Summary
Oceana High School Principal Maritza Torres told the Jefferson Union High board that the school has reduced chronic absenteeism, sustained an A–G completion rate above the state average, earned the State Seal of Civic Engagement for graduates, and is piloting supports for students with extensive support needs.
Maritza Torres, principal of Oceana High School, presented a school spotlight to the Jefferson Union High School District board highlighting improvements and ongoing challenges in attendance, graduation and support for students with disabilities.
Torres said Oceana’s chronic absenteeism rate has fallen compared with past years and that the school’s A–G completion rate was about 80% last school year — above the state average. She noted that Oceana graduates earn the State Seal of Civic Engagement through the school’s senior exhibition, and invited the board to the senior exhibition event scheduled for March 27, 2026.
Torres also highlighted areas for growth: disaggregated data show declines in graduation and A–G rates for some student subgroups, including multilingual learners and Hispanic/Latino students; Torres said the school is piloting after‑school tutoring, inclusion supports and a push‑in/pull‑out model for ninth‑ and tenth‑grade science to address gaps. She cited growth in the special education population from about 14% to 23% and described programs to support these students, including co‑teaching sections and additional paraprofessional support.
Trustees asked for more current cohort-level data to better understand recent changes in subgroup outcomes; Torres said some shifts are expected as the district implements a new alternative diploma pathway for students with extensive support needs (ESN) and that the IEP team decides whether the diploma pathway is appropriate. She said the school is monitoring outcomes and would provide additional information as it becomes available.
Torres said Oceana expanded elective offerings this year (rock band, 3D art), opened a student equity team, increased professional development for paraprofessionals, and adjusted senior seminar to broaden access. The presentation included disaggregated counts (for example, 17 of 22 Latino/Hispanic students and 5 of 11 English learner–identified students who were counted as graduating in the cited year) and Trustee questions focused on causes of non‑graduation and on resources to improve A–G eligibility.
The board praised the presentation and thanked staff for the data and the school’s work; trustees encouraged continued tracking of subgroup outcomes and invited Oceana staff to return with more detailed cohort and IEP‑level information.
