Redwood High School School Accountability Report Card Reported Using Data from the 2013-14 School Year Published During 2014-15 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 http://www.cde.ca.gov/ta/ac/sa/. 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 http://www.cde.ca.gov/fg/aa/lc/. 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------- Redwood High School 395 Doherty Drive City, State, Zip------- Larkspur, CA 94939 Phone Number------- (415) 924-6200 Principal------- E-mail Address------- Web Site------- David Sondheim dsondheim@tamdistrict.org www.redwood.org CDS Code 21-65482-2132587 District Contact Information District Name------- Tamalpais Union High School District Phone Number------- (415) 945-3720 Superintendent------- Laurie Kimbrel E-mail Address------- lkimbrel@tamdistrict.org Web Site------- www.tamdistrict.org 2013-14 School Accountability Report Card for Redwood High School Page 1 of 14
School Description and Mission Statement (Most Recent Year) The staff at Redwood High School believes that students are the focus for all endeavors in the school. We believe we have an obligation to educate the "whole person" academically, socially, emotionally, and ethically. Redwood High School is a learning community where students demonstrate academic and personal growth through authentic, rigorous, and relevant pursuits. We strive to instill in our learners the ability to investigate and explore, acquire knowledge through a variety of experiences, and discover personal success through creative, balanced, and healthful endeavors. Student Enrollment by Grade Level (School Year 2013-14) Grade Level Number of Students Grade 9------- 461 Grade 10------- 413 Grade 11------- 358 Grade 12------- 372 Total Enrollment------- 1,604 Student Enrollment by Group (School Year 2013-14) Group Percent of Total Enrollment Black or African American------- 1.8 American Indian or Alaska Native------- 0.1 Asian------- 5.3 Filipino------- 0.5 Hispanic or Latino------- 10.6 Native Hawaiian or Pacific Islander 0.2 White 73.6 Two or More Races 6.6 Socioeconomically Disadvantaged 5.8 English Learners 0.8 Students with Disabilities 6.9 2013-14 School Accountability Report Card for Redwood High School Page 2 of 14
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 With Full Credential 89 Without Full Credential 0 Teaching Outside Subject Area of Competence (with full credential) 0 Teacher Misassignments and Vacant Teacher Positions School District 2012-13 2013-14 2014-15 2014-15 Indicator 2012-13 2013-14 2014-15 Misassignments of Teachers of English Learners 0 3 3 Total Teacher Misassignments * 0 3 3 Vacant Teacher Positions 0 0 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 2013-14) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.00 0.00 All Schools in District 100.00 0.00 High-Poverty Schools in District 100.00 0.00 Low-Poverty Schools in District 100.00 0.00 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. 2013-14 School Accountability Report Card for Redwood High School Page 3 of 14
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Year and month in which data were collected: 9/2014 The district uses a curriculum review and development process that ensures all district curriculum is compared to state content standards at least every five years. The selection and evaluation of the instructional materials is coordinated with the process for curriculum development. This curriculum cycle also provides opportunity to update supplementary and electronic instructional materials. All students in the district are provided copies of and access to standards-aligned textbooks and other instructional resources, which have been adopted by the governing board of the Tamalpais Union High School District and curriculum frameworks are consistent with those adopted by the California State Board of Education in the core areas of English Language Arts, Mathematics, Science, Social Science, World Language and Health. TUHSD is currently investigating and piloting materials in Mathematics and English aligned to the new Common Core state standards. The district's textbook and instructional materials purchase process assures that student enrollments, by course, are used to determine the numbers of copies of books to order so that each student has his/her own materials to use at school and at home. Instructional materials are selected after courses of study are reviewed and updated, to ensure that they are aligned with the state content and performance standards for that course. The district also has established a standard equipment list for all science classes to ensure that each science lab is equitably equipped with the necessary laboratory equipment. Core Curriculum Area Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Reading/Language Arts under review Yes NONE Mathematics under review Yes NONE Science------- Adopted in accordance with Curriculum Cycle Yes NONE History-Social Science Adopted in accordance with Curriculum Cycle Yes NONE Foreign Language Adopted in accordance with Curriculum Cycle Yes NONE Health------- Adopted in accordance with Curriculum Cycle Yes NONE Visual and Performing Arts Adopted in accordance with Curriculum Cycle Yes NONE Science Laboratory Equipment (grades 9-12) Adopted in accordance with Curriculum Cycle Yes NONE 2013-14 School Accountability Report Card for Redwood High School Page 4 of 14
School Facility Conditions and Planned Improvements (Most Recent Year) The District makes considerable efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the district uses a school facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the district office. Redwood High School is a 63.88 acre campus which has 81 classrooms, a library, performing arts center, swimming pool, and athletics fields. The original campus was built in 1958. In 1998, the district s Long Range Facilities Planning Committee developed specific standards for all district facilities in the areas of building integrity, mechanical and plumbing systems, electrical system, structural safety, accessibility, educational technology, and instructional facilities (classrooms, science labs, libraries, multi-use facilities, visual arts rooms, gyms, and athletic fields) teacher work areas, food service, paving and drainage, landscape and irrigation. The results of this study are published in the District Facilities Master Plan. Redwood High School has been undergoing major modernization as part of a $121 million dollar facilities bond measure approved by the Tam District voters. Approximately forty million dollars have been spent to remodel classrooms, refurbish the gymnasium, swimming pool, tennis courts, and performing arts center, and install new athletics fields. During the 2012-13 school year, a new visual arts building was constructed and the music building was expanded and refurbished. In 2013-14, two existing classrooms were converted to science laboratory classrooms, a visual arts room was converted into a "black-box" theater/rehearsal classroom space and a soccer/lacrosse fields was refurbished for year-round play using artificial turf. Modernization has included replacement of the major infrastructures (heating, lights, electrical, plumbing), painting, new floors, lockers, and furniture. Technology networking has been upgraded and is accessible in all instructional spaces. During the summer of 2011, an experimental classroom space was created to allow teachers the opportunity to explore new technologies, classroom management, and instructional strategies. Outfitted with innovations in mobility, technology, and created with learning at the center of classroom design, this environment will have an influence on how we outfit classrooms in the future, and how teachers work within these rooms. The Director of Maintenance has established a regular standard for cleaning all district facilities. A custodial staff with assigned routes cleans and maintains all campus areas on a regular basis. Classrooms, offices and restrooms are cleaned every day. An online Maintenance Work Order system has been implemented to report and monitor status of maintenance requests. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-fordollar basis to assist school districts with expenditures for major repair or replacement of existing school building components. Roofing, plumbing, paving, heating, painting are typical projects funded in this manner. The district's five-year deferred maintenance plan is available from the Director of Maintenance and Operations. Campus supervisors and administrators are on duty supervising the campus before, during, and after school. They routinely monitor the entire campus, including surrounding streets. The school has a system for visitor check-in with signs posted to direct the public to the office. Procedures are in place to handle unauthorized access during the school day. 2013-14 School Accountability Report Card for Redwood High School Page 5 of 14
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: 12/04/13 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned Overall Facility Rating (Most Recent Year) Overall Rating Exemplary Good Fair Poor [ ] 2013-14 School Accountability Report Card for Redwood High School Page 6 of 14
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) School District State 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Science (grades 5, 8, and 10) 89 85 87 85 82 84 60 59 60 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 2013-14) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 84 All Student at the School 87 Male------- 89 Female------- 85 Black or African American American Indian or Alaska Native Asian------- 78 Filipino------- Hispanic or Latino 70 Native Hawaiian or Pacific Islander White------- 90 Two or More Races------- 95 Socioeconomically Disadvantaged 46 English Learners------- Students with Disabilities 56 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. 2013-14 School Accountability Report Card for Redwood High School Page 7 of 14
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) School District State 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 84 83 86 79 80 82 54 56 55 Mathematics------- 59 61 60 50 51 49 49 50 50 History-Social Science 82 76 79 72 69 73 48 49 49 Note: STAR Program was last administered in 2012-13. 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) API Rank 2010-11 2011-12 2012-13 Statewide------- 10 10 10 Similar Schools------- 7 7 7 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 Actual API Change 2010-11 2011-12 2012-13 All Students at the School 17 0 4 Black or African American American Indian or Alaska Native Asian------- Filipino------- Hispanic or Latino Native Hawaiian/Pacific Islander White------- 20-3 6 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. 2013-14 School Accountability Report Card for Redwood High School Page 8 of 14
Career Technical Education Programs (School Year 2013-14) The Applied Technology Department offers a variety of courses that prepare students for the expectations of college and the workplace. The department offers computer courses in computer programming, including AP Computer Science, and computer graphics courses. Additionally, the department offers courses in Construction Technology, Architectural Design, Engineering Design and Engineering Projects. These courses are offered as electives for all students and incorporate academic core competencies from multiple subjects including reading, writing, mathematics, chemistry and physics. The career/work preparation needs of all students are addressed as each of these courses includes course-specific and general career preparation skills as part of the established curriculum. Success in these programs is measured using a variety of projects and assignments showing student proficiency in the course and program outcomes. Students overwhelmingly succeed in these courses. Additionally, these courses have seen increasing enrollment over the last several years. Career Technical Education Participation (School Year 2013-14) Measure CTE Program Participation Number of pupils participating in CTE 331 % of pupils completing a CTE program and earning a high school diploma 23% % of CTE courses sequenced or articulated between the school and institutions of postsecondary education 20% Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent 2013-14 Students Enrolled in Courses Required for UC/CSU Admission 86.43 2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 82.34 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 School District State 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 English-Language Arts 89 90 90 85 86 54 56 57 56 Mathematics 93 90 91 85 84 53 58 60 62 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. 2013-14 School Accountability Report Card for Redwood High School Page 9 of 14
California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) Group Not Proficient English-Language Arts Proficient Advanced Not Proficient Mathematics Proficient All Students in the LEA 13 25 63 14 37 49 All Students at the School 10 24 66 9 35 56 Male------- 11 29 61 7 33 60 Female------- 10 19 72 12 36 52 Black or African American American Indian or Alaska Native Asian------- 6 22 72 6 28 67 Filipino------- Hispanic or Latino 21 26 52 17 52 31 Native Hawaiian or Pacific Islander White------- 9 25 67 8 33 59 Two or More Races 5 12 83 2 37 61 Socioeconomically Disadvantaged 44 36 20 50 38 12 English Learners------- Students with Disabilities 56 19 26 59 19 22 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 2013-14) Grade Level Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards -------9------- 15.9 27.8 43.5 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. 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) Advanced Redwood High encourages parent involvement. The varied organizations include PTSA, Redwood Foundation, and booster groups for athletics and music. Parents are encouraged to volunteer at the school helping with such things as new student orientation, assistance in the counseling office and library, parent education, and campus beautification. If you have questions about how to get involved at Redwood High School you can access the Redwood website at www.redwood.org or call 415-945-9620. 2013-14 School Accountability Report Card for Redwood High School Page 10 of 14
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 School District State 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 Dropout Rate 0.8 1.2 0.3 1.6 1.7 1.6 14.7 13.1 11.4 Graduation Rate 98.40 98.15 99.46 97.32 97.15 96.86 77.14 78.87 80.44 Completion of High School Graduation Requirements (Graduating Class of 2013) Group Graduating Class of 2013 School District State All Students 97.87 97.55 84.56 Black or African American 85.71 87.10 75.90 American Indian or Alaska Native 0.00 200.00 77.82 Asian------- 100.00 100.00 92.94 Filipino------- 50.00 75.00 92.20 Hispanic or Latino 97.14 93.02 80.83 Native Hawaiian/Pacific Islander 100.00 100.00 84.06 White------- 98.62 98.43 90.15 Two or More Races 94.44 100.00 89.03 Socioeconomically Disadvantaged 86.96 97.89 82.58 English Learners 71.43 71.43 53.68 Students with Disabilities 91.67 88.00 60.31 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 School District State 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Suspensions------- 3.7 3.5 2.0 4.4 4.3 2.8 5.7 5.1 4.4 Expulsions------- 0.3 0.1 0.1 0.4 0.2 0.1 0.1 0.1 0.1 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. 2013-14 School Accountability Report Card for Redwood High School Page 11 of 14
School Safety Plan (Most Recent Year) The school's Emergency Plan is on file in the principal's office. Drills are held regularly to prepare staff and students for various kinds of emergency situations. Each classroom has a school disaster pack with food, basic first aid supplies, and equipment. The school has a strong working relationship with local law enforcement and emergency services in both Larkspur and Corte Madera including a School Resource Officer from the local police department. The relationship ensures clear channels of communication and up-todate information. Crisis counseling can be provided as needed by Redwood staff and adjunct support services, such as Bay Area Community Resources. The school safety plan is reviewed and updated as necessary each spring. 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 2013-14) 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 Yes Met Graduation Rate (if applicable) Yes Yes Federal Intervention Program (School Year 2014-15) Program Improvement Status First Year of Program Improvement Year in Program Improvement* Indicator School District Number of Schools Currently in Program Improvement --- 1 Not In PI Percent of Schools Currently in Program Improvement --- 33.3 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. Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size 2011-12 2012-13 2013-14 Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+ English------- 24.6 9 46 1 24 12 58 21 22 59 Mathematics 24 14 40 0 25 16 46 1 22 18 54 1 Science------- 24.5 8 51 0 25 8 60 1 25 12 62 1 Social Science 23.6 13 47 0 25 12 56 23 22 56 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. 2013-14 School Accountability Report Card for Redwood High School Page 12 of 14
Academic Counselors and Other Support Staff (School Year 2013-14) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor------- 5.4 308 Counselor (Social/Behavioral or Career Development) 1 --- Library Media Teacher (Librarian) 1 --- Library Media Services Staff (Paraprofessional) 1 --- Psychologist------- 2 --- Social Worker------- 0 --- Nurse-------.4 --- Speech/Language/Hearing Specialist.3 --- Resource Specialist------- 0 --- Other------- 0 --- 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 2012-13) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site------- $10,719 1,309 $9,710 $92,300 District------- --- --- $9,989 $92,300 Percent Difference: School Site and District --- --- -2.8 0.0 State------- --- --- $4,690 $70,245 Percent Difference: School Site and State --- --- 107.0 31.4 Note: Cells with --- do not require data. Types of Services Funded (Fiscal Year 2013-14) The district provides certificated teachers and counselors, certificated administrators, and classified support staff. Support staff includes clerical, custodial, campus supervisory, and ground/maintenance personnel. Each comprehensive high school has a Health Technician, two Technology Support staff, and a Library/Media Teacher on site. English Language Learners have access to a full program of ELD, and Sheltered core academic subjects within the district. An extensive array of supplemental instructional services is provided including short term workshops and one-to-one assistance on assessments required for graduation. The district contracts with community agencies to provide extra drug/alcohol and mental health counseling. A full interscholastic athletic program is supported. Students have access to a wide variety of co- and extra-curricular activities including drama, music, journalism, clubs, and other activities. The per-pupil allocation also covers the cost of all instructional materials and equipment, including technology. Teacher and Administrative Salaries (Fiscal Year 2012-13) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $52,802 $42,325 Mid-Range Teacher Salary $82,359 $66,555 Highest Teacher Salary $100,740 $86,253 Average Principal Salary (Elementary) $0 Average Principal Salary (Middle) $0 Average Principal Salary (High) $139,146 $117,349 Superintendent Salary $209,100 $154,891 Percent of Budget for Teacher Salaries 36 36 Percent of Budget for Administrative Salaries 5 6 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. 2013-14 School Accountability Report Card for Redwood High School Page 13 of 14
Advanced Placement Courses (School Year 2013-14) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 1 --- English------- 10 --- Fine and Performing Arts Foreign Language 3 --- Mathematics 8 --- Science------- 9 --- Social Science 16 --- All courses 47 0.7 Note: Cells with --- do not require data. * Where there are student course enrollments. Professional Development The Tamalpais Union High School District annually schedules five full-day and two minimum day staff development days during each school year. The primary staff development focus has been on creation and implementation of a guaranteed and viable curriculum for all students and teachers collaborating to share student learning data to inform student support decisions and teacher instructional decisions. Additionally, professional development time is used to review the course of study, select textbooks, develop new programs, and participate in staff development trainings. In addition, administrators, counselors, and teachers participate in numerous other staff development opportunities each school year including leadership skills development, project-based learning and technology integration. --- 2013-14 School Accountability Report Card for Redwood High School Page 14 of 14