School Accountability Report Card

 

Reported Using Data from the 2010–11 School Year

 

Published During 2011–12

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.

 

I. Data and Access

Ed-Data Partnership Web Site

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.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 may 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 2011–12)

School

District

School Name

Mt. Diablo High

District Name

Mt. Diablo Unified

Street

2450 Grant St.

Phone Number

(925) 682-8000

City, State, Zip

Concord, CA, 94520-2297

Web Site

www.mdusd.org

Phone Number

(925) 682-4030

Superintendent

Steven Lawrence

Principal

Kate McClatchy

E-mail Address

lawrences@mdusd.org

E-mail Address

mcclatchyk@mdusd.org

CDS Code

07617540734566

School Description and Mission Statement (School Year 2010–11)

We, the Mt. Diablo High School community, envision a school where students reveal their potential, develop a passion for life and learning, and experience the respect, safety, and freedom to discover themselves and to create their future.

WHAT WE VALUE

In an atmosphere of integrity, mutual respect, and trust, we value school excellence, professional and personal growth, and a passionate commitment to teaching and learning. We believe in high expectations for students and staff in which responsibility to self and others is prized. We value honest, open communication, cooperation, and flexibility as we attain our purpose and self-expressions. We hold creativity to be the cornerstone of our vision, which is the fostering of wholeness in our students and ourselves.

Opportunities for Parental Involvement (School Year 2010–11)

The following organizations provide parents with an opportunity to participate in the school community:

*PTSA                                                                          *School Site Council                    

*English Learner Advisory Committee                  *Sports Boosters Club

*Band and Music Boosters Club                            *WASC Accreditation and Coordinated Compliance

*Academy  Advisories                                              *Review committee work

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level

Number of Students

Grade 9

494

Grade 10

370

Grade 11

336

Grade 12

329

Ungraded Secondary

0

Total Enrollment

1,529

Student Enrollment by Subgroup (School Year 2010–11)

Group

Percent of Total Enrollment

Black or African American

12.0%

American Indian or Alaska Native

0.4%

Asian

5.2%

Filipino

6.6%

Hispanic or Latino

57.8%

Native Hawaiian or Pacific Islander

1.8%

White

14.8%

Two or More Races

1.3%

Socioeconomically Disadvantaged

71.4%

English Learners

42.8%

Students with Disabilities

13.1%

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg. Class Size

2008–09 Number of Classes*

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

21.7

49

28

9

18.8

52

25

 

17.3

93

16

0

Mathematics

19.4

53

25

6

18.3

57

10

5

17.8

66

12

2

Science

23.4

18

31

0

18.2

48

12

 

17.7

59

3

0

Social Science

27.6

5

29

7

22.1

23

23

 

17.9

56

9

0

* 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.

III. School Climate

School Safety Plan (School Year 2010–11)

The Safety Plan addresses disaster procedures, routines, emergencies, all planned lock down, and evacuation procedures. The plan includes school and district student policies regarding student behavior, which could lead to suspension and expulsion. Student/Parent handbooks at both the school and district level communicate these expectations as well. The plan has the proper procedures to notify teachers and staff of dangerous students. The Safety Plan includes the sexual harassment policy, child abuse reporting procedures, the school dress code and rules and procedures regarding student discipline. Safe egress and ingress of pupils during emergencies and other safe strategies and programs are addressed.

Suspensions and Expulsions

Rate*

School 2008–09

School 2009–10

School 2010–11

District 2008–09

District 2009–10

District 2010–11

Suspensions

48.38%

38.26%

24.07%

15.42%

14.65%

11.23%

Expulsions

0.90%

0.56%

0.13%

0.17%

0.15%

0.08%

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2011–12)

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.

School Facility Good Repair Status (School Year 2011–12)

System Inspected

Repair Status

Repair Needed and Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

 

 

 

Interior: Interior Surfaces

 

X

 

Cleaned graffiti and replaced broken window

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

 

 

 

Electrical: Electrical

X

 

 

 

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

 

 

 

Safety: Fire Safety, Hazardous Materials

X

 

 

 

Structural: Structural Damage, Roofs

X

 

 

 

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

 

 

 

Overall Rating

 

X

 

 

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

 

Teachers

School 2008–09

School 2009–10

School 2010–11

District 2010–11

With Full Credential

72

87

90

1,436

Without Full Credential

16

6

3

22

Teaching Outside Subject Area of Competence (with full credential)

9

2

2

39

Teacher Misassignments and Vacant Teacher Positions

 

Indicator

2009–10

2010–11

2011–12

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments*

0

0

0

Vacant Teacher Positions

7

1

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 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

 

Location of Classes

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 

98.52%

1.48%

All Schools in District

98.05%

1.95%

High-Poverty Schools in District

96.45%

3.55%

Low-Poverty Schools in District

98.57%

1.43%

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 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2010–11)

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

 

Counselor (Social/Behavioral or Career Development)

3.00

Library Media Teacher (librarian)

0.40

Library Media Services Staff (paraprofessional)

 

Psychologist

 

Social Worker

1.00

Nurse

 

Speech/Language/Hearing Specialist

 

Resource Specialist (non-teaching)

7.00

Other

0.50

Note: Cells shaded in black 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.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: October 2011

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

 

LANGUAGE ARTS

MDUSD Adopted 2002

 Publisher

# Students

# Books

 

English AP

 

 

39

39

9

English

Timeless Voices, Timeless Themes - Gold

Prentice Hall School Division

365

557

10

English

Timeless Voices, Timeless Themes - Platinum

Prentice Hall School Division

366

493

11

English

Timeless Voices, Timeless Themes - The American Experience

Prentice Hall School Division

374

480

12

English

Timeless Voices, Timeless Themes - The British Tradition

Prentice Hall School Division

288

406

Yes

 

 

 

 

 

0.0%

 

 

 

 

 

Mathematics

 

MATHEMATICS

MDUSD Adopted 2009

  Publisher

# Students

# Books

9 - 12

Algebra Concepts and Skills

California Math Algebra 1

McDougal LIttell

109

167

9 - 12

Intro to Algebra

 Algebra :  Concepts and Applications

Glencoe/McGraw-Hill

12

12

9 - 12

Algebra

California Algebra 1

Prentice Hall School Division

402

686

9 - 12

Geometry

California Geometry

Prentice Hall School Division

327

561

9 - 12

 Algebra 2

Holt Algebra 2

Holt, Rinehart & Winston

311

330

9 - 12

Personal Finance

Mathematics For Business and Personal Finance

Glencoe/McGraw-Hill

23

132

9 - 12

Pre-Calculus

Precalculus Enhanced with Graphing Utilities

Prentice Hall School Division

143

148

9 - 12

Calculus

Calculus:  Graphical, Numerical, Algebraic

Prentice Hall School Division

55

145

 

 

 

 

 

 

 

 

 

 

Yes

 

 

 

 

 

 

0.0%

 

 

 

 

 

 

Science

 

SCIENCE

MDUSD Adopted 2000

Publisher

# Students

# Books

9 - 12

Biology I (D)

Biology

Pearson/Prentice Hall

519

720

9 - 12

Biology AP (D)

Advanced Placement Biology

Pearson/Prentice Hall

64

78

9 - 12

Chemistry I (D)

Chemistry:  Matter and Change

Glenco Publishing Co

268

374

9 - 12

Chemistry I Honors (D)

Chemistry(7th Ed.)

Houghton Mifflin

43

77

9 - 12

Earth Science II

Earth Science

McDougal Littell

113

120

9 - 12

Environmental Science AP

Living in the Environment

Thomson Learning

20

81

9 - 12

Healthy Living

Health

Pearson/Prentice Hall

22

152

9 - 12

Physics (D)

Conceptual Physics

Pearson/Prentice Hall

45

123

9 - 12

Physics Honors (D)

College Physics

Thomson Learning

35

41

9 - 12

Physiology (D)

Essentials of Human Anatomy and Physiology

Pearson/Prentice Hall

31

31

 

 

 

 

 

 

 

 

 

 

 

 

Yes

0.0%

History-Social Science

 

SOCIAL SCIENCE

MDUSD Adopted 2005

 Publisher 

# Students

# Books

9 - 12

World History

World History:  The Modern World

Prentice Hall School Division

417

529

9 - 12

U.S. History

The Americans:  Reconstruction Through the 20th Century

McDougal Littell

333

456

9 - 12

AP U.S. History

The American Pageant

McDougal Littell

37

39

9 - 12

Economics

Principles in Practice

Prentice Hall School Division

190

371

9 - 12

U.S. Government

Magruder's American Government

Prentice Hall School Division

145

184

9 - 12

AP U.S. Government

American Government:  Institutions and Policies, 8th Ed.

McDougal Littell

26

26

9 - 12

Geography

World Geography

McDougal Littell

51

95

 

 

 

 

 

 

 

 

 

 

Yes

 

 

 

 

 

 

 

0.0%

 

 

 

 

 

 

Foreign Language

 

FOREIGN LANGUAGE

MDUSD Adopted 2003

 Publisher 

# Students

# Books

 

SPANISH

 

 

 

 

9 - 12

Spanish I

Realidades – Level 1

Prentice Hall School Division

143

305

9 - 12

Spanish II

Realidades – Level 2

Prentice Hall School Division

123

339

9 - 12

Spanish III

Realidades – Level 3

Prentice Hall School Division

66

268

9 - 12

Spanish IV

Ven conmigo!, Nuevas Vistas, Level 1

Holt, Rinehart & Winston

51

130

9 - 12

Spanish V

Ven conmigo!, Nuevas Vistas, Level 2

Holt, Rinehart & Winston

13

37

9 - 12

FRENCH

 

 

 

 

9 - 12

French I

Discovering French, Bleu

McDougall Littell

99

151

9 - 12

French II

Discovering French, Blanc

McDougall Littell

41

92

9 - 12

French III

Discovering French, Rouge

McDougall Littell

40

66

 

 

 

 

 

 

 

 

 

 

 

Yes

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 2009–10)

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

$9,744.39

$5,120.73

$4,623.66

$56,708.00

District

$4,316.00

$62,621.92

Percent Difference – School Site and District

7.13%

-10.43%

State

$5,455

$69,207

Percent Difference – School Site and State

-15.24%

-22.04%

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.


For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2010–11)

Types of services funded include Gifted and Talented Education, special education, English Language Learners, reading and math interventions, 10th grade counseling, library services, ELD services, Diablo Community Center Counseling Services, Mental Health Collaborative, and Drug, Alcohol, and Tobacco prevention programs.

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$44,650

$42,017

Mid-Range Teacher Salary

$61,647

$67,294

Highest Teacher Salary

$82,326

$86,776

Average Principal Salary (Elementary)

$92,647

$108,534

Average Principal Salary (Middle)

$97,252

$112,893

Average Principal Salary (High)

$107,619

$123,331

Superintendent Salary

$247,500

$226,417

Percent of Budget for Teacher Salaries

38.00%

38.00%

Percent of Budget for Administrative Salaries

5.00%

5.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program


The Standardized Testing and Reporting (STAR) Program consists of several key components, including:



The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

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

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

English-Language Arts

26%

30%

31%

55%

56%

56%

49%

52%

54%

Mathematics

6%

11%

13%

47%

49%

52%

46%

48%

50%

Science

34%

32%

36%

55%

57%

57%

50%

54%

57%

History-Social Science

25%

30%

31%

46%

48%

50%

41%

44%

48%

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.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group

Percent of Students Scoring at Proficient or Advanced

English- Language Arts

Mathematics

Science

History- Social Science

All Students in the LEA

56%

52%

57%

50%

All Students at the School

31%

13%

36%

31%

Male

28%

15%

39%

35%

Female

34%

11%

32%

28%

Black or African American

28%

11%

30%

29%

American Indian or Alaska Native

0%

0%

0%

0%

Asian

48%

33%

56%

62%

Filipino

48%

17%

45%

33%

Hispanic or Latino

25%

9%

33%

26%

Native Hawaiian or Pacific Islander

20%