Cupertino High Kami Tomberlain, Principal Address: 10100 Finch Avenue, Cupertino, CA 95014 408-366-7300 FREMONT UNION HIGH SCHOOL DISTRICT 2010-2011 Accountabiltiy Report Card Profile Cupertino is a four-year comprehensive high school with an enrollment of about 1,800 students, grades 9-12, in the 2010-2011 school year. Established in 1958, CHS is one of five high schools in the Fremont Union High and serves students from the suburban areas of Sunnyvale, Santa Clara, San Jose, and Cupertino. Located in the heart of Silicon Valley, the City of Cupertino is a blend of residential areas and high technology industry including the home of Apple Computer, Inc. come from homes where many parents have advanced educational degrees and are committed to academic excellence. The school benefits from industry partnerships, special district programs, and strong community support. Cupertino High staff continually reassesses programs to meet the needs of all students for life in the 21st century. Our school mission statement is to prepare students to be effective and productive members of society who possess skills in communication, critical thinking, lifelong learning and self-discipline, and involved citizenship. For students in need of additional academic support, CHS offers built-in tutorial time twice a week for all students. have the option to use this time to seek specific subject matter help from their content teachers or work independently on assignments or course reading. who are not earning passing grades will be assigned to guided study halls during tutorial and any open periods. Additionally, all ninth graders are assigned a Freshman Advisory that meets every Wednesday during tutorial and is staffed by both a teacher and student leaders. The school also offers a strong after school academic Student Enrollment by Ethnic Group 2010-11 Percentage support center with available peer and teacher tutors. An excellent co-curricular program complements the academic program at Cupertino High. The visual-performing arts program is thriving in the areas of drama, choral, and African American American Indian Asian 1.4% 1.4% 58.1% instrumental music. CHS also offers a wide variety of other Filipino 1.8% opportunities including athletics, clubs, student leadership activities, and community service. can also connect Hispanic or Latino 9.0% with the school and other students through such programs and activities as peer tutoring, a ninth grade mentoring program (Tino Crew), and a Best Buddies program linking general and special education students. Athletics is a large program at Cupertino High and over 600 students participate in competitive sports on an annual basis. Pacific Islander White Two or More None Reported 0.4% 27.6% 0.3% - Polly M. Bove, Superintendent 589 W. Fremont Avenue, Sunnyvale, CA 94087 408-522-2200 www.fuhsd.org Climate for Learning & Discipline Cupertino High has a reputation as a warm and caring place that values students and their personal development. To help incoming 9th graders, the Freshman Alliance program was implemented to support students who historically start high school with a pattern of low achievement based on their 8th grade test scores, grades and attendance. Additionally, all ninth graders are assigned Freshman Advisory during tutorial period where a group of volunteer teachers and student leaders work to help these students connect to high school and the available resources. Many ninth graders participate in AVID (Advancement Via Individual Determination), a program designed to meet the needs of socio-economically and racially underrepresented students in guiding them toward college prep classes. Cupertino places a high premium on the value of good communication with families. The school website is in a constant state of change and improvement as staff and students add more information almost daily. Parents and staff value Loop as a home and school communication system that provides information to students and parents about class work, assignments, attendance, grades, and general school information. Email continues to be an effective means of communication between the school and families and Loop helps facilitate such electronic communication. Safe, orderly schools are the highest priority of the Board of Trustees and staff. Before the beginning of each school year, parents receive written notification of parent/student rights and responsibilities with clearly-stated expectations for student behavior. Additionally, each student attends a presentation by the administrative team in which behavioral expectations are illustrated and reinforced. The has a strictly enforced antidiscrimination policy that prohibits harassment of students or staff based on race, gender, disability, religion, or sexual orientation. The Board maintains a zero tolerance policy for violent or threatening behaviors, but is committed first to the prevention of harmful behaviors. are provided with opportunities within the classroom and co-curricular programs to build positive relationships to help create a more supportive school community. Guidance Counselors, Student Conduct Specialists, Student Advocates (licensed family therapists), and peer counselors help students work through personal issues. Cupertino High 1
The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Enrollment By Grade This chart illustrates the enrollment trend by grade level for the past three (3) school years. Class Size Average class sizes vary by grade level and subject area taught. In addition to credentialed teachers, students receive assistance in some classrooms from instructional assistants. The table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). Staff Development Suspensions & Expulsions 08-09 09-10 10-11 08-09 09-10 10-11 Suspensions 312 148 138 1103 474 553 Suspension Rate 18.5% 8.7% 7.6% 10.7% 4.6% 5.3% Expulsions 3 16 14 21 45 30 Expulsion Rate 0.2% 0.9% 0.8% 0.2% 0.4% 0.3% Enrollment Trend by Grade Level 2008-09 2009-10 2010-11 9th 444 438 481 10th 454 441 456 11th 380 448 432 12th 411 372 444 Average Class Size Class Size Distribution 1-20 Classrooms Containing: 21-32 33+ 09 10 11 09 10 11 09 10 11 09 10 11 By Subject Area English 25 26 25 27 20 19 38 43 52 2-2 Mathematics 27 30 30 15 10 9 19 27 15 12 12 19 Science 32 31 32-10 5 18 93 12 22 29 26 Social Science 31 31 29 1-5 22 27 23 8 11 14 A variety of strategies have been implemented at Cupertino High to improve teaching and learning. The Leadership Team, comprised of teachers leaders and administrators, helps organize and facilitate the staff development program, thus increasing the leadership capacity of teachers on campus. These efforts have provided a greater school-wide focus on improving student leaning. Teachers and administrators are actively involved in professional growth activities at the school, district, state and national level. Staff development days and/or special meetings are scheduled before and throughout the school year. Late-start days are dedicated to staff training and collaborative work time. administrators attend a leadership development session before the start of each school year and attend staff development seminars throughout the year. Counseling & Support Staff The Fremont Union High strives to provide all students with high quality personal, vocational, and academic guidance. Cupertino High staff continually reassesses programs to meet the needs of all students for life in the 21st century. All students have access to Naviance, an online college and career exploration and search tool. engage in career assessments and exploration activities through the College and Career Center and Library/Media Center, and plan appropriate postsecondary education with the help of four (4) assistant principals, three (3) academic counselors, and Career Center and Library staff. Cupertino High s ratio of students per Counselor = 569:1, but with the additional help of the assistant principals, the ratio = 244:1. Support staff also includes 1 library media teacher, 2 Psychologists, 1 Speech/Language/ Hearing Specialist, and 26 full-time and 25 half-time paraprofessional/ clerical employees. A district-wide college fair is held each year and school sites offer grade level college information nights for students and their parents. Most materials are translated into Chinese, Japanese, Korean, and/or Spanish; on-site translators may also be provided. Ongoing intervention programs are provided for students who need them. Special education students are provided with transition plans and specialized work training programs. Teacher Credentials The Fremont Union High recruits and employs the most qualified credentialed teachers. Volunteer Opportunities Parents and community members can get involved through the following: PTSA; Site Council; Latino and Korean Parent Groups, booster organizations for athletics, music, and choir; and as volunteers that help keep the school running. For information pertaining to opportunities for parental involvement, please contact the Executive Assistant to the Principal at 408-366-7370. Contact Information Teacher Credential Status CUPERTINO HIGH SCHOOL www.chs.fuhsd.org 10100 Finch Avenue, Cupertino, CA 95014 PRINCIPAL: Kami Tomberlain PHONE: 408-366-7300 FA: 408-255-8466 COLORS: Cardinal Red, Gold & Grey MASCOT: Pioneers ESTABLISHED: 1958 CDS Code 43-69468-4331799 FREMONT UNION HIGH SCHOOL DISTRICT www.fuhsd.org 589 W. Fremont Avenue, Sunnyvale, CA 94087 SUPERINTENDENT: Polly M. Bove PHONE: 408-522-2200 08-09 09-10 10-11 10-11 Fully Credentialed 73 87 0 0 Without Full Credentials 6 2 0 0 Working Outside Subject 0 0 0 0 Misassignments/Vacancies 09-10 10-11 11-12 Misassignments of Teachers of English Learners 0 0 0 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Vacant Teacher Positions 0 Cupertino High 2
Highly Qualified 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. High poverty schools are defined as those schools with student participation of approximately 75% or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25% or less in the free and reduced lunch program. More information on teacher qualifications required under NCLB can be found on the CDE website http://www.cde.ca.gov/nclb/sr/tq/ NCLB Compliant Teachers Instructional Materials % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 98.6% 1.4% 97.8% 2.2% High-Poverty s in 100.0% 0.0% Low-Poverty s in 98.1% 1.9% The Fremont Union High held a public hearing on October 4, 2011, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. Grade Levels Subject -Adopted Textbooks Publisher Adoption Year Sufficie Saftey Plan Safe, orderly schools are the highest priority of the Board of Trustees and staff. The high school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Cupertino s Safety Plan was revised and updated in October 2010. The staff is being trained at staff meetings throughout the 2010-2011 school year on the contents of the plan and a variety of emergency drills will take place throughout the year on a quarterly basis. Facilities Construction of new baseball, softball and soccer fields began in June 2010. Renovation of the football field at Cupertino High is targeted to begin in December 2010. Follow track and field renovation at http:// www.fuhsd.org/chs. The Cupertino High campus was inspected on May 20, 2011 and is in good condition. The Facilities Manager, in collaboration with the Principal, works daily with six (6) full-time custodians to ensure that the cleaning of the school is maintained to provide for a clean and safe school. maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. The rotates a deep cleaning crew at all campuses during breaks and over the summer. Increased custodial coverage of fields and grounds supports a safe and clean campus. Items Inspected Systems (Gas Leaks, Mech/HVAC, Sewer) Facility Conditions Date of Last Inspection: 05/20/2011 Overall Summary of Facility Conditions: Good Facility Component System Status Good Fair Poor Interior Cleanliness (Overall Cleanliness, Pest/ Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Deficiency & Remedial Actions Taken or Planned Science Lab Equipment The school stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and Bunsen burners. For more information, please call the school office. Additional Internet Access/Public Libraries In addition to resources available at school or online through the school, students can access research materials and Internet via the public libraries located in the cities of Cupertino, Sunnyvale, Los Altos, Santa Clara, San Jose, and Saratoga. These cities are located in Santa Clara County. In November 2009, the Santa Clara County Library system was ranked second in the nation by Hennen s American Public Library Ratings. Free wireless Internet access is also provided as a feature in city plazas, coffee shops and other businesses that are publicly accessible. Cupertino High 3
Adequate Yearly Progress The federal No Child Left Behind (NCLB) Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: participation rate on the state s standards-based assessment in English Language Arts and mathematics, percent proficient on the state s standardsbased assessments in English Language Arts and mathematics, API as an additional indicator, and graduation rate. Adequate Yearly Progress (AYP) Made AYP Overall Yes No Met AYP Criteria English - Language Arts Mathematics English - Language Arts Mathematics Participation Rate Yes Yes Yes Yes Percent Proficient Yes Yes No No API Results Yes Yes Graduation Rate Yes Yes Academic Performance Index The API is a single number, ranging from a low of 200 to a high of 1000, that reflects a school s, a 's, or a subgroup s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API is calculated by converting a student s performance on statewide assessments across multiple content areas into points on the API scale. These points are then averaged across all students and all tests. The result is the API. An API is calculated for schools,, and for each numerically significant subgroup of students at a school or a. In order to measure the academic improvement of a school, academic results in the form of the API are compared from year to year. Growth (or change) in the API is the difference between the Base API and Growth API within a reporting cycle. Number of Growth API State Growth Score Number of Growth Score Number of Growth Score All at the 1,273 893 7,483 885 4,683,676 778 Black or African American 16 729 104 709 317,856 696 American Indian or Alaska Native 17 774 27 751 33,774 733 Asian 751 932 4,127 947 398,869 898 Filipino 24 884 247 838 123,245 859 Hispanic or Latino 120 752 1,044 670 2,406,749 729 White 336 872 1,870 886 1,258,831 845 Socioeconomically Disadvantaged 141 773 1,174 698 2,731,843 726 English Learners 189 759 1,260 709 1,521,844 707 with Disabilities 109 674 546 609 521,815 595 API Results 2008 2009 2010 Statewide 10 10 10 Similar s 3 7 8 Group 08-09 09-10 10-11 All at the Actual API Change 39 12 - Asian Actual API Change 33 1 6 Hispanic or Latino Actual API Change -2 69-26 White Actual API Change 43 7 2 English Learners Actual API Change 42 13-21 with Disabilities Actual API Change - - 25 Federal Intervention Program s 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. Federal Intervention Programs Program Improvement (PI) Status Not in PI Not in PI First Year in PI - - Year in PI (2011-12) - - # of s Currently in PI - 0 % of s Identified for PI - 0.00% Cupertino High 4
California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown in the table below. For results on course specific tests, please see http://star.cde.ca.gov. California Standards Test (CST) Subject State 2009 2010 2011 2009 2010 2011 2009 2010 2011 English/Language Arts 74 77 77 74 75 76 49 52 54 Mathematics 65 64 68 60 62 64 46 48 50 Science 77 78 76 75 75 77 50 54 57 History/Social Science 76 76 77 72 73 77 41 44 48 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Subject California Standards Test (CST) English/ Language Arts Subgroups Mathematics Science History/ Social Science 76 64 77 77 77 68 76 77 African American/ Black 47 33 * 45 American Indian 63 33 * * Asian 84 80 81 84 Filipino 72 64 * 65 Hispanic or Latino 47 28 57 51 Pacific Islander * * * * White 77 60 76 76 Males 76 70 77 80 Females 79 66 75 75 Socioeconomically Disadvantaged 48 45 50 52 English Learners 25 55 22 25 with Disabilities 44 33 38 36 Migrant Education * * * * Two or More Races * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Physical Fitness The California Physical Fitness Test is administered to students in grade nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Percentage of in Healthy Fitness Zone Grade Level 2010-11 Four of Six Standards Five of Six Standards Six of Six Standards 9 20.0% 23.4% 39.1% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Cupertino High 5
Advanced Placement Classes The Fremont Union High has open access to Advanced Placement (AP) courses for all eligible students. often take more than one AP course. take AP exams in May, and a passing score (3 or higher on a 5 point scale) may qualify for college credit at most of the nation s colleges and universities. During the 2010-2011 school year, 435 CHS students took 928 AP exams, and 88.9% of exams earned passing scores. UC/CSU Course Completion 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 in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. 2010-11 Student Enrolled in Courses Required for UC/ CSU Admission 2009-10 Graduates Who Completed All Courses Required for UC/CSU Admission UC/CSU Course Enrollment Percentage 80.0% 61.3% * Duplicated Count (one student can be enrolled in several courses). Advanced Placement Classes Fine and Performing Arts # of Courses Computer Science 1 English 2 Foreign Language 4 Mathematics 9 Science 5 Social Science 3 Totals 24 Percent of in AP Courses - 7.7% California High Exit Exam (CAHSEE) The California High Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language/ arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language/arts and math separately for the most recent testing period. CAHSEE By Subject 2008-09 2009-10 2010-11 State State State English 80.0 79.0 52.0 83.0 82.0 54.0 84.0 85.0 59.0 Mathematics 89.0 84.0 53.0 86.0 84.0 54.0 85.0 85.0 56.0 All All Not Proficient CAHSEE By Student Group English Proficient Advanced Not Proficient Mathematics Proficient Advanced 15.0 17.0 68.0 15.0 25.0 60.0 16.0 17.0 67.0 15.0 32.0 53.0 Male 15.0 20.0 65.0 11.0 34.0 55.0 Female 17.0 14.0 70.0 11.0 34.0 55.0 Asian 14.0 12.0 74.0 6.0 27.0 67.0 Filipino - - - 18.0 27.0 55.0 Hispanic or Latino 31.0 35.0 33.0 51.0 31.0 18.0 White 11.0 19.0 70.0 17.0 41.0 42.0 English Learners 64.0 14.0 22.0 31.0 37.0 32.0 Socioeconomically Disadvantaged with Disabilities 43.0 20.0 37.0 36.0 38.0 25.0 50.0 22.0 28.0 56.0 38.0 6.0 Cupertino High 6
Completion of High Graduation Requirements in California public schools must meet all state and local graduation requirements for grade twelve completion and pass both the Englishlanguage arts and mathematics portions of the California High Exit Examination (CAHSEE) to receive a high school diploma. Data for the 2010-2011 school year was not published by the state at the time of this publication. Dropout & Graduation Rates This table displays the high school s one-year dropout rate and graduation rate for the most recent three-year period. Detailed information about dropout rates and graduation rates can be found at the CDE website at http://dq.cde.ca.gov/dataquest/ Career Technical Education (CTE) Programs In addition to CTE courses offered within Applied Academics and Electives department at each school, the Fremont Union High offered 15 ROP courses during the 2010-2011 school year: Administration of Justice, Advanced Multimedia, Advanced Visual Communications, Athletic Training/ Sports Medicine, Automotive Technology Level I and II, Biotechnology, Broadcast Journalism, Commercial Art/Graphic Design, Culinary Careers I and II, Engineering Technology, Stagecraft Technology, Technical Writing, and TV/Film/Video. Not all courses are offered at every high school campus, but are open to students if scheduling permits. ROP courses articulated with De Anza Community College include: Administration of Justice, Athletic Training/Sports Medicine, Automotive Technology, Culinary Careers, Commercial Art/Graphic Design, Stagecraft Technology, and TV/Film/Video; additionally, the Stagecraft Technology course is also articulated with Foothill Community College. The following courses are being considered for articulation: Biotechnology, Multimedia Design, and Engineering Technology. The s commitment to offering high-quality CTE programs is reflected by recent efforts to increase the number of CTE courses that are UC-approved. In 2011, a Culinary Food Science course gained (g) eligibility, and staff are currently in the process of submitting an Accounting course for UC (g) approval in 2012. The following ROP courses are UC approved: Biotechnology (d), Multimedia Design (f), Engineering Technology (g), Computer Programming (JAVA) (g), Culinary Food Science (g), and Journalism (g). Career Technical Education Participation The Fremont Union High is committed to offering high-quality, enriching career technical education programs. In addition to CTE courses offered at each school, students can also access CTE courses at other FUHSD schools and at other partner schools through the North County Regional Occupational Program (NCROP). CTE courses are offered for Applied Academic or Elective credit in a variety of areas including business, computer programming, multimedia, industrial technology, and culinary arts. These courses provide students with opportunities for career exploration as well as development of career/technical skills training and/or on-the-job training with work-based learning. Depending on pre-requisites and space availability, these classes are open to students in all grade levels. Admission Requirements for California s Public Universities students can access a College and Career Planning Website at http://www.fuhsd.org/collegecareer. This site has various links to help parents and students begin planning for college and beyond. All five of the s high schools use Naviance, a college and career planning resource that allows students and families to investigate, research, track, and plan for the college admission process. UNIVERSITY OF CALIFORNIA Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site at http://www.universityofcalifornia.edu/admissions/index.html CALIFORNIA STATE UNIVERSITY Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site at http://www.calstate.edu/admission/. LOCAL COMMUNITY COLLEGES Enrollment & Program Completion in Career/ Technical Education (CTE) Programs (Carl Perkins Vocational and Technical Education Act) Question Graduation & Dropout Rates How many of the school s pupils participate in CTE? What percent of the school s pupils complete a CTE program and earn a high school diploma? What percent of the school s CTE courses are sequenced or articulated between the school and institutions of post secondary education? 07-08 08-09 09-10 Dropout Rate 1.30% 2.00% 1.30% Graduation Rate 94.48% 91.99% 93.65% Response The Foothill-De Anza Community College provides a dynamic learning environment that fosters excellence, opportunity and innovation in meeting the educational needs of its diverse students and community. Located in the heart of Silicon Valley, the district serves the communities of Cupertino, Los Altos, Los Altos Hills, Mountain View, Palo Alto, Sunnyvale and portions of San Jose. 595 22.6 30.0 Cupertino High 7
Admission to De Anza College in Cupertino is open to anyone (subject to the residency requirements) who has a high school diploma, a General Education Diploma, a proficiency certificate, or is at least 18 years old and shows evidence of being able to benefit from the instruction offered by the college. For general admissions requirements please visit http://www. deanza.edu/admissions/residency.html Foothill College, located in Los Altos Hills, has an open-door admission policy for all high-school graduates and non-graduates who are 18 years of age or older. enrolled in the junior and senior year of high school may attend Foothill College with written parental and school permission. Forms for parental and school permission are available in the Admissions & Records Offices at both Foothill campuses or online at: http://www.foothill.edu/admissions.php Teacher & Administrative Salaries as a Percentage of Total Budget This table displays salaries 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 the s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website. Average Salary Information Teachers - Principal - Superintendent 2009-10 Site Teacher Salaries State Beginning Teachers $50,104 $42,954 Mid-Range Teachers $78,069 $69,905 Highest Teachers $93,827 $89,464 Elementary Principals - - Middle Principals - $121,722 High Principals $152,949 $128,348 Superintendent $294,185 $205,119 Salaries as a Percentage of Total Budget Teacher Salaries 37.7% 38.3% Administrative Salaries 9.2% 5.2% The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state financial statements. Average Teacher Salaries & - $74,635 Percentage of Variation -100.00% & State All High s $70,570 Percentage of Variation -100.00% Revenue Sources The Fremont Union High relies almost exclusively on local property taxes for general fund revenue. Enrollment has been about 10,300 students for two years in a row but is projected to increase at 2-3% per year for several years in the future. Since the is not paid by the State of California per student, it must absorb all new costs associated with student growth. In January 2005 the Fremont Union High began a residency verification effort to ensure that our schools are reserved for only those students who are valid residents within the boundaries. Our residency verification process ensures that every tax dollar of our community is used to support the students who actually live in our attendance area. On November 2, 2010, our $98 parcel tax was renewed through the 2016-2017 school year. The tax is assessed against each parcel of taxable land in the. A parcel is defined as any unit of land in the that receives a separate tax bill from the Santa Clara County Assessor s Office. Optional Exemption from the $98 Parcel Tax is available to senior citizens (65 years or older) who own and occupy, as a principal residence, a parcel and apply to the for exemption. Data Sources Expenditures per Pupil Total Expenditures Per Pupil - From Restricted Sources - From Unrestricted Sources - From Unrestricted Sources - Percentage of Variation between & - State From Unrestricted Sources $5,455 Percentage of Variation between & State Data within the SARC was provided by the Fremont Union High, retrieved from the 2010-11 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. Cupertino High 8