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Valley High

About Valley High

The faculty and staff of Valley High School recognize that each student who enters the school is an individual with a name, a family, unique abilities, personal desires, and specific needs. Treating each student individually with respect and nourishing their creativity, Valley High School is a haven and non-threatening atmosphere for the learning of nontraditional students.The rules and policies of Valley High School are designed to build student responsibility by making students accountable for their work and actions, ultimately taking charge of their own learning.The focus at Valley High School is on learning and the success of students rather than on extracurricular activities.

Valley High School, as an alternative to regular high school, is not an easy way out, nor is it diluted learning, but rather it is a better way to educate nontraditional students.To the Valley High staff and faculty, fairness is not to provide the same for every student, but to provide equally for each student according to individual needs.In order to foster responsibility, self esteem, and learning, Valley High School works toward these objectives:

  • Creating an environment where success is possible and probable for all students.
  • Creating a safe, secure and non-threatening environment for learning, especially for those students who are not at grade level.
  • Raising student skills to the appropriate grade level or above in each subject.
  • Teaching of individuals rather than stereotyped students.
  • Knowing students well, building rapport with them, and respecting them as individuals.
  • Working as a unified staff for the progress and development of individual students.
  • Working to meet individual needs and tailoring the curriculum to the students.
  • Providing a variety of different learning methods and applicable, practical, curriculum.
  • Having the students develop ideas, skills, and concepts as a foundation for future learning.
  • Promoting learning for continual growth, academically, emotionally, physically, and socially.
  • Working with the community to be a good neighbor and to provide for the needs of its youth.
  • Instilling in students a curiosity for life, a love of learning, and the desire to continue their education, whether formally or informally, throughout their lives.
Student Achievement
Utah Aspire Plus

The Utah Aspire Plus Summative assessment is administered to students in grades 9-10 as an end-of-level assessment.  Operating under a legislative mandate, the UA+ test provides a predictive ACT score range to individual students as well as a proficiency score at the school level and for individual students in English, Math, Reading and Science as they prepare to take the ACT college entrance exam in 11th grade.  UA+ question items assess students’ capacity to think analytically, make inferences, and connect learning and concepts across subjects.  Utah Aspire Plus assessments provide information to assist in determining students’ educational progress towards being ready for college and careers upon completion of secondary school. Due to the school soft closure in March 2020, scores are not available for the 2019-20 school year.

Test Subject 2018-19 2019-20 2020-21 2021-22 2022-23
Language Arts 30-39% N/A 33.3% 11-19% N<40*
Mathematics 17.3% N/A 0.0% <10%* N<40*
Science 18.3% N/A 0.0% 11-19% N<40*

* N<10% means that the testing population is less than 10 percent. N<40 means that the testing population is less than 40. The state uses these designations to protect student data privacy.

School Accountability Report Cards

School Accountability Report Cards are issued for each public school once a year by the State of Utah. Elementary and middle school report cards have four main grade categories: achievement, growth, English learner progress, and growth of the lowest 25%. High schools have one additional grade category entitled postsecondary readiness. Achievement and growth was calculated from the new Readiness. Improvement. Success. Empowerment. (RISE) assessment for grades 3-8 and the Utah Aspire Plus assessment for grades 9-10. The English learner progress category score is calculated from the annual administration of the WIDA test, which assesses students’ language proficiency in English. For high schools, the postsecondary readiness score is calculated from 11th grade performance on the ACT, advanced coursework performance, and graduation rates. The state’s School Accountability Report Cards are intended to inform educators, parents, and community stakeholders about school performance as they work collaboratively to improve student outcomes. Due to the school soft closure in March 2020, scores are not available for the 2019-20 and the 2020-21 school years.

CATEGORY 2018-19 2019-20 2020-21 2021-22 2022-23
Achievement N/A N/A N/A N/A N/A
Growth N/A N/A N/A N/A N/A
ELL Progress 3 N/A N/A N/A N/A
Growth of the Lowest 25% N/A N/A N/A N/A N/A
Postsecondary Readiness 31 N/A N/A N/A 38
American College Test (ACT)

The ACT includes testing in the areas of Math, Science, Reading and English. Scale scores range from 1 (low) to 36 (high) for each of the four tests and for the Composite. The Composite score is the average of the four test scores, rounded to the nearest whole number. 2019-20 ACT data were not included because of the soft closure of schools due to the COVID-19 pandemic.

Composite 2018-19 2019-20 2020-21 2021-22 2022-23
School 16.2 N/A 15.0 16.1 16.6
District 20.0 N/A 19.3 19.9 19.8
Utah 19.7 N/A 19.6 19.7 19.8
National 20.7 N/A N/A 19.8 19.5
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