School
Accountability Report Card Reported for School Year 2008-09 Published During 2009-10
Executive Summary School Accountability Report Card, 2008-09
Ygnacio Valley High School
|
Address:
|
755 Oak Grove Rd. , Concord
CA 94518-2899
|
Phone:
|
925-685-8414
|
|
Principal:
|
Carolyn Plath
|
Grade
Span:
|
9 - 12
|
This executive summary of the
School Accountability Report Card (SARC) is intended to provide parents and
community members with a quick snapshot of school accountability. The data
presented in this report are reported for the 2008-09 school year, except the
School Finances and School Completion data that are reported for the 2007-08
school year. For additional information about the school, parents and community
members should review the entire SARC or contact the school principal or the
district office.
About This School
|
Ygnacio Valley
High School is a four-year
comprehensive high school in the Mount
Diablo Unified
School District. It is
located in the San Francisco Bay area of Northern
California. In addition to Ygnacio Valley,
there are five other comprehensive high schools in the District. Ygnacio Valley first opened to students in
1962. The school grew steadily until it reached its peak in 1974 with a
student population of 3700. With the opening of another high school in 1980
the enrollment dropped and is now at 1430. In October 2006 California Basic
Education Data System (CBEDS) reported the student ethnic population is 40.6%
Hispanic or Latino; 36.4% White, non-Hispanic; 8.3% Asian; 6.6%
African-American; 4.5% Filipino; 2.8% Pacific Islander; and .8% Native
American. Ygnacio
Valley serves two
distinct socio-economic and ethnic neighborhoods. In the first neighborhood,
40% of the students live surrounding the school and are generally from middle
class suburban families. The second neighborhood is a high density,
low-income area known as the Monument Corridor. Forty-two percent of the
families who send their students to Ygnacio Valley
qualify for the free and reduced lunch program.
The
socio-economic and ethnic composition of Ygnacio Valley
changes each year. The greatest ethnic change is the growth of the Hispanic
student population, many of whom are limited or non-English speakers. Ygnacio
Valley HS has well-developed programs for addressing the needs of English
Learners and students with disabilities.
The school offers a
strong academic program, which includes 14 Honors and AP classes and two
Academies, Health/Science and the Education
Academy. Work is being
completed on the concept of Career Integrated Academics to develop career
pathways in Arts and Humanities, Design and Industrial Technology, Public and
Human services and Science and Engineering Technology.
|
Student Enrollment
|
Group
|
Percent
|
|
African
American
|
6.00
%
|
|
American
Indian or Alaska
Native
|
0.84
%
|
|
Asian
|
6.84
%
|
|
Filipino
|
4.19
%
|
|
Hispanic
or Latino
|
54.08
%
|
|
Pacific
Islander
|
1.67
%
|
|
White
(not Hispanic)
|
25.82
%
|
|
Multiple
or No Response
|
0.56
%
|
|
Socioeconomically
Disadvantaged
|
52.00
%
|
|
English
Learners
|
28.00
%
|
|
Students
with Disabilities
|
11.00
%
|
|
Total Number of Students
|
1433
|
Teachers
|
Indicator
|
Teachers
|
|
Teachers
with full credential
|
69
|
|
Teachers
without full credential
|
6
|
|
Teachers
Teaching Outside Subject Area of Competence
|
3
|
|
Misassignments
of Teachers of English Learners
|
0
|
|
Total
Teacher Misassignments
|
0
|
Student Performance
|
Subject
|
Students Proficient and Above on California Standards Tests
|
|
English-Language
Arts
|
35%
|
|
Mathematics
|
15%
|
|
Science
|
42%
|
|
History-Social
Science
|
40%
|
Academic Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
673
|
|
Statewide
Rank (from 2008 Base API Report)
|
3
|
|
2009-10
Program Improvement Status (PI Year)
|
|
School Facilities
Summary of Most Recent Site Inspection
Repairs Needed
Corrective Actions Taken or Planned
Curriculum and Instructional Materials
|
Core Curriculum Areas
|
Pupils Who Lack Textbooks and Instructional Materials
|
|
Reading/Language
Arts
|
0.0%
|
|
Mathematics
|
0.0%
|
|
Science
|
0.0%
|
|
History-Social
Science
|
0.0%
|
|
Foreign
Language
|
0.0%
|
|
Science
Laboratory Equipment (grades 9-12)
|
0.0%
|
School Finances
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School
Site
|
$5,637.15
|
|
District
|
$4,879.73
|
|
State
|
$5,512
|
School Completion
|
Indicator
|
Result
|
|
Graduation
Rate
|
74.8%
|
Postsecondary Preparation
|
Measures
|
Percent
|
|
Pupils
Who Completed a Career Technical Education Program and Earned a High School
Diploma
|
427
|
|
Graduates
Who Completed All Courses Required for University
of California or California State
University Admission
|
91.58%
|
NAEP Reading,
Grade 4
|
Level
|
Result
|
|
Average
Scale Score - State
|
209
|
|
Average
Scale Score - National
|
220
|
|
Achievement
Level - Basic
|
30%
|
|
Achievement
Level - Proficient
|
18%
|
|
Achievement
Level - Advanced
|
5%
|
NAEP Reading,
Grade 8
|
Level
|
Result
|
|
Average
Scale Score - State
|
251
|
|
Average
Scale Score - National
|
261
|
|
Achievement
Level - Basic
|
41%
|
|
Achievement
Level - Proficient
|
20%
|
|
Achievement
Level - Advanced
|
2%
|
NAEP Mathematics, Grade 4
|
Level
|
Result
|
|
Average
Scale Score - State
|
232
|
|
Average
Scale Score - National
|
239
|
|
Achievement
Level - Basic
|
72%
|
|
Achievement
Level - Proficient
|
30%
|
|
Achievement
Level - Advanced
|
5%
|
NAEP Mathematics, Grade 8
|
Level
|
Result
|
|
Average
Scale Score - State
|
270
|
|
Average
Scale Score - National
|
282
|
|
Achievement
Level - Basic
|
59%
|
|
Achievement
Level - Proficient
|
23%
|
|
Achievement
Level - Advanced
|
5%
|
School
Accountability Report Card Reported for School Year 2008-09 Published During
2009-10
The School Accountability Report
Card (SARC), which is required by law to be published annually, contains
information about the condition and performance of each California public school. More information
about SARC requirements is available on the California Department of Education
(CDE) SARC Web page. For
additional information about the school, parents and community members should
contact the school principal or the district office.
I. Data and Access
DataQuest
DataQuest is an online data tool
located on the CDE DataQuest Web
page that contains additional information about this school and comparisons of
the school to the district, the county, and the state. Specifically, DataQuest
is a dynamic system that provides reports for accountability (e.g., Academic
Performance Index [API], Adequate Yearly Progress [AYP]), test data,
enrollment, graduates, dropouts, course enrollments, staffing, and data
regarding English learners).
Internet Access
Internet access is available at public
libraries and other locations that are publicly accessible (e.g., the
California State Library). Access to the Internet at libraries and public
locations is generally provided on a first-come, first-served basis. Other use
restrictions include the hours of operation, the length of time that a
workstation may be used (depending on availability), the types of software
programs available on a workstation, and the ability to print documents.
II. About This School
Contact Information (School Year 2009-10)
This section provides the schools
contact information.
|
School
|
District
|
|
School
Name
|
Ygnacio Valley High
|
District
Name
|
Mt.
Diablo Unified
|
|
Street
|
755 Oak Grove Rd.
|
Phone
Number
|
925-682-8000
|
|
City,
State, Zip
|
Concord , CA
94518-2899
|
Web
Site
|
www.mdusd.k12.ca.us
|
|
Phone
Number
|
925-685-8414
|
Superintendent
|
Richard Nicoll
|
|
Principal
|
Carolyn Plath
|
E-mail
Address
|
josephl@mdusd.k12.ca.us
|
|
E-mail
Address
|
plathc@mdusd.k12.ca.us
|
CDS
Code
|
07- 61754- 0737809
|
School Description and Mission Statement
(School Year 2008-09)
School Description and Mission
Statement (School Year 2008-09)
|
Vision Statement
Ygnacio Valley
High School is a school where students and
staff learn and experience, celebrate, and build on success.
For all our students, success comes
through rigorous academics, physical well-being, positive social interaction,
and preparedness for higher education and the workforce.
Expected
Schoolwide Learning Results (ESLR’s)
n
In the area of rigorous academics, all students will:
n
Meet
all MDUSD graduation requirements on pace with their class evidenced by
improved graduation rates
n
Pass
the California High School Exit Exam in ever greater numbers
n
Score
at proficient or advanced on California Standards tests in ever greater
numbers
n
Successfully
complete AP courses and AP exams in ever greater numbers
n
In the area of physical well-being, all students will:
n
Pass
all components of the California State PE exam in ever greater numbers
n
Demonstrate
healthier decisions and behavior as shown by fewer suspensions for smoking,
drug or alcohol use
n
Participate
in afterschool sports/athletics and extracurricular activities in ever
greater numbers
n
In the area of positive social interaction, all students will:
n
Communicate
respectfully with peers and adults as evidenced by a reduction in referrals
for cursing
n
Resolve
conflicts without violence as evidenced by increased use of our Conflict
Resolution program and a reduction in suspensions for fighting
n
Participate
in after school sports, athletics, clubs and extra-curricular activities in
ever greater numbers
n
Show
respect for public and private property evidenced by reduction in incidents
of vandalism, fewer maintenance/repair requests, and fewer thefts
n
Demonstrate
greater pride in their school and campus as evidenced by increased
participation in classroom recycling, and trash cans filled
n
In the area of preparedness for
higher education and the workforce, all students will:
n
Complete
the A-G requirements in ever greater numbers
n
Attend
college and career information sessions in ever greater numbers
n
Attend
on-campus career fairs in ever greater numbers
n
Successfully
complete Regional Occupational Program (ROP), Career Technical Education
(CTE), Careers in Education, and Health Occupations courses in ever greater
numbers
n
Demonstrate
workforce skills and responsibilities evidenced by decreased tardies and improved attendance rates
|
Opportunities for Parental Involvement
(School Year 2008-09)
Opportunities for Parental
Involvement (School Year 2008-09)
|
Ygnacio Valley parents are involved
in organized booster groups, as representatives on many school committees,
and as volunteers in many capacities such as:
·
Parent Support/Booster Groups
o
Instrumental Music Boosters
o
PTSA
o
Athletic Boosters
o
Every 15 Minutes
o
Grad Night
o
ELAC (English Learner Advisory Council)
o
Committees/Advisory
§
Site Council
§
Academy Advisory Councils
§
School Improvement Committees
·
Volunteer Capacities:
o
In the library
o
In the College and Career
Center
o
In the attendance office
o
Proctoring state testing
o
As athletic team coordinators, etc.
|
Student Enrollment by Grade Level (School
Year 2008-09)
This table displays the number of
students enrolled in each grade level at the school.
|
Grade Level
|
Number of Students
|
|
Grade
9
|
486
|
|
Grade
10
|
361
|
|
Grade
11
|
302
|
|
Grade
12
|
284
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
1433
|
Student Enrollment by Group (School Year
2008-09)
This table displays the percent of
students enrolled at the school who are identified as being in a particular
group.
|
Group
|
Percent of Total Enrollment
|
|
African
American
|
6.00
%
|
|
American
Indian or Alaska Native
|
0.84
%
|
|
Asian
|
6.84
%
|
|
Filipino
|
4.19
%
|
|
Hispanic
or Latino
|
54.08
%
|
|
Pacific
Islander
|
1.67
%
|
|
White
(not Hispanic)
|
25.82
%
|
|
Multiple
or No Response
|
0.56
%
|
|
Socioeconomically
Disadvantaged
|
52.00
%
|
|
English
Learners
|
28.00
%
|
|
Students
with Disabilities
|
11.00
%
|
Average Class Size and Class Size
Distribution (Secondary)
This 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).
|
Subject
|
2006-07
|
2007-08
|
2008-09
|
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
|
English
|
14.3
|
97
|
25
|
1
|
20.8
|
51
|
40
|
2
|
21.6
|
42
|
25
|
9
|
|
Mathematics
|
15.7
|
59
|
21
|
3
|
24.3
|
31
|
23
|
10
|
24.5
|
32
|
11
|
21
|
|
Science
|
18.6
|
30
|
24
|
|
22.5
|
16
|
32
|
|
23.1
|
16
|
30
|
1
|
|
Social
Science
|
24.8
|
18
|
18
|
15
|
26.3
|
14
|
17
|
14
|
28.5
|
8
|
14
|
18
|
III. School Climate
School Safety Plan (School Year 2008-09)
This section provides information
about the school's comprehensive safety plan.
|
The
Safety Plan is reviewed each spring by the School Site Council. Ygnacio Valley staff, students, and parents
have worked hard to create a positive climate in which all students feel
safe. We strive to create and maintain an environment of nonviolence where
behavior expectations are clear, where disciplinary policies are consistently
and fairly administered, where respect for all individuals is valued.
Our safety plan focuses
on expected student behavior providing defined consequences for inappropriate
behavior. Zero Tolerance is clearly communicated and enforced. Our Safety
Plan also focuses on major emergency procedures for fire, earthquake, power
failure, storm damage, etc.
|
Suspensions and Expulsions
This table displays the rate of
suspensions and expulsions (the total number of incidents divided by the total
enrollment) at the school and district levels for the most recent three-year
period.
|
Rate
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
Suspensions
|
21.3
|
23.5
|
29.7
|
11.4
|
14.5
|
15.4
|
|
Expulsions
|
0.6
|
1.0
|
0.6
|
0.2
|
0.2
|
0.2
|
IV. School Facilities
School Facility Conditions and Planned
Improvements (School Year 2009-10)
This section provides information
about the condition of the school’s grounds, buildings, and restrooms,
and a description of any planned or recently completed facility improvements.
|
The District takes
great efforts to ensure that all schools are clean, safe, and
functional. To assist in this effort, the District uses a facility
survey instrument developed by the State of California Office of Public
School Construction. The results of this survey are available through
the Maintenance and Operations Department.
District maintenance
staff ensures that the repairs necessary to keep the school in good repair
and working order are completed in a timely manner. A work order
process is used to ensure efficient service and that emergency repairs are
given the highest priority.
Additionally, the
District participates in the State School Deferred Maintenance Program, which
provides State matching funds on a dollar-for-dollar basis, to assist school
districts with expenditures for major repair or replacement of existing school
building components. Typically, this includes roofing, plumbing,
heating, air conditioning, electrical systems, interior or exterior painting,
and floor systems.
|
School Facility Good Repair Status (School
Year 2009-10)
This table displays the results of
the most recently completed school site inspection to determine the school
facility’s good repair status.
|
Item Inspected
|
Repair Status
|
Repair Needed and Action Taken or Planned
|
|
Exemplary
|
Good
|
Fair
|
Poor
|
|
Systems: Gas Leaks, Mechanical/HVAC, Sewer
|
N/A
|
X
|
|
|
|
|
Interior: Interior Surfaces
|
N/A
|
X
|
|
|
Flooring improvements recently
installed
|
|
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
|
N/A
|
X
|
|
|
|
|
Electrical: Electrical
|
N/A
|
X
|
|
|
|
|
Restrooms/Fountains: Restrooms, Sinks/ Fountains
|
N/A
|
X
|
|
|
|
|
Safety: Fire Safety, Hazardous Materials
|
N/A
|
X
|
|
|
|
|
Structural: Structural Damage, Roofs
|
N/A
|
X
|
|
|
|
|
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
|
N/A
|
X
|
|
|
Landscape improvements planned
Lock upgrade planned
Security system upgrade planned
|
|
Overall Rating
|
Good
|
N/A
|
V. Teachers
Teacher Credentials
This table displays the number of
teachers assigned to the school with a full credential, without a full
credential, and those teaching outside of their subject area of competence.
Detailed information about teacher qualifications can be found on the CDE DataQuest Web page.
|
Teachers
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With
Full Credential
|
63
|
68
|
69
|
1639
|
|
Without
Full Credential
|
14
|
15
|
6
|
108
|
|
Teaching
Outside Subject Area of Competence
|
8
|
8
|
3
|
N/A
|
Teacher Misassignments and Vacant Teacher
Positions
This table displays the number of
teacher misassignments (teachers assigned without proper legal authorization)
and the number of vacant teacher positions (not filled by a single designated
teacher assigned to teach the entire course at the beginning of the school year
or semester). Note: Total Teacher Misassignments includes the number of
Misassignments of Teachers of English Learners.
|
Indicator
|
2007-08
|
2008-09
|
2009-10
|
|
Misassignments
of Teachers of English Learners
|
2
|
2
|
0
|
|
Total
Teacher Misassignments
|
3
|
3
|
0
|
|
Vacant
Teacher Positions
|
0
|
0
|
4
|
Core Academic Classes Taught by No Child
Left Behind Compliant Teachers (School Year 2008-09)
This table displays the percent of
classes in core academic subjects taught by No Child Left Behind (NCLB)
compliant and non-NCLB compliant teachers in the school, in all schools in the
district, in high-poverty schools in the district, and in low-poverty schools
in the district. High poverty schools are defined as those schools with student
participation of approximately 75 percent or more in the free and reduced price
meals program. Low poverty schools are those with student participation of
approximately 25 percent or less in the free and reduced price meals program.
More information on teacher qualifications required under NCLB can be found on
the CDE Improving Teacher and
Principal Quality Web page.
|
Location of Classes
|
Percent of Classes In Core Academic Subjects
|
|
Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant Teachers
|
|
This
School
|
94.7
|
5.3
|
|
All
Schools in District
|
95.2
|
4.8
|
|
High-Poverty
Schools in District
|
96.3
|
3.7
|
|
Low-Poverty
Schools in District
|
96.3
|
3.7
|
VI. Support Staff
Academic Counselors and Other Support Staff
(School Year 2008-09)
This table displays, in units of
full-time equivalents (FTE), the number of academic counselors and other
support staff who are assigned to the school and the average number of students
per academic counselor. One FTE equals one staff member working full time; one
FTE could also represent two staff members who each work 50 percent of full
time.
|
Title
|
Number of FTE Assigned to School
|
Average Number of Students per Academic Counselor
|
|
Academic
Counselor
|
2.0
|
716
|
|
Library
Media Teacher (Librarian)
|
0.8
|
N/A
|
|
Psychologist
|
|
N/A
|
|
Social
Worker
|
|
N/A
|
|
Nurse
|
|
N/A
|
|
Speech/Language/Hearing
Specialist
|
|
N/A
|
|
Resource
Specialist (non-teaching)
|
|
N/A
|
|
Other
|
|
|
VII. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks
and Instructional Materials (School Year 2009-10)
This table displays information
about the quality, currency, and availability of the standards-aligned
textbooks and other instructional materials used at the school, and information
about the school’s use of any supplemental curriculum or non-adopted
textbooks or instructional materials.
|
Core Curriculum Area
|
Quality, Currency, and Availability of Textbooks and
Instructional Materials
|
Percent of Pupils Who Lack Their Own Assigned Textbooks and
Instructional Materials
|
|
Reading/Language
Arts
|
|
|
LANGUAGE
ARTS
|
MDUSD
Adopted 2002
|
|
#
Students
|
#
Books
|
|
9
|
English
|
Timeless
Voices, Timeless Themes - Gold
|
Prentice
Hall School Division
|
371
|
511
|
|
10
|
English
|
Timeless
Voices, Timeless Themes - Platinum
|
Prentice
Hall School Division
|
344
|
424
|
|
11
|
English
|
Timeless
Voices, Timeless Themes - The American Experience
|
Prentice
Hall School Division
|
315
|
442
|
|
12
|
English
|
Timeless
Voices, Timeless Themes - The British Tradition
|
Prentice
Hall School Division
|
265
|
426
|
|
0.0
|
|
Mathematics
|
|
|
MATHEMATICS
|
MDUSD
Adopted 2009
|
|
#
Students
|
#
Books
|
|
9 -- 12
|
Algebra
Concepts and Skills
|
California Mathematics Review II
|
American
Book Company
|
71
|
95
|
|
9 -- 12
|
Algebra
Concepts and Skills
|
California Math Algebra 1
|
McDougal
LIttell
|
71
|
95
|
|
9 -- 12
|
Intro to
Algebra
|
Algebra : Concepts and Applications
|
Glencoe/McGraw-Hill
|
152
|
216
|
|
9 -- 12
|
Algebra
|
California Algebra 1
|
Prentice
Hall School Division
|
337
|
375
|
|
9 -- 12
|
Geometry
|
California Geometry
|
Prentice
Hall School Division
|
201
|
300
|
|
9 -- 12
|
Algebra 2
|
Holt
Algebra 2
|
Holt, Rinehart
& Winston
|
231
|
281
|
|
9 -- 12
|
Personal
Finance
|
Mathematics
For Business and Personal Finance
|
Glencoe/McGraw-Hill
|
38
|
75
|
|
|
Introduction
to Business Finance
|
Mathematics
For Business and Personal Finance
|
Glencoe/McGraw-Hill
|
36
|
75
|
|
9 -- 12
|
Pre-Calculus
|
Precalculus Enhanced with Graphing Utilities
|
Prentice
Hall School Division
|
57
|
57
|
|
9 -- 12
|
Calculus
|
Calculus: Graphical, Numerical, Algebraic
|
Prentice
Hall School Division
|
37
|
46
|
|
9 -- 12
|
Statistics
AP
|
STATS:
Modeling the World
|
Prentice
Hall School Division
|
14
|
15
|
|
9 -- 12
|
Advanced
Mathematical Concepts
|
Advanced
Mathematical Concepts
|
Glencoe/McGraw-Hill
|
48
|
75
|
|
0.0%
|
|
Science
|
|
|
SCIENCE
|
MDUSD
Adopted 2000
|
|
|
|
|
9 -- 12
|
Biology
I (D)
|
Biology
|
Pearson/Prentice
Hall
|
390
|
400
|
|
9 -- 12
|
Chemistry
I (D)
|
Chemistry:
Matter and Change
|
Glenco Publishing Co
|
168
|
168
|
|
9 -- 12
|
Chemistry
I Honors (D)
|
Chemistry(7th
Ed.)
|
Houghton
Mifflin
|
22
|
30
|
|
9 -- 12
|
Earth
Science I
|
Earth
Science
|
Pearson/Prentice
Hall
|
230
|
230
|
|
9 -- 12
|
Earth
Science II
|
Earth
Science
|
McDougal
Littell
|
86
|
86
|
|
9 -- 12
|
Physics
(D)
|
Conceptual
Physics
|
Pearson/Prentice
Hall
|
17
|
22
|
|
9 -- 12
|
Physiology
(D)
|
Essentials
of Human Anatomy and Physiology
|
Pearson/Prentice
Hall
|
60
|
60
|
|
9 -- 12
|
|
Laboratory
Science Equipment - Available
|
|
60
|
60
|
|
9 -- 12
|
Zoology
|
Zoology
|
McGraw-Hill/Glenco
|
13
|
24
|
|
0.0%
|
|
History-Social
Science
|
|
|
SOCIAL
SCIENCE
|
MDUSD
Adopted 2005
|
|
#
Students
|
#
Books
|
|
9 -- 12
|
World
History
|
World
History: The Modern World
|
Prentice
Hall School Division
|
286
|
291
|
|
9 -- 12
|
AP World
History
|
World
Civilizations: The Global
Experience
|
Prentice
Hall School Division
|
37
|
37
|
|
9 -- 12
|
U.S. History
|
The
Americans: Reconstruction
Through the 20th Century
|
McDougal
Littell
|
304
|
310
|
|
9 -- 12
|
AP U.S.
History
|
The
American Pageant
|
McDougal
Littell
|
22
|
22
|
|
9 -- 12
|
Economics
|
Principles
in Practice
|
Prentice
Hall School Division
|
246
|
246
|
|
9 -- 12
|
AP
Economics
|
Principles
of Economics
|
Thomson/South-Western
|
|
|
|
9 -- 12
|
U.S. Government
|
Magruder's American Government
|
Prentice
Hall School Division
|
243
|
246
|
|
9 -- 12
|
AP U.S.
Government
|
American
Government: Institutions and
Policies, 8th Ed.
|
McDougal
Littell
|
21
|
24
|
|
9 -- 12
|
Psychology
|
Understanding
Psychology
|
Glencoe/McGraw-Hill
|
38
|
38
|
|
0.0%
|
|
Foreign
Language
|
|
|
FOREIGN
LANGUAGE
|
MDUSD
Adopted 2003
|
|
#
Students
|
#
Books
|
|
|
SPANISH
|
|
|
|
|
|
9 -- 12
|
Spanish
I
|
Realidades – Level 1
|
Prentice
Hall School Division
|
145
|
157
|
|
9 -- 12
|
Spanish
II
|
Realidades – Level 2
|
Prentice
Hall School Division
|
166
|
203
|
|
9 -- 12
|
Spanish
III
|
Realidades – Level 3
|
Prentice
Hall School Division
|
72
|
107
|
|
9 -- 12
|
Spanish
IV
|
Ven conmigo!, Nuevas
Vistas, Level 1
|
Holt,
Rinehart & Winston
|
18
|
37
|
|
9 -- 12
|
Spanish
V
|
Ven conmigo!, Nuevas
Vistas, Level 2
|
Holt,
Rinehart & Winston
|
2
|
11
|
|
|
FRENCH
|
|
|
|
|
|
9 -- 12
|
French I
|
Discovering
French, Bleu
|
McDougall
Littell
|
37
|
72
|
|
9 -- 12
|
French
II
|
Discovering
French, Blanc
|
McDougall
Littell
|
37
|
32
|
|
9 -- 12
|
French
III
|
Discovering
French, Rouge
|
McDougall
Littell
|
9
|
26
|
|
9 -- 12
|
French
AP
|
Preparing
For the French Language Exam
|
Pearson/Prentice
Hall
|
7
|
15
|
|
9 -- 12
|
French
AP
|
Une Fois Pour Toutes
|
Pearson/Prentice
Hall
|
3
|
12
|
|
0.0%
|
|
Science
Laboratory Equipment (grades 9-12)
|
Laboratory
Science Equipment - Available
|
Yes
|
VIII. School Finances
Expenditures Per Pupil and School Site
Teacher Salaries (Fiscal Year 2007-08)
This table displays a comparison
of the school’s per pupil expenditures from unrestricted (basic) sources
with other schools in the district and throughout the state, and a comparison
of the average teacher salary at the school site with average teacher salaries
at the district and state levels. Detailed information regarding school
expenditures can be found on the CDE Current
Expense of Education & Per-pupil Spending Web page and teacher salaries
can be found on the CDE Certificated
Salaries & Benefits Web page.
|
Level
|
Total Expenditures Per Pupil
|
Expenditures Per Pupil (Supplemental / Restricted)
|
Expenditures Per Pupil (Basic / Unrestricted)
|
Average Teacher Salary
|
|
School
Site
|
$9,069.35
|
$3,432.20
|
$5,637.15
|
$56,394
|
|
District
|
N/A
|
N/A
|
$4,879.73
|
$60,713
|
|
Percent
Difference – School Site and District
|
N/A
|
N/A
|
15.52%
|
-7.11%
|
|
State
|
N/A
|
N/A
|
$5,512
|
$67,049
|
|
Percent
Difference – School Site and State
|
N/A
|
N/A
|
2.27%
|
-15.89%
|
Types of Services Funded (Fiscal Year
2008-09)
This section provides information
about the programs and supplemental services that are available at the school
and funded through either categorical or other sources.
|
·
Two
funded California Partnership Academies in Health and Education
·
Title
VII funds focusing on improving achievement of English language learners
·
State library funds to increase library print material
|
Teacher and Administrative Salaries (Fiscal
Year 2007-08)
This table displays district
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 a
district's budget, and compares these figures to the state averages for
districts of the same type and size based on the salary schedule. Detailed
information regarding salaries may be found on the CDE Certificated Salaries & Benefits
Web page.
|
Category
|
District Amount
|
State Average For Districts In Same Category
|
|
Beginning
Teacher Salary
|
$44,650
|
$42,065
|
|
Mid-Range
Teacher Salary
|
$61,647
|
$67,109
|
|
Highest
Teacher Salary
|
$82,326
|
$86,293
|
|
Average
Principal Salary (Elementary)
|
$93,197
|
$107,115
|
|
Average
Principal Salary (Middle)
|
$95,806
|
$112,279
|
|
Average
Principal Salary (High)
|
$106,705
|
$122,532
|
|
Superintendent
Salary
|
$184,086
|
$216,356
|
|
Percent
of Budget for Teacher Salaries
|
39.40
%
|
39.40
%
|
|
Percent
of Budget for Administrative Salaries
|
5.30
%
|
5.50
%
|
IX. Student Performance
Standardized Testing and Reporting Program
The Standardized Testing
and Reporting (STAR) Program consists of several key components, including the
California Standards Tests (CSTs); the California Modified Assessment (CMA),
and the California Alternate Performance Assessment (CAPA). The CSTs show how
well students are doing in relation to the state content standards. The CSTs
include English-language arts (ELA) and mathematics in grades two through
eleven; science in grades five, eight, and nine through eleven; and
history-social science in grades eight, and ten through eleven. The CAPA
includes ELA, mathematics, and science in grades two through eleven, and for
science for grades five, eight, and ten. The CAPA is given to those students
with significant cognitive disabilities whose disabilities prevent them from
taking either the CSTs with accommodations or modifications or the CMA with accommodations.
The CMA includes ELA and mathematics for grades three through eight and science
in grade five and is an alternate assessment that is based on
modifiedachievement standards. The CMA is designed to assess those students
whose disabilities preclude them from achieving grade-level proficiency on an
assessment of the California content standards with or without accommodations.
Student scores are reported as performance levels. Detailed information
regarding the STAR Program results for each grade and performance level,
including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR)
Results Web site. Program information regarding the STAR Program can be
found in the Explaining
2008 STAR Program Summary Results to the Public guide. Note: 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. In no case shall any group score be reported that
would deliberately or inadvertently make public the score or performance of any
individual student.
Standardized Testing and Reporting Results
for All Students – Three-Year Comparison
This table displays the percent of
students achieving at the Proficient or Advanced level (meeting or exceeding
the state standards).
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
32
|
34
|
35
|
50
|
51
|
55
|
43
|
46
|
50
|
|
Mathematics
|
13
|
12
|
15
|
44
|
45
|
47
|
40
|
43
|
46
|
|
Science
|
27
|
37
|
42
|
42
|
51
|
54
|
38
|
46
|
50
|
|
History-Social
Science
|
19
|
29
|
40
|
36
|
40
|
46
|
33
|
36
|
41
|
|
Note: Scores are not shown when the number of students tested is
10 or less because the number of students in this category is too small for
statistical accuracy or privacy protection. In no case shall any group score
be reported that would deliberately or inadvertently make public the score or
performance of any individual student.
|
Standardized Testing and Reporting Results
by Student Group (School Year 2008-09)
This table displays the percent of
students, by group, achieving at the Proficient or Advanced level (meeting or
exceeding the state standards) for the most recent testing period.
|
Group
|
Percent of Students Scoring at Proficient or Advanced
|
|
English-Language Arts
|
Mathematics
|
Science
|
History-Social Science
|
|
African
American
|
39
|
6
|
29
|
39
|
|
American
Indian or Alaska Native
|
*
|
*
|
*
|
*
|
|
Asian
|
57
|
27
|
57
|
59
|
|
Filipino
|
46
|
28
|
62
|
54
|
|
Hispanic
or Latino
|
19
|
9
|
27
|
24
|
|
Pacific
Islander
|
6
|
13
|
*
|
*
|
|
White
(not Hispanic)
|
65
|
24
|
66
|
59
|
|
Male
|
30
|
16
|
44
|
46
|
|
Female
|
40
|
14
|
41
|
33
|
|
Economically
Disadvantaged
|
23
|
11
|
28
|
29
|
|
English
Learners
|
2
|
4
|
3
|
4
|
|
Students
with Disabilities
|
16
|
7
|
25
|
12
|
|
Students
Receiving Migrant Education Services
|
|
|
|
|
Note: Scores are not shown when
the number of students tested is 10 or less because the number of students in
this category is too small for statistical accuracy or privacy protection. In
no case shall any group score be reported that would deliberately or
inadvertently make public the score or performance of any individual student.
California High School Exit Examination
Results
The California High School Exit
Examination (CAHSEE) is primarily used as a graduation requirement. However,
the grade ten results of this exam are also used to establish the percentages
of students at three proficiency levels (not proficient, proficient, or
advanced) in ELA and mathematics in order to compute Adequate Yearly Progress
(AYP) designations as required by the federal NCLB Act of 2001. Detailed
information regarding CAHSEE results can be found at the CDE California
High School Exit Examination (CAHSEE) Web site. Note: 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. In no case shall any group score be reported that
would deliberately or inadvertently make public the score or performance of
any individual student.
California High School Exit Examination
Results for All Students – Three-Year Comparison
This table displays the percent of
students achieving at the Proficient or Advanced level in ELA and mathematics.
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
34.6
|
51.0
|
45.8
|
55.9
|
60.5
|
63.1
|
48.6
|
52.9
|
52.0
|
|
Mathematics
|
44.5
|
51.9
|
46.7
|
58.6
|
58.0
|
61.7
|
49.9
|
51.3
|
53.3
|
Note: Scores are not shown when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to protect
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.
California High School Exit Examination
Results by Performance Level for Student Groups – Most Recent Year
This table displays the
percent of students, by group, achieving at each performance level in English
language-arts and mathematics for the most recent testing period.
|
Group
|
English
|
Mathematics
|
|
Not Proficient
|
Proficient
|
Advanced
|
Not Proficient
|
Proficient
|
Advanced
|
|
All
Students
|
49.0
|
37.5
|
13.5
|
48.1
|
34.6
|
17.3
|
|
Male
|
50.0
|
38.5
|
11.5
|
47.3
|
29.3
|
23.3
|
|
Female
|
47.9
|
36.4
|
15.7
|
48.9
|
40.3
|
10.8
|
|
African
American
|
39.1
|
52.2
|
8.7
|
54.5
|
31.8
|
13.6
|
|
American
Indian or Alaska Native
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Asian
|
20.0
|
50.0
|
30.0
|
25.0
|
40.0
|
35.0
|
|
Filipino
|
69.2
|
23.1
|
7.7
|
53.8
|
23.1
|
23.1
|
|
Hispanic
or Latino
|
68.4
|
26.5
|
5.1
|
64.9
|
26.7
|
8.4
|
|
Pacific
Islander
|
*
|
*
|
*
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
23.7
|
50.5
|
25.8
|
25.0
|
47.8
|
27.2
|
|
English
Learners
|
71.8
|
26.9
|
1.3
|
64.5
|
30.3
|
5.3
|
|
Socioeconomically
Disadvantaged
|
63.6
|
28.0
|
8.5
|
58.8
|
30.7
|
10.5
|
|
Students
Receiving Migrant Education Services
|
*
|
*
|
*
|
*
|
*
|
*
|
|
Students
with Disabilities
|
78.9
|
21.1
|
0.0
|
72.2
|
22.2
|
5.6
|
Note: Scores are not shown when
the number of students tested is 10 or less, either because the number of
students in this category is too small for statistical accuracy or to protect
student privacy. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.
California Physical Fitness Test Results
(School Year 2008-09)
The California Physical Fitness
Test is administered to students in grades five, seven, and nine only. This
table displays by grade level the percent of students meeting fitness standards
for the most recent testing period. Detailed information regarding this test,
and comparisons of a school’s test results to the district and state
levels, may be found on the CDE Physical
Fitness Testing (PFT) Web page. Note: Scores are not shown when the number
of students tested is ten or less because the number of students in this
category is too small for statistical accuracy or privacy protection. In no
case shall any group score be reported that would deliberately or inadvertently
make public the score or performance of any individual student.
|
Grade Level
|
Percent of Students Meeting Healthy Fitness Zones
|
|
Four of Six Standards
|
Five of Six Standards
|
Six of Six Standards
|
|
5
|
|
|
|
|
7
|
|
|
|
|
9
|
18.9
|
28.3
|
25.8
|
X. Accountability
Academic Performance Index
The Academic Performance Index
(API) is an annual measure of the academic performance and progress of schools
in California. API scores range from 200 to 1,000, with a statewide target of
800. Detailed information about the API can be found on the CDE Academic Performance Index (API) Web
page.
Academic Performance Index Ranks –
Three-Year Comparison
This table displays the
school’s statewide and similar schools API ranks. The statewide API rank
ranges from one to ten. A statewide rank of one means that the school has an
API score in the lowest ten percent of all schools in the state, while a
statewide rank of ten 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 matched “similar schools.” A
similar schools rank of one means that the school’s academic performance
is comparable to the lowest performing ten schools of the 100 similar schools,
while a similar schools rank of ten means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
|
API Rank
|
2006
|
2007
|
2008
|
|
Statewide
|
4
|
3
|
3
|
|
Similar
Schools
|
2
|
1
|
1
|
|
"N/A"
|
means a number is not
applicable or not available due to missing data.
|
|
"*"
|
means this API is calculated
for a small school or a small LEA, defined as having between 11 and 99 valid
STAR Program test scores included in the API. APIs based on small numbers of
students are less reliable and therefore should be carefully interpreted.
Similar schools ranks are not calculated for small schools.
|
|
"B"
|
means this is either an
LEA or an Alternative Schools Accountability Model (ASAM) school. Schools
participating in the ASAM do not currently receive growth, target
information, or statewide or similar schools rankings on this report in
recognition of their markedly different educational missions and populations
served. ASAM schools are covered under the Alternative Accountability system
as required by Education Code Section 52052 and not the API accountability
system. However, API information is needed to comply with the federal No
Child Left Behind (NCLB) law. Growth, target and rank information are not
applicable to LEAs.
|
|
"C"
|
means this is a special
education school. Statewide and similar schools ranks are not applicable to
special education schools.
|
Academic Performance Index Growth by Student
Group – Three-Year Comparison
This table displays, by student
group, the actual API changes in points added or lost for the past three years,
and the most recent API score. Note: "N/A" means that the student
group is not numerically significant.
|
Group
|
Actual API Change
|
Growth API Score
|
|
2006-07
|
2007-08
|
2008-09
|
2009
|
|
All
Students at the School
|
-30
|
24
|
8
|
673
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska Native
|
|
|
|
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
-12
|
23
|
-1
|
595
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
-26
|
29
|
32
|
790
|
|
Socioeconomically
Disadvantaged
|
-12
|
30
|
9
|
617
|
|
English
Learners
|
-4
|
-5
|
-2
|
555
|
|
Students
with Disabilities
|
|
|
40
|
504
|
|
|
|
"N/A"
|
means a number is not
applicable or not available due to missing data.
|
|
"*"
|
means this API is
calculated for a small school, defined as having between 11 and 99 valid
Standardized Testing and Reporting (STAR) Program test scores included in the
API. The API is asterisked if the school was small either in 2008 or 2009.
APIs based on small numbers of students are less reliable and therefore
should be carefully interpreted.
|
Adequate Yearly Progress
The federal NCLB Act requires that
all schools and districts meet the following Adequate Yearly Progress (AYP)
criteria:
Participation rate on the
state’s standards-based assessments in ELA and mathematics
Percent proficient on the
state’s standards-based assessments in ELA and mathematics
API as an additional
indicator
Graduation rate (for
secondary schools)
Detailed information about AYP,
including participation rates and percent proficient results by student group,
can be found on the CDE Adequate
Yearly Progress (AYP) Web page.
Adequate Yearly Progress Overall and by
Criteria (School Year 2008-09)
This table displays an indication
of whether the school and the district made AYP overall and whether the school
and the district met each of the AYP criteria.
|
AYP Criteria
|
School
|
District
|
|
Overall
|
No
|
No
|
|
Participation
Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation
Rate - Mathematics
|
Yes
|
Yes
|
|
Percent
Proficient - English-Language Arts
|
No
|
No
|
|
Percent
Proficient - Mathematics
|
No
|
No
|
|
API
|
Yes
|
Yes
|
|
Graduation
Rate
|
No
|
No
|
|
"Yes"
|
Met
2009 AYP Criteria
|
|
"No"
|
Did
not Meet 2009 AYP Criteria
|
Federal Intervention Program (School Year
2009-10)
Schools and districts receiving federal
Title I funding enter Program Improvement (PI) if they do not make AYP for two
consecutive years in the same content area (ELA or mathematics) or on the same
indicator (API or graduation rate). After entering PI, schools and districts
advance to the next level of intervention with each additional year that they
do not make AYP. Detailed information about PI identification can be found on
the CDE Adequate Yearly Progress
(AYP) Web page.
|
Indicator
|
School
|
District
|
|
Program
Improvement Status
|
|
Not
In PI
|
|
First
Year of Program Improvement
|
|
|
|
Year
in Program Improvement
|
|
|
|
Number
of Schools Currently in Program Improvement
|
N/A
|
10
|
|
Percent
of Schools Currently in Program Improvement
|
N/A
|
18.2
|
XI. School Completion and Postsecondary
Preparation
Admission Requirements for California Public
Universities
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 General
Admissions Information Web page (Outside Source).
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
Undergraduate Admission
& Requirements Web page (Outside Source).
Dropout Rate and Graduation Rate
This table displays the
school’s one-year dropout and graduation rates for the most recent
three-year period for which data are available. For comparison purposes, data
are also provided at the district and state levels. Detailed information about
dropout rates and graduation rates can be found on the CDE DataQuest Web page.
|
Indicator
|
School
|
District
|
State
|
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
|
Dropout
Rate (1-year)
|
2.4
|
5.6
|
6.8
|
3.5
|
6.0
|
6.1
|
3.5
|
4.4
|
3.9
|
|
Graduation
Rate
|
92.4
|
84.7
|
74.8
|
86.3
|
85.9
|
76.7
|
83.4
|
80.6
|
80.2
|
Completion of High School Graduation
Requirements
Students in California public
schools must pass both the ELA and mathematics portions of the CAHSEE to
receive a high school diploma. For students who began the 2008-09 school year
in grade twelve this table displays by student group the percent who met all
state and local graduation requirements for grade twelve completion.
|
Group
|
Graduating Class of 2009
|
|
School
|
District
|
State
|
|
All
Students
|
242
|
2265
|
N/A
|
|
African
American
|
15
|
102
|
N/A
|
|
American
Indian or Alaska Native
|
2
|
13
|
N/A
|
|
Asian
|
25
|
216
|
N/A
|
|
Filipino
|
14
|
122
|
N/A
|
|
Hispanic
or Latino
|
102
|
507
|
N/A
|
|
Pacific
Islander
|
7
|
30
|
N/A
|
|
White
(not Hispanic)
|
76
|
1275
|
N/A
|
|
Socioeconomically
Disadvantaged
|
101
|
381
|
N/A
|
|
English
Learners
|
92
|
384
|
N/A
|
|
Students
with Disabilities
|
27
|
303
|
N/A
|
Career Technical Education Programs (School
Year 2008-09)
This section provides information
about the degree to which pupils are prepared to enter the workforce, including
a list of career technical education (CTE) programs offered at the school.
|
Metal
Machine & Welding I & Adv., Woodworking l & Adv., Art &
Animation (ROP), Systems Application l & ll,
Biotechnology (ROP), Teaching Internship (ROP), Education l, Careers in
Teaching (ROP), Photography l & ll, Photo
Advanced (ROP), Intro to Film Study, Modern Living l, Health Careers I & ll, Business Math, Computer & Info Lit.
|
Career Technical Education Participation
(School Year 2008-09)
This table displays information
about participation in the school’s CTE programs.
|
Measure
|
CTE Program Participation
|
|
Number
of the school’s pupils participating in CTE
|
427
|
|
Percent
of the school's pupils completing a CTE program and earning a high school
diploma
|
91.58%
|
|
Percent
of school's CTE courses sequenced or articulated between the school and
institutions of postsecondary education
|
85%
sequenced
5%
articulated
|
Courses for University of California and/or
California State University Admission (School Year 2007-08)
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 on the CDE DataQuest Web page.
|
UC/CSU Course Measure
|
Percent
|
|
Students
Enrolled in Courses Required for UC/CSU Admission
|
65.2
|
|
Graduates
Who Completed All Courses Required for UC/CSU Admission
|
40.4
|
Advanced Placement Courses (School Year
2008-09)
This table displays for the most
recent year the number of Advanced Placement (AP) courses that the school
offered by subject and the percent of the school’s students enrolled in
all AP courses. Detailed information about student enrollment in AP courses can
be found on the CDE DataQuest Web
page.
|
Subject
|
Number of AP Courses Offered
|
Percent of Students In AP Courses
|
|
Computer
Science
|
|
N/A
|
|
English
|
1
|
N/A
|
|
Fine
and Performing Arts
|
|
N/A
|
|
Foreign
Language
|
2
|
N/A
|
|
Mathematics
|
1
|
N/A
|
|
Science
|
1
|
N/A
|
|
Social
Science
|
3
|
N/A
|
|
All
courses
|
8
|
2.8
|
XII. Instructional Planning and Scheduling
Professional Development
This section provides information
on the annual number of school days dedicated to staff development for the most
recent three-year period.
|
The district coordinates a varied staff
development program for teachers and administrators based on assessed needs
and state mandates. Two days prior to school and one buy-back day during the
school year are dedicated to staff development.
Staff development over the past three years
has focused on:
·
Strategies for improving Academic Literacy/Vocabulary and
Student Engagement
·
Strategies for improving students’ writing
·
Technology training including Internet research, PowerPoint, EduSoft, and using technology in the classroom
·
Differentiated instruction to address the learning needs of all
student populations
·
Understanding and addressing the diverse learning needs of our
diverse student population
·
Cultural awareness
·
Developing and implementing a variety of teaching strategies
specifically for English Learners
·
Designing and implementing project-based learning
·
Design and implementation of rubrics for writing’s
progress and share that information with parents through individual
communication as well as regularly scheduled parent nights
·
Assessment methods including authentic assessment
·
Curriculum pacing guides and common assessments
|
XIII. National Assessment of Educational
Progress
National Assessment of Educational Progress
The National Assessment of
Educational Progress (NAEP) is a nationally representative assessment of what
America's students know and can do in various subject areas. Assessments are
conducted periodically in mathematics, reading, science, writing, the arts,
civics, economics, geography, and U.S. history. Student scores for reading and
mathematics are reported as performance levels (i.e., basic, proficient, and
advanced) and the participation of students with disabilities and English
language learners is reported based on three levels (identified, excluded, and
assessed). Detailed information regarding the NAEP results for each grade,
performance level, and participation rate can be found on the National Assessment of Educational
Progress Web page (Outside Source).
Note: Only a sample group of
California's schools and districts participate in the NAEP testing cycle.
Therefore, students in any particular school or district may not be included in
these results. The NAEP reflects state test results and is not reflective of
either the LEA or the individual school. Comparisons of student performance on
the NAEP and student performance on the Standardized Testing and Reporting
(STAR) Program assessments cannot be made without an understanding of the key
differences between the two assessment programs. For example, the NAEP only
assesses grades four, eight and twelve and for long-term trends assesses grades
nine, thirteen, and seventeen. Additionally, the NAEP only provides state test
results for grades four and eight. The California Standards Tests (CSTs) are
based on a different set of standards than the NAEP assessments. For example,
the NAEP is not aligned with California academic content and achievement
standards and, therefore, does not necessarily reflect the curriculum and
instruction to which students are exposed in the classroom. The NAEP assesses
reading and writing separately, while the CSTs assess English-language arts
(ELA), encompassing reading as well as writing conventions, spelling, and
grammar. Scores on the CSTs and other assessments are not directly comparable
to those on NAEP. The averages and percentages presented are estimates based on
samples of students rather than on entire populations. Finally, the questions
students respond to are only a sample of the knowledge and skills covered by
the NAEP frameworks. Information on the differences between NAEP and CST can be
found on the CDE National Assessment
of Educational Progress (NAEP) Web page.
National Assessment of Educational Progress
Reading and Mathematics Results by Grade Level – Aggregated
This table displays the scale
scores and achievement levels on the National Assessment of Educational
Progress Results for reading (2007) and mathematics (2009) for grades four and
eight
|
Subject and Grade Level
|
Average Scale Score
|
State Percent at Achievement Level
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading
2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading
2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics
2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics
2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National Assessment of Educational Progress
Reading and Mathematics Results for Students with Disabilities and/or English
Language Learners by Grade Level – Aggregated
This table displays the state and
national participation rates on the National Assessment of Educational Progress
for reading (2007) and mathematics (2009) for students with disabilities and/or
English language learners for grades four and eight.
|
Subject and Grade Level
|
State Participation Rate
|
National Participation Rate
|
|
Students With Disabilities
|
English Language Learners
|
Students With Disabilities
|
English Language Learners
|
|
Reading
2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading
2007, Grade 8
|
78
|
92
|
66
|
77
|
|
Mathematics
2009, Grade 4
|
79
|
96
|
84
|
94
|
|
Mathematics
2009, Grade 8
|
85
|
96
|
78
|
92
|