Natural High (Continuation) School Accountability Report Card Reported Using Data from the School Year Published During

Transcription

1 Natural High (Continuation) School Accountability Report Card Reported Using Data from the School Year Published During 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. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school principal or the district office. About This School Contact Information (Most Recent Year) School Contact Information School Name Street Natural High (Continuation) 100 Lange St. City, State, Zip Lakeport, CA Phone Number Principal Address Web Site Joe Aldridge jaldridge@lakeport.k12.ca.us CDS Code District Contact Information District Name Lakeport Unified Phone Number Superintendent Erin Smith-Hagberg Address esh@lakeport.k12.ca.us Web Site School Accountability Report Card for Natural High (Continuation) Page 1 of 11

2 School Description and Mission Statement (Most Recent Year) Natural Continuation High School was established in 1972 under the authority of California Education Code Section 48436ff. The mission of this school is to provide all students with the opportunity for successful learning experiences, to foster feelings of confidence and self-worth by establishing a respectful learning community where students are provided with instructional methods to fit the learning rates and styles of all, to promote close working relationships between home, school and community, and to celebrate successes of students. We envision alternative programs where students are engaged in a curriculum preparing them to be responsible citizens, objective thinkers, academic achievers, and life-long learners. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade Total Enrollment Student Enrollment by Group (School Year ) Group Percent of Total Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander 0.0 White 61.3 Two or More Races 0.0 Socioeconomically Disadvantaged 61 English Learners 0.0 Students with Disabilities 12.9 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) School Accountability Report Card for Natural High (Continuation) Page 2 of 11

3 Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments * Vacant Teacher Positions 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 ) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District 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 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: September 2014 Core Curriculum Area Reading/Language Arts Odysseyware AGS English Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0 Mathematics Odysseyware AGS Mathematics Yes 0 Science Odysseyware AGS Science Yes 0 History-Social Science Odysseyware AGS History Yes 0 Foreign Language Odysseyware Yes 0 Health Odysseyware Yes 0 Visual and Performing Arts Odysseyware Yes 0 Science Laboratory Equipment (grades 9-12) Odysseyware Yes School Accountability Report Card for Natural High (Continuation) Page 3 of 11

4 School Facility Conditions and Planned Improvements (Most Recent Year) In September 2014, the Lakeport Unified School District Director of Maintenance, Operations, and Transportation conducted an inspection of the facility conditions at Lakeport Alternative School. The results of this inspection indicated that the school met all standards of good repair. School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: September 2014 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned Overall Facility Rating (Most Recent Year) Overall Rating Exemplary Good Fair Poor [ ] School Accountability Report Card for Natural High (Continuation) Page 4 of 11

5 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 65 All Student at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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 School Accountability Report Card for Natural High (Continuation) Page 5 of 11

6 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) English-Language Arts Mathematics History-Social Science Note: STAR Program was last administered in Percentages are not calculated 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. Academic Performance Index Ranks (Three-Year Comparison) Statewide API Rank Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group (Three-Year Comparison) Group B B Actual API Change All Students at the School B B B Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 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. Career Technical Education Programs (School Year ) Natural High School students have the opportunity to take CTE classes at Clear Lake High School if they are interested. Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 0 % of pupils completing a CTE program and earning a high school diploma 0 % of CTE courses sequenced or articulated between the school and institutions of postsecondary education School Accountability Report Card for Natural High (Continuation) Page 6 of 11

7 Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 0.00 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education. California High School Exit Examination Results for All Grade Ten Students (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced English-Language Arts Mathematics Note: Percentages are not calculated 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 (School Year ) Group Not Proficient English-Language Arts Proficient Advanced Not Proficient Mathematics Proficient All Students in the LEA All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Note: Percentages are not calculated 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 ) Grade Level Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards Note: Percentages are not calculated 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. Advanced School Accountability Report Card for Natural High (Continuation) Page 7 of 11

8 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year) An alternative education advisory council consisting of parents, guardians, and student advocates has been established for the purpose of fostering improvement and student achievement at Natural High School. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator Dropout Rate Graduation Rate Completion of High School Graduation Requirements (Graduating Class of 2013) Group Graduating Class of 2013 All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities School Accountability Report Card for Natural High (Continuation) Page 8 of 11

9 State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Rate Suspensions Expulsions Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year) Paramount among the goals of the Lakeport Unified School District is to provide students and staff members a safe teaching/learning environment free of violence, drugs, and fear. The framework of this goal is a comprehensive District/School Safety Plan that is regularly reviewed and updated by a districtwide safety committee dedicated to assuring that current safety concepts, protocols, procedures, drills, and training are routinely practiced. The most recent revisions to the school safety plan were reviewed and approved by the school site council and faculty on October 30, D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) 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 Graduation Rate (if applicable) N/A Yes Federal Intervention Program (School Year ) Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement N/A Year in Program Improvement* N/A Year 3 Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement Note: Cells with --- do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process School Accountability Report Card for Natural High (Continuation) Page 9 of 11

10 Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class Size Size English Mathematics Science Social Science Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development) --- Library Media Teacher (Librarian) --- Library Media Services Staff (Paraprofessional) --- Psychologist Social Worker Nurse Speech/Language/Hearing Specialist --- Resource Specialist Other Note: Cells with --- do not require data. 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. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site $5,703 $58 $5,645 $57,653 District $5,960 $55,169 Percent Difference: School Site and District State $4,690 $57,912 Percent Difference: School Site and State Note: Cells with --- do not require data. Types of Services Funded (Fiscal Year ) Local Control Funding Formula- part time math teacher, instructional materials and professional development activities Lottery Funds (6300) Instructional materials School Accountability Report Card for Natural High (Continuation) Page 10 of 11

11 Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $36,995 $38,152 Mid-Range Teacher Salary $52,773 $55,573 Highest Teacher Salary $64,197 $71,908 Average Principal Salary (Elementary) $77,831 $87,660 Average Principal Salary (Middle) $85,813 $92,424 Average Principal Salary (High) $91,003 $93,606 Superintendent Salary $130,870 $116,538 Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries 6 7 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses 0 0 Note: Cells with --- do not require data. * Where there are student course enrollments. Professional Development The district has three days per school year dedicated to professional staff development. All staff members are encouraged to participate in additional staff development opportunities including job alike site visits and appropriate curriculum conferences School Accountability Report Card for Natural High (Continuation) Page 11 of 11