum
Area
Reading/
Language Arts
Mathematics
Science
History-Social
Science
Foreign
Language
Textbooks and instructional materials/year of
adoption
Prentice Hall – Timeless Voices/Timeless Themes, California Edition,
2000, 9-12
Holt Reinhart Winston -- Holt's California Mathematics, Course 1;
Numbers to Algebra, 2008
Holt Reinhart Winston – Mathematics Course 2 pre-Algebra, 2008
Holt Reinhart Winston – Geometry, 2008
Holt Reinhart Winston – Algebra 2, 2008
Person Prentice Hall – Algebra & Trigonometry 8th Edition, 2008
Person Prentice Hall – PreCalculus, 2010
Houghton Mifflin Harcourt – PreCalculus with Limits, 2007
Person Prentice Hall – Calculus 3rd Edition, 2007
Pearson Addison Wesley – Stats Modeling World 2nd Edition, 2007
Pearson Prentice Hall – Earth Science, 2006, 9-12
Pearson Prentice Hall – Biology, 2007, 9-12
Pearson Prentice Hall – Chemistry, 2007, 10-12
Glencoe – Physics: Principles and Problems, 2008, 11-12
Wiley – Environmental Science:Earth as a Living Planet, 2007, 11-12
Pearson prentice Hall – Physical Science: Concepts in Action w/earth
and Space Science, 2009, 9-12
Glencoe – US Government: Democracy in Action, 2006, 12
McDougal – American Government: Institutions & Policies, 2006, 12
Holt – American Anthem: Modern American History, 2007, 11
Bedford – America’s History, 2007, 11
Prentice Hall – Economics: Principles in Action, 2007, 12
Prentice Hall – Foundations of Economics, 2007, 12
Prentice Hall – World History: The Modern World, 2007, 10
Spinner Publications, Inc. – Bom Dia! 2, 2007, 9-12
Prentice Hall – Abriendo Paso: Gramatica and Lectura, 2007, 9-12
EMC/Paradigm Publishers – C’est a Toi! Levels 1, 2, & 3, 2002, 9-12
Sign Media Inc. – Master American Sign Language, 2006, 9-12
Prentice Hall – Realidades, Books 1 & 2, 2004, 9-12
Harcourt – Nuevas Vista, Books 1 & 2, 2003, 9-12
Wayside Publishing – Azulejo, 2002, 9-12
Holt – Komm Mit!, Books 1, 2, & 3, 2003, 9-12
Cheng – Adventures in Japanese, Books 1 and 2, 9-12
From
most
recent
adoption
Yes 0%
Yes 0%
Yes 0%
Yes 0%
Yes 0%
Health McGraw Hill Company – Glencoe Health, 2009, 9-12 Yes 0%
Percent
students
lacking
own
assigned
copy
Textbooks in the core curriculum areas are selected from State adopted lists of approved standards-based
materials. The State Board establishes the adoption cycle for new books, which is followed by the District.
Materials being considered for adoption are previewed, evaluated and often piloted by teachers and
administrators, and are subsequently approved by the Board of Education. Textbooks are purchased for each
student for use in class and to take home. Students have access to instructional materials in a variety of
instructional formats, including workbooks and CD ROMs, as well as formats tailored to students who are visually
impaired.
The Chino Valley Unified School District held a public hearing on October 4, 2012, adopting a resolution
concerning the sufficiency of instructional materials. It was determined that each pupil in each school has
sufficient textbooks that are aligned to the content standards in the core subject areas for the 2012-2013 school
year.

School Finances
Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)
Level
Total
Expenditures
Per Pupil
Expenditures Per
Pupil (Supplemental
/ Restricted)
Expenditures Per
Pupil (Basic /
Unrestricted)
Average
Teacher
Salary
School Site $7,814 $1,986 $5,828 $73,317
District $7,645 $72,759
State $5,455 $68,835
Note: Cells shaded in black do not require data.
Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money
that is designated for specific purposes by the district or governing board is not considered restricted.
Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by
law or by a donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of
Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries
for all districts in California, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-
Data Web site at: http://www.ed-data.org.
Types of Services Funded (Fiscal Year 2011–12)
Categorical money is additional support provided to the schools with specific guidelines for its use. Many
schools receive funds for Categorical Aid Programs, which are federal and/or state grants and
entitlements and are "restricted" funds. The restricted funds may be used only for the specific purpose
intended, which is "supplement" (enhance) not "supplant" (take the place of) basic programs. The
District will receive in excess of 34.5 million dollars in categorical monies for the 2011-2012 school year.
In addition, the District receives both state and federal money for special education services. Special
education means specially designed instruction to meet the unique needs of a child with a disability.
Chino Valley Unified School District provides such instruction through a continuum of placement options
in the least restrictive environment. Students may receive special education services in a variety of
settings that might include preschool, a regular classroom, a classroom that emphasizes specially
designed instruction, the community, and the work environment. The district will receive approximately
14.4 million state money and 5.4 million federal money for our special education program for the 2011-
2012 school year.
Teacher and Administrative Salaries (Fiscal Year 2010–11)
Category
District
Amount
State Average For Districts
In Same Category
Beginning Teacher Salary $41,550 $41,455
Mid-Range Teacher Salary $69,044 $66,043
Highest Teacher Salary $87,000 $85,397
Average Principal Salary (Elementary) $104,241 $106,714
Average Principal Salary (Middle) $109,860 $111,101
Average Principal Salary (High) $120,020 $121,754
Superintendent Salary $200,000 $223,357
Percent of Budget for Teacher Salaries 42.00% 39.00%
Percent of Budget for Administrative Salaries 6.00% 5.00%
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/.

Student Performance
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components,
including:
California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics
in grades two through eleven; science in grades five, eight, and nine through eleven; and historysocial
science in grades eight, and nine through eleven.
California Modified Assessment (CMA), an alternate assessment that is based on modified
achievement standards in ELA for grades three through eleven; mathematics for grades three through
seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten.
The CMA is designed to assess those students whose disabilities preclude them from achieving gradelevel
proficiency on an assessment of the California content standards with or without
accommodations.
California Alternate Performance Assessment (CAPA), includes ELA and mathematics in
grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those
students with significant cognitive disabilities whose disabilities prevent them from taking either the
CSTs with accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well students are doing in relation to the state
content standards. On each of these assessments, student scores are reported as performance levels.
For detailed information regarding the STAR Program results for each grade and performance level,
including the percent of students not tested, see the CDE STAR Results Web site at
http://star.cde.ca.gov.
Standardized Testing and Reporting Results for All Students – Three-Year Comparison
Subject
Percent of Students Scoring at Proficient or Advanced (meeting or
exceeding the state standards)
School District State
2009–
10
2010–
11
2011–
12
2009–
10
2010–
11
2011–
12
2009–
10
2010–
11
2011–
12
English-
70%
Language Arts
71% 74% 61% 62% 65% 52% 54% 56%
Mathematics 46% 47% 49% 55% 56% 56% 48% 50% 51%
Science 71% 73% 73% 59% 63% 66% 54% 57% 60%
History-Social
Science
55% 56% 57% 50% 53% 56% 44% 48% 49%
Note: Scores are not shown 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.

Standardized Testing and Reporting Results by Student Group – Most Recent Year
Group
Percent of Students Scoring at Proficient or Advanced
English- Language
Arts
Mathematics Science
History- Social
Science
All Students in the LEA 65% 56% 66% 56%
All Students at the School 74% 49% 73% 57%
Male 71% 50% 75% 61%
Female 76% 48% 70% 52%
Black or African American 54% 28% 63% 34%
American Indian or Alaska
0%
Native
0% 0% 0%
Asian 83% 72% 87% 72%
Filipino 84% 52% 79% 62%
Hispanic or Latino 67% 37% 56% 47%
Native Hawaiian or Pacific
0%
Islander
0% 0% 0%
White 74% 46% 77% 57%
Two or More Races 73% 45% 71% 52%
Socioeconomically
Disadvantaged
62% 42% 49% 45%
English Learners 26% 42% 20% 22%
Students with Disabilities 26% 23% 34% 23%
Note: Scores are not shown 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.
California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement.
However, the grade ten 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 to compute
AYP designations required by the federal ESEA, also known as NCLB.
For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at
http://cahsee.cde.ca.gov/.
California High School Exit Examination Results for All Grade Ten Students – Three-Year
Comparison (if applicable)
Percent of Students Scoring at Proficient or Advanced
Subject
School District State
2009–
10
2010–
11
2011–
12
2009–
10
2010–
11
2011–
12
2009–
10
2010–
11
2011–
12
English-
77%
Language Arts
82% 79% 61% 65% 63% 54% 59% 56%
Mathematics 77% 81% 78% 57% 59% 61% 54% 56% 58%
Note: Scores are not shown 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.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent
Year (if applicable)
English-Language Arts Mathematics
Group
Not
Proficient
Proficient Advanced Not
Proficient
Proficient Advanced
All Students in the
LEA
37% 27% 36% 39% 36% 26%
All Students at the
21%
School
26% 53% 22% 37% 41%
Male 27% 26% 47% 22% 31% 46%
Female 14% 26% 59% 22% 43% 35%
Black/ or
American
African
28% 40% 32% 44% 36% 20%
American Indian or
Alaska Native
Asian 15% 13% 72% 7% 25% 68%
Filipino 13% 31% 56% 8% 52% 40%
Hispanic or Latino 30% 29% 41% 36% 42% 22%
Native Hawaiian or
Pacific Islander
White 16% 29% 55% 21% 37% 42%
Two or More Races 25% 42% 33% 15% 46% 38%
Socioeconomically
Disadvantaged
33% 28% 40% 33% 40% 28%
English Learners 82% 18% 0% 53% 29% 18%
Students
Disabilities
with
76% 22% 2% 80% 12% 8%
Note: Scores are not shown 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.
California Physical Fitness Test Results (School Year 2011–12)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine
only. This table displays by grade level the percent of students meeting the fitness standards for the
most recent testing period. For detailed information regarding this test, and comparisons of a school’s
test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level
Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
9 16.00% 21.80% 53.60%
Note: Scores are not shown 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.

Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and
progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800.
For detailed information about the API, see the CDE API Web page at
http://www.cde.ca.gov/ta/ac/ap/.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school’s statewide and similar schools’ API ranks. 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 ten
percent of all schools in the state, while a statewide rank of 10 means that the school has an API
score in the highest ten 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 ten 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 2009 2010 2011
Statewide 9 9 9
Similar Schools 3 5 6
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API
Change
2009–10
Actual API
Change
2010–11
Actual API
Change
2011–12
All Students at the School 22 8 13
Black or African American
American Indian or Alaska Native
Asian 7 7 11
Filipino 21 8 18
Hispanic or Latino 26 -4 15
Native Hawaiian or Pacific Islander
White 29 21 6
Two or More Races
Socioeconomically Disadvantaged 31 -6 17
English Learners 13 10
Students with Disabilities 28 -4 17
Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a
valid API Base and there is no Growth or target information. “C” means the school had significant demographic
changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group – 2012 Growth API Comparison
This table displays, by student group, the number of students included in the API and the 2012
Growth API at the school, LEA, and state level.
2012 Growth API
Group
Number of
Students
School
Number of
Students
LEA
Number of
Students
All Students
School
at the
1,820 845 22,454 820 4,664,264 788
Black or
American
African
73 743 823 793 313,201 710
American Indian
Alaska Native
or
3 31 744 31,606 742
Asian 414 912 2,505 942 404,670 905
Filipino 145 883 1,019 912 124,824 869
Hispanic or Latino 553 801 12,549 773 2,425,230 740
Native Hawaiian
Pacific Islander
or
8 52 822 26,563 775
White 586 840 4,963 858 1,221,860 853
Two or More Races 38 831 509 882 88,428 849
Socioeconomically
Disadvantaged
252 796 9,137 754 2,779,680 737
English Learners 114 753 4,303 729 1,530,297 716
Students with Disabilities 195 606 2,909 591 530,935 607
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress
(AYP) criteria:
Participation rate on the state’s standards-based assessments in 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)
For detailed information about AYP, including participation rates and percent proficient results by
student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)
AYP Criteria School District
Made AYP Overall No No
Met Participation Rate - English-Language Arts Yes Yes
Met Participation Rate - Mathematics Yes Yes
Met Percent Proficient - English-Language Arts No No
Met Percent Proficient - Mathematics No No
Met API Criteria Yes Yes
Met Graduation Rate No No
State

Federal Intervention Program (School Year 2012–13)
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 (ELA 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. For detailed information about PI
identification, see the CDE PI Status Determinations Web page:
http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District
Program Improvement Status In PI
First Year of Program Improvement 2009-2010
Year in Program Improvement Year 3
Number of Schools Currently in Program Improvement 12
Percent of Schools Currently in Program Improvement 34.3%
Note: Cells shaded in black do not require data.
School Completion and Postsecondary Preparation
Admission Requirements for California’s 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 course 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 UC Admissions Information Web page at
http://www.universityofcalifornia.edu/admissions/. (Outside source)
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses
Grades in specified courses and test scores
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 have 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 admission, application, and fee information see
the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)
Dropout Rate and Graduation Rate
School District State
Indicator
2008– 2009– 2010– 2008– 2009– 2010– 2008– 2009– 2010–
09 10 11 09 10 11 09 10 11
Dropout
Rate
3.5 3.0 8.3 7.3 16.6 14.4
Graduation
Rate
93.90 92.30 84.73 84.69 74.72 76.26
Note: Cells shaded in black do not require data.

Completion of High School Graduation Requirements
This table displays, by student group, the percent of students who began the 2011–12 school year in
grade twelve and were a part of the school’s most recent graduating class, meeting all state and local
graduation requirements for grade twelve completion, including having passed both the ELA and
mathematics portions of the CAHSEE or received a local waiver or state exemption.
Group
Graduating Class of 2012
School District State
All Students 92.30 85.55 N/D
Black or African American 96.15 77.20 N/D
American Indian or Alaska Native N/D
Asian 95.76 93.10 N/D
Filipino 95.31 87.50 N/D
Hispanic or Latino 88.23 81.75 N/D
Native Hawaiian or Pacific Islander N/D
White 91.90 92.30 N/D
Two or More Races N/D
Socioeconomically Disadvantaged 85.04 80.00 N/D
English Learners 75.00 70.00 N/D
Students with Disabilities 69.06 65.00 N/D
Note: “N/D” means that no data were available to the CDE or LEA to report.
Career Technical Education Programs
Our vision includes a relevant and rigorous academic program that integrates with career technical
education. Chino Valley Unified School District (CVUSD) will provide the opportunity for all students to
master the academic standards, develop physical and social skills, and apply them with the vocational
and technical skills of Career Technical Education (CTE). The purpose is to prepare our students to
successfully interact, communicate, and work in key industry sectors that are vital to our local, state,
and global economies. Through proper preparation, our students will acquire the necessary education
and skills to enhance, support, and grow our global economy.
The goal of CVUSD includes changing, improving, and enhancing the philosophy of career technical
education from past practices to a paradigm shift that includes rigorous, relevant, and quality programs
that prepare students with a seamless transition to the workforce, technical training programs, and
postsecondary education. Students will have universal access to all CTE programs.
Career Technical Education Participation (School Year 2011–12)
Measure
Number of pupils participating in CTE 378
Percent of pupils completing a CTE program and earning a high school diploma 93.0
Percent of CTE courses sequenced or articulated between the school and
20.0
institutions of postsecondary education
Courses for University of California and/or California State University Admission
CTE Program
Participation
UC/CSU Course Measure Percent
2011-12 Students Enrolled in Courses Required for UC/CSU Admission 79.2%
2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 48.4%

Advanced Placement Courses (School Year 2011–12)
Subject
Number of AP Courses
Offered*
Computer Science 0
English 9
Fine
Arts
and Performing
0
Foreign Language 3
Mathematics 4
Science 3
Social Science 12
All courses 31 6.9%
Note: Cells shaded in black do not require data. *Where there are student course enrollments.
Percent of Students In AP
Courses
Instructional Planning and Scheduling
Professional Development
The Chino Valley Unified School District is committed to increasing the instructional capacity of teachers
and leaders. Staff development programs are aligned with the District’s commitment to increase student
achievement, provide safe schools, and promote a positive learning environment. The principal and
assistant principal at Ayala High School attend monthly staff development sessions and monthly feeder
group meetings to develop skills in instructional supervision, data analysis, budget and finance,
technology, and school culture and have for several years. Teachers have many opportunities for
professional development and growth provided through the site and District. Staff development offerings
are posted on the District’s website at www.chino.k12.ca.us