School Accountability Report Card

Transcription

1 La Entraa High Aress: 4175 Fairmont Blv., Yorba Lina, CA, Phone: (714) Principal: Elizabeth Moore, Principal Grae Span: 9-12 School Accountability Report Car Reporte Using Data from the School Year Publishe During Every school in California is require by state law to publish a School Accountability Report Car (SARC), by February 1 of each year. The SARC contains information about the conition an performance of each California public school. For more information about SARC requirements, see the California Department of Eucation (CDE) SARC Web page at For aitional information about the school, parents an community members shoul contact the school principal or the istrict office. I. Data an Access Websites with aitional information DataQuest Website DataQuest is an online ata tool locate on the California Department of Eucation web page that contains aitional reports for accountability (e.g. API, AYP), test ata, enrollment, grauates, ropouts, course enrollments, staffing, ata regaring English learners an aitional information. Reports are available by school an comparisons to other schools, the istrict, the county an State. The website is E-Data Web Site E-Data is a partnership of the CDE, ESource, an the Fiscal Crisis an Management Assistance Team (FCMAT) that provies extensive financial, emographic, an performance information about California s public kinergarten through grae 12 schools. The website is: Public Internet Access Internet access is available at public libraries an other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries an public locations is generally provie on a first-come, first-

2 serve basis. Other use restrictions may inclue the hours of operation, the length of time that a workstation may be use (epening on availability), the types of software programs available on a workstation, an the ability to print ocuments. II. About This School School Description an Mission Statement Graes: 9-12 School Colors: Royal blue an white School Description La Entraa High School provies an inepenent stuy approach to earning a high school iploma. Inepenent stuy is an alternative to classroom instruction consistent with Placentia- Yorba Lina USD s course of stuy an is not an alternative curriculum. It is an instructional strategy that respons to iniviual nees an styles of learning. It provies iniviual stuents with a ifferent moality to acquire the values, skills, an knowlege all stuents gain as verifie in a written master agreement. Goal setting, time management, an self-iscipline are prerequisites for an results of successful acaemic progress in La Entraa. While the personalize nature of the inepenent stuy can provie a safety net for stuents who are not able to thrive in a more traitional setting, the program is rigorous an emaning. Stuents who grauate from La Entraa must be as well prepare as those stuents who grauate from a comprehensive high school program. School Mission The mission of La Entraa High School is to provie eucational experiences that stimulate intellectual curiosity, create personal enthusiasm for knowlege an actively engage an empower the stuents in the process of learning so that they may responsibly participate in a iverse, ever-changing emocratic society. Opportunities for Parental Involvement La Entraa values parent involvement. Parents are an integral part of the inepenent stuy school from the very first appointment. We encourage teachers to contact parents for positive achievement as well as when special circumstances arise. Regular conferences with teachers to assist an monitor progress are encourage. Parents have an opportunity to be an integral part of the school through membership in School Site Council an Focus On Learning. Parents intereste in participating shoul call Dan Sobschak at (714)

3 Average Class Size an Class Size Distribution Subject Avg. Clas s Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* English Provie Provie Provie Provie Provie Provie Provie Provie Mathematics Provie Provie Provie Provie Provie Provie Provie Provie Science Provie Provie Provie Provie Provie Provie Provie Provie Social Science Provie Provie Provie Provie Provie Provie Provie Provie III. School Climate School Safety Plan Last reviewe, upate an share with staff La Entraa has a very thorough an well-planne school safety plan containe in a Disaster Prepareness Manual. The manual, reviewe annually, was evelope over time with input from the istrict, isaster training workshops, an professional emergency personnel. Inclue in the manual are plans for a wie variety of potential isasters incluing both man-mae an natural emergencies. The manual is upate once a year an reviewe with the staff once a year as well. Staff members are well verse in the responses each must make in case of an emergency. In aition, fire an earthquake prepareness rills are hel as require by law.

4 Suspensions an Expulsions This School Rate* School School School Suspensions Expulsions * The rate of suspensions an expulsions is calculate by iviing the total number of incients by the total enrollment. Suspensions an Expulsions District-wie Rate* District District District Suspensions Expulsions * The rate of suspensions an expulsions is calculate by iviing the total number of incients by the total enrollment. IV. School Facilities School Facility Conitions an Planne Improvements (School Year ) Date of Inspection 10/17/11 The school meets most or all stanars of goo repair. Deficiencies note, if any, are not significant an/or impact a very small area of the school. Voice an ata upgraes were complete in summer of School Facility Goo Repair Status (School Year ) Repair Status System Inspecte Exemplary Goo Fair Poor Repair Neee an Action Taken or Planne Systems: Gas Leaks, Mechanical/HVAC, Sewer X

5 Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazarous Materials Structural: Structural Damage, Roofs External: Playgroun/School Grouns, Winows/ Doors/Gates/Fences X X X X X X X Overall Rating X Note: Cells shae in black o not require ata. V. Teachers Teacher Creentials District-wie Teachers District With Full Creential 1110 Without Full Creential 1 Teaching Outsie Subject Area of Competence (with full creential) 18

6 Teacher Creentials This School Teachers School School School With Full Creential Without Full Creential Teaching Outsie Subject Area of Competence (with full creential) provie provie provie Location of Classes Percent of Classes In Core Acaemic Subjects Taught by Highly Qualifie Teachers Percent of Classes In Core Acaemic Subjects Not Taught by Highly Qualifie Teachers This School 0.00% 0.00% All Schools in District 97.40% 2.60% High-Poverty Schools in District 98.81% 1.19% Low-Poverty Schools in District 96.73% 3.27% Teacher Misassignments an Vacant Teacher Positions Inicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Note: Misassignments refers to the number of positions fille by teachers who lack legal authorization to teach that grae level, subject area, stuent group, etc. VI. Support Staff

7 Acaemic Counselors an Other Support Staff (School Year ) Title Number of FTE* Assigne to School Average Number of Stuents per Acaemic Counselor Acaemic Counselor Counselor (Social/Behavioral or Career Development) Library Meia Teacher (librarian) Library Meia Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other Note: Cells shae in black o not require ata. VII. Curriculum an Instructional Materials VIII. Instructional Planning an Scheuling Professional Development Most recent 3-years Preservice Days in 06/07 = 5 ays Preservice Days in 07/08 = 5 ays Preservice Days in 08/09 = 4 ays

8 Preservice Days in 09/10 = 2 ays Preservice Days in 10/11 = 0 ays In the above years, schools were either on the weekly early release/late start (PLC's) or the (8) istrict staff evelopment ays. Minimum ays are separate. IX. School Finances Expenitures Per Pupil an School Site Teacher Salaries (Fiscal Year ) Level Total Expenitures Per Pupil Expenitures Per Pupil (Supplemental / Restricte) Expenitures Per Pupil (Basic / Unrestricte) Average Teacher Salary School Site District $5,383 $75,358 Percent Difference School Site an District State $5,455 $69,207 Percent Difference School Site an State Note: Cells shae in black o not require ata. Types of Supplemental an Enrichment Services Fune (Fiscal Year ) In aition to school site bugets, our school also receives the following supplemental funing: School an Library Improvement buget

9 Teacher an Aministrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $39,777 $42,017 Mi-Range Teacher Salary $73,744 $67,294 Highest Teacher Salary $92,516 $86,776 Average Principal Salary (Elementary) $110,464 $108,534 Average Principal Salary (Mile) $116,201 $112,893 Average Principal Salary (High) $134,469 $123,331 Superintenent Salary $256,434 $226,417 Percent of Buget for Teacher Salaries 42.00% 38.00% Percent of Buget for Aministrative Salaries 5.00% 5.00% X. Stuent Performance Stanarize Testing an Reporting Program The Stanarize Testing an Reporting (STAR) Program consists of several key components, incluing: California Stanars Tests (CSTs), which inclue English-language arts (ELA) an mathematics in graes two through eleven; science in graes five, eight, an nine through eleven; an history-social science in graes eight, an nine through eleven. California Moifie Assessment (CMA), an alternate assessment that is base on moifie achievement stanars in ELA for graes three through eleven; mathematics for graes three through seven, Algebra I, an Geometry; an science in graes five an eight, an Life Science in grae ten. The CMA is esigne to assess those stuents whose isabilities preclue them from achieving grae-level proficiency on an assessment of the California content stanars with or without accommoations. California Alternate Performance Assessment (CAPA), inclues ELA an mathematics in graes two through eleven, an science for graes five, eight, an ten. The CAPA is given to those stuents with significant cognitive isabilities whose isabilities prevent them from taking either the CSTs with accommoations or moifications or the CMA with accommoations.

10 The assessments uner the STAR Program show how well stuents are oing in relation to the state content stanars. On each of these assessments, stuent scores are reporte as performance levels. For etaile information regaring the STAR Program results for each grae an performance level, incluing the percent of stuents not teste, see the CDE STAR Results Web site at Stanarize Testing an Reporting Results for All Stuents Three-Year Comparison Percent of Stuents Scoring at Proficient or Avance (meeting or exceeing the state stanars) Subject School District State English- Language Arts 36% 53% 56% 65% 67% 69% 49% 52% 54% Mathematics 14% 38% 24% 65% 67% 69% 46% 48% 50% Science 25% 60% 38% 66% 70% 75% 50% 54% 57% History-Social Science 22% 33% 32% 58% 62% 68% 41% 44% 48% Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. Stanarize Testing an Reporting Results by Stuent Group Most Recent Year Group Percent of Stuents Scoring at Proficient or Avance English- Language Arts Mathematics Science History- Social Science All Stuents in the 69% 69% 75% 68% All Stuents at the School 56% 24% 38% 32% Male 57% 40% 55% 43% Female 56% 15% 31% 27% Black or African American 0% 0% 0% 0% American Inian or Alaska Native 0% 0% 0% 0%

11 Asian 0% 0% 0% 0% Filipino Hispanic or Latino 38% 0% 0% 20% Native Hawaiian or Pacific Islaner White 62% 26% 46% 37% Two or More Races Socioeconomically Disavantage 0% 0% 0% 0% English Learners 0% 0% 0% 0% Stuents with Disabilities 0% 0% 0% 0% Stuents Receiving Migrant Eucation Services Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily use as a grauation requirement. However, the grae ten results of this exam are also use to establish the percentages of stuents at three proficiency levels (not proficient, proficient, or avance) in ELA an mathematics to compute AYP esignations require by the feeral ESEA, also known as NCLB. For etaile information regaring CAHSEE results, see the CDE CAHSEE Web site at California High School Exit Examination Results for All Grae Ten Stuents Three-Year Comparison (if applicable) Percent of Stuents Scoring at Proficient or Avance Subject School District State English- Language Arts 61% 60% 68% 66% 67% 75% 52% 54% 59% Mathematics 63% 67% 33% 70% 72% 73% 53% 54% 56% Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy.

12 California High School Exit Examination Grae Ten Results by Stuent Group Most Recent Year (if applicable) Group English-Language Arts Not Proficient Proficient Avance Not Proficient Mathematics Proficient Avance All Stuents in the 25% 27% 48% 27% 40% 33% All Stuents at the School 32% 29% 38% 67% 28% 6% Male 9% 45% 45% 55% 27% 18% Female 43% 22% 35% 72% 28% 0% Black or African American 0% 0% 0% 0% 0% 0% American Inian or Alaska Native 0% 0% 0% 0% 0% 0% Asian 0% 0% 0% 0% 0% 0% Filipino 0% 0% 0% 0% 0% 0% Hispanic or Latino 0% 0% 0% 91% 9% 0% Native Hawaiian or Pacific Islaner 0% 0% 0% 0% 0% 0% White 19% 38% 43% 52% 38% 10% Two or More Races 0% 0% 0% 0% 0% 0% Socioeconomically Disavantage 0% 0% 0% 0% 0% 0% English Learners 0% 0% 0% 0% 0% 0% Stuents with Disabilities 0% 0% 0% 0% 0% 0% Stuents Receiving Migrant Eucation Services 0% 0% 0% 0% 0% 0% Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is aministere to stuents in graes five, seven, an nine only. This table isplays by grae level the percent of stuents meeting the fitness stanars for the most recent testing

13 perio. For etaile information regaring this test, an comparisons of a school s test results to the istrict an state, see the CDE PFT Web page at Grae Level Percent of Stuents Meeting Fitness Stanars Four of Six Stanars Five of Six Stanars Six of Six Stanars Note: Scores are not shown when the number of stuents teste is ten or less, either because the number of stuents in this category is too small for statistical accuracy or to protect stuent privacy. XI. Accountability Acaemic Performance Inex The Acaemic Performance Inex (API) is an annual measure of state acaemic performance an progress of schools in California. API scores range from 200 to 1,000, with a statewie target of 800. For etaile information about the API, see the CDE API Web page at Acaemic Performance Inex Ranks Three-Year Comparison This table isplays the school s statewie an similar schools API ranks. The statewie API rank ranges from 1 to 10. A statewie rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewie 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 matche similar schools. A similar schools rank of 1 means that the school s acaemic 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 acaemic performance is better than at least 90 of the 100 similar schools. API Rank Statewie Similar Schools N/A Acaemic Performance Inex Growth by Stuent Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Stuents at the School

14 Black or African American American Inian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islaner White Two or More Races N/D Socioeconomically Disavantage English Learners Stuents with Disabilities Note: N/D means that no ata were available to the CDE or to report. B means the school i not have a vali API Base an there is no Growth or target information. C means the school ha significant emographic changes an there is no Growth or target information. Acaemic Performance Inex Growth by Stuent Group 2011 Growth API Comparison This table isplays, by stuent group, the number of stuents inclue in the API an the 2011 Growth API at the school,, an state level. Group Number of Stuents School 2011 Growth API Number of Stuents Number of Stuents State All Stuents at the School , ,683, Black or African American , American Inian or Alaska Native , Asian 0 2, , Filipino , Hispanic or Latino 7 6, ,406, Native Hawaiian or Pacific Islaner ,

15 White , ,258, Two or More Races , Socioeconomically Disavantage 1 5, ,731, English Learners 2 3, ,521, Stuents with Disabilities 1 1, , Aequate Yearly Progress The feeral ESEA requires that all schools an istricts meet the following Aequate Yearly Progress (AYP) criteria: Participation rate on the state s stanars-base assessments in ELA an mathematics Percent proficient on the state s stanars-base assessments in ELA an mathematics API as an aitional inicator Grauation rate (for seconary schools) For etaile information about AYP, incluing participation rates an percent proficient results by stuent group, see the CDE AYP Web page at Aequate Yearly Progress Overall an by Criteria (School Year ) AYP Criteria School District Mae AYP Overall Yes No Met Participation Rate - English-Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Percent Proficient - English-Language Arts Yes No Met Percent Proficient - Mathematics Yes No Met API Criteria N/A Yes Met Grauation Rate Yes Yes Feeral Intervention Program (School Year ) Schools an istricts receiving feeral Title I funing enter Program Improvement (PI) if they o not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same inicator (API or grauation

16 rate). After entering PI, schools an istricts avance to the next level of intervention with each aitional year that they o not make AYP. For etaile information about PI ientification, see the CDE PI Status Determinations Web page: Inicator School District Program Improvement Status In PI First Year of Program Improvement Year in Program Improvement Year 1 Number of Schools Currently in Program Improvement 6 Percent of Schools Currently in Program Improvement 17.6% Note: Cells shae in black o not require ata. XII. School Completion an Postseconary Preparation Dropout Rate an Grauation Rate Inicator School District State Dropout Rate (1-year) Grauation Rate Note: The National Center for Eucation Statistics grauation rate as reporte in AYP is provie in this table. Courses for University of California an/or California State University Amission UC/CSU Course Measure Percent Stuents Enrolle in Courses Require for UC/CSU Amission 0.0% Grauates Who Complete All Courses Require for UC/CSU Amission 6.3% Avance Placement Courses (School Year ) Subject Number of AP Courses Offere* Percent of Stuents In AP Courses Computer Science 0

17 English 0 Fine an Performing Arts 0 Foreign Language 0 Mathematics 0 Science 0 Social Science 0 All courses 0 0.0% Note: Cells shae in black o not require ata. *Where there are stuent course enrollments. Completion of High School Grauation Requirements This School Stuents in California public schools must pass both the ELA an mathematics portions of the CAHSEE to receive a high school iploma. For stuents who began the school year in grae twelve this table isplays by stuent group the percent who met all state an local grauation requirements for grae twelve completion. Group Grauating Class of 2011 School All Stuents Black or African American American Inian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islaner White Two or More Races Socioeconomically Disavantage English Learners Stuents with Disabilities Provie Provie Provie Provie Provie Provie Provie Provie Provie Provie Provie Provie

18 Completion of High School Grauation Requirements District-wie Group Grauating Class of 2011 District State All Stuents Provie N/D Black or African American Provie N/D American Inian or Alaska Native Provie N/D Asian Provie N/D Filipino Provie N/D Hispanic or Latino Provie N/D Native Hawaiian or Pacific Islaner Provie N/D White Provie N/D Two or More Races Provie N/D Socioeconomically Disavantage Provie N/D English Learners Provie N/D Stuents with Disabilities Provie N/D N/D means that the State i not have information to report. Career Technical Eucation Programs This table isplays information about participation in the school s CTE programs. Measure CTE Program Participation Number of pupils participating in CTE Percent of pupils completing a CTE program an earning a high school iploma Percent of CTE courses sequence or articulate between the school an institutions of postseconary eucation