Redwood Continuation High School

Transcription

1 Redwood Continuation High School Castro Valley Unified School District School Accountability Report Card Reporting for School Year Published During The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at contains additional information about this school and comparisons of the school to the district, the county, and the state. About This School Contact Information This section provides the school's contact information. School District School Name Redwood Continuation High District Name Castro Valley Unified Street Clifton Way Phone Number City, State, Zip Castro Valley, CA Web Site Phone Number Superintendent James L. Fitzpatrick Pete Alvarez School Description and Mission Statement This section provides information about the school's goals and programs. Over eight percent of Castro Valley Unified School District s high school aged population is served by Redwood s alternative school, the continuation program, and the independent study programs. Many of our students are considered at risk for academic failure and need alternative educational options. Other students simply need a smaller school setting for learning. We are proud to offer these choices. Our vision includes the belief that each student will learn in a meaningful way in a supportive atmosphere. We place a high priority on learning that relates to the workplace and skills that are needed for the twenty-first century. Some of our students are also concurrently enrolled in classes at Castro Valley High School, Castro Valley Adult School, and local community colleges. Although this report presents information about our school, a fuller knowledge of Redwood s school programs can be gained by visiting our classrooms and meeting with our staff. We invite you to learn more about the Redwood experience by observing students, teachers, and staff as they go through a school day. Parents and the community are very important to our continued success. We believe we can only accomplish our goals through a sustained, cooperative team effort that includes all members of our school community. This annual report gives us an opportunity to help parents, as well as other community members, understand our goals and school programs. We invite you to contact us if you have additional questions as a result of reading this report. We hope that the School Accountability Report Card reflects the pride we have for our school and its students. Mission Statement The mission of the Castro Valley Unified School District (CVUSD), a public preschool through adult organization, is to provide all students programs of excellence that instill a passion for lifelong learning while preparing them for the challenges of tomorrow. The CVUSD will enhance students self-esteem, help them discover and maximize their individual potential, and guide each to dignify, appreciate, respect, and accept human diversity Opportunities for Parental Involvement This section provides information about opportunities for parents to become involved with school activities. Parents who wish to participate in Redwood High School s leadership teams, school committees, school activities, or become a volunteer may contact the school s office at (510)

2 Student Enrollment by Grade Level This table displays the number of students enrolled in each grade level at the school. Grade Level Number of Students Grade 8 0 Ungraded Elementary 0 Grade 9 0 Grade 10 0 Grade 11 0 Grade Ungraded Secondary 0 Total Enrollment 22 Student Enrollment by Group This table displays the percent of students enrolled at the school who are identified as being in a particular group. Percent of Group Group Total Enrollment Percent of Total Enrollment African American 0.0 White (not Hispanic) 63.6 American Indian or Alaska Native 0.0 Multiple or No Response 0.0 Asian 4.5 Socioeconomically Disadvantaged 0.0 Filipino 0.0 English Learners 0.0 Hispanic or Latino 31.8 Students with Disabilities 0.0 Pacific Islander 0.0 School Climate School Safety Plan This section provides information about the school's comprehensive safety plan. Redwood High School s Safety Plan is revised annually each fall by the Site Safety Committee, which is comprised of all staff. Fire, disaster, and secure campus drills are conducted on a regular basis throughout the school year. School Discipline Practices This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies. The goal of Redwood High School s discipline program is to provide student with opportunities to learn self discipline through a system of consistent rewards and consequences for their behavior. Parents and students are informed of discipline policies at the beginning of each school year through classroom orientation and individual student handbook/workshops. A noticeable, positive change in the climate on campus was due to student leadership and a collective effort made by all students to respect one another and the school. Redwood High School has also implemented a progressive discipline program to decrease the number of suspensions. Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. Rate School District Suspensions 104% 159% 9.6% 10% 10% Expulsions 0 0.3%.22%.16% School Facilities School Facility Conditions and Improvements This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

3 Redwood Alternative High School is located in the town of Castro Valley, a beautiful community of rolling hills and canyons with mild winters and pleasant summers. Across the bay from San Francisco and just south of the city of Oakland, Castro Valley is a growing and a richly diverse community with neighborly appeal. A scheduled maintenance program is administered by Castro Valley Unified School District to ensure that all classrooms and facilities are maintained. District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Recently, Redwood High School updated campus facilities to include wiring for Internet connections. A new science center was added to the campus in the spring of 2003 and a total renovation is due in A custodial staff maintains clean and safe facilities. School Facility Conditions Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. Item Inspected Gas Leaks Mechanical Systems Windows/Doors/Gates (interior and exterior) Interior Surfaces (walls, floors, and ceilings) Hazardous Materials (interior and exterior) Structural Damage Fire Safety Electrical (interior and exterior) Pest/Vermin Infestation Drinking Fountains (inside and outside) Restrooms Sewer Playground/School Grounds Teachers Facility in Good Repair No Repair Needed and Action Taken or Planned Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at Teachers School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and 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 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Core Academic Classes Taught by NCLB Compliant Teachers This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-nclb compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at

4 Location of Classes Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers Taught by Non-NCLB Compliant Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Substitute Teacher Availability This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program. The district has a pool of qualified substitute teachers that is able to fill in for an absent teacher. If, for some reason, a substitute is unavailable the site s certificated or administrative staff are able to fill the need. Teacher Evaluation Process This section provides information about the procedures and the criteria for teacher evaluations. Regular and comprehensive evaluations help instructional staff improve their teaching skills and raise students levels of achievement. Evaluations are used to recognize the exemplary skills and accomplishments of staff and to identify areas needing improvement. Certificated staff are formally observed and given constructive feedback at least twice each semester and more often when necessary. Teachers are observed and evaluated using the California Standards for the Teaching Profession. These standards include: Engaging and supporting all students in learning Creating and maintaining effective environments for student learning Understanding and organizing subject matter for student learning Planning instruction and designing learning experiences for all students Assessing student learning Developing as a professional educator All administrators have had extensive training in the supervision and documentation of quality teaching practices. Professional development has allowed administrators to develop greater knowledge of the California Standards for the Teaching Profession and the quality characteristics of best teaching practices with the emphasis on student learning. Support Staff Academic Counselors and Other Support Staff This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Title Academic Counselor Library Media Teacher (Librarian) Number of FTE Assigned to School Average Number of Students per Academic Counselor Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout

5 the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at and Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental) Expenditures Per Pupil (Basic) Average Teacher Salary School Site District $56,621 Percent Difference - School Site and District State $4,743 $57,067 Percent Difference - School Site and State Types of Services Funded This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. School and Library Improvement Block Grant Tobacco Use Prevention Education (TUPE) Economic Impact Aid (EIA) 10 th Grade Counseling Title V Innovative Strategies Gifted and Talented Education (GATE) Professional Development Block Grant English Language Acquisition Program CAHSEE Intensive Instruction Title I, Part A Basic Grant Title II, Part A Teacher Quality Title II, Part D Enhancing Education Through Technology Title III (LEP Students) Title IV, Part A Safe and Drug Free Schools School Safety Peer Assistance and Review Smaller Learning Communities Supplemental School Counseling Program Teacher and Administrative Salaries (Fiscal Year ) This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at and CVUSD State Average for District in the Same Category Beginning Teacher Mid-Range Teacher Highest Teacher Average Elementary Average Middle Average HS Superintendent Beginning Teacher Mid-Range Teacher Highest Teacher Average Elementary Average Middle Average HS Superintendent Category District Amount State Average For Districts In Same Category Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries

6 Student Performance California Standards Tests The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST Results for All Students -- Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). Subject School District State English-Language Arts 14 * * Mathematics Science * History-Social Science 10 * * Norm-Referenced Test (NRT) The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT Results for All Students -- Three Year Comparison This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics. Subject School District State Reading Mathematics Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at API 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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 Statewide B Similar Schools B Adequate Yearly Progress The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state's standards-based assessments in English-language arts (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) Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at

7 AYP Overall and by Criteria This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria. AYP Criteria School District Overall Participation Rate - English-Language Arts Participation Rate - Mathematics Percent Proficient - English-Language Arts Percent Proficient - Mathematics API Graduation Rate Federal Intervention Program 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 (English-language arts 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. Detailed information about PI identification can be found at the CDE Web site at Indicator School District Program Improvement Status Not In PI First Year of Program Improvement Implementation Year in Program Improvement Number of Schools Currently in Program Improvement 0 Percent of Schools Currently in Program Improvement 0.0 School Completion and Postsecondary Preparation Dropout Rate and Graduation Rate This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at Indicator School District State Dropout Rate (1-year) Graduation Rate Completion of High School Graduation Requirements Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the school year. Detailed information about the CAHSEE can be found at the CDE Web site at Note: "N/A" means that the student group is not numerically significant. Career Technical Education Programs This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school. Courses for University of California and/or California State University Admission This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at Indicator Percent Students Enrolled in Courses Required for UC/CSU Admission 0.0 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0

8 College Admission Test Preparation Course Program This section provides information about the school's college admission test preparation course program. Instructional Planning and Scheduling School Instruction and Leadership This section provides information about the structure of the school's instructional program and the experience of the school's leadership team. Primary leadership duties are assumed by Peter Alvarez who assumed the principal position in Mr. Alvarez previous experience includes three years as a high school administrator and six years experience as a classroom teacher. Professional Development This section provides information about the program for training the school's teachers and other professional staff. Staff members build skills and knowledge through participation in workshops and conferences. The Castro Valley Unified School District offers a variety of professional development opportunities that are available for staff to attend. Continuation School Instructional Days This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level. Grade Instructional Days With At Least 180 Instructional Minutes Level Offered State Requirement days days days days Minimum Days in School Year This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.