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.

• 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/.
• For additional information about the school, parents and community members should contact the school principal or the district office.

 

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:

• California Standards Tests (CSTs), which 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 nine through eleven.
• California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. 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.
• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and 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 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%	22%	0%	31%