School Accountability Report Card

 

Reported Using Data from the 2011–12 School Year

 

Published During 2012–13

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 2012–13)

School

District

School Name

Olympic Continuation High

District Name

Mt. Diablo Unified

Street

2730 Salvio St.

Phone Number

(925) 682-8000

City, State, Zip

Concord, CA, 94519-2599

Web Site

www.mdusd.org

Phone Number

(925) 687-0363

Superintendent

Steven Lawrence

Principal

Marc Lopes, Administrator

E-mail Address

lawrences@mdusd.org

E-mail Address

lopesm@mdusd.org

CDS Code

07617540734764

School Description and Mission Statement (School Year 2011–12)

The Mission of Olympic High School is to help students achieve academic goals, to develop appropriate interpersonal skills, to make intelligent independent choices, and to become self-directed and responsible citizens.

Opportunities for Parental Involvement (School Year 2011–12)

Olympic involves parents through the following committees and opportunities:

 

Site Council, Senior Dinner Planning Committee, Tutoring, Orientation, Independent Student Orientation, Parent Education Nights, Health and Safety and Latino/Hispanic Parent Nights, Open House, Back to School Nigh, Parent Volunteer Opportunities.

Student Enrollment by Grade Level (School Year 2011–12)

Grade Level

Number of Students

Grade 9

7

Grade 10

30

Grade 11

118

Grade 12

235

Ungraded Secondary

0

Total Enrollment

390

Student Enrollment by Student Group (School Year 2011-12)

Group

Percent of Total Enrollment

Black or African American

13.3%

American Indian or Alaska Native

0.3%

Asian

0.3%

Filipino

1.0%

Hispanic or Latino

50.5%

Native Hawaiian or Pacific Islander

2.1%

White

30.3%

Two or More Races

2.1%

Socioeconomically Disadvantaged

69.0%

English Learners

35.6%

Students with Disabilities

36.4%

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

20.4

5

7

12.3

27

5

0

10.4

35

4

0

Mathematics

18.2

9

1

9.7

27

0

0

8.2

30

0

0

Science

21.2

6

4

11.6

22

3

0

10.3

24

0

0

Social Science

17.1

15

4

13.6

23

9

0

12.1

25

12

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 2011–12)

Key elements included in the plan: Comprehensive written Safety Plan, Monthly Drills, Safety Inspections, Staff Training, Survival/First Aid supplies on hand for major emergencies. Bathroom Policies, 2nd through 5th period Student Tardy Policy and Student Morning Tardy Policy. Written evacuation plans in each classroom/office. Audible notification system for weather and safety alerts within community.

Suspensions and Expulsions

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

100.82%

94.74%

67.69%

14.65%

11.23%

11.25%

Expulsions

0.00%

0.24%

0.26%

0.15%

0.08%

0.13%

* 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 2012–13)

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 2012–13)

Date of Inspection: 11/21/12

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

 

 

 

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

 

 

 

Electrical: Electrical

 

 

X

Data Tower needs repairs, light switch loose in box, ballast, lights inside entry door not working.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

 

 

X

Faucets need repairs, drinking fountains need repairs, repair urinal flush valve, tank flapper, toilet loose.

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 2009–10

School 2010–11

School 2011–12

District 2011–12

With Full Credential

22

24

22

1468

Without Full Credential

4

2

1

22

Teaching Outside Subject Area of Competence (with full credential)

3

4

1

42

Teacher Misassignments and Vacant Teacher Positions

 

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments*

0

0

0

Vacant Teacher Positions

0

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 2011–12)

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 

77.37%

22.63%

All Schools in District

97.17%

2.83%

High-Poverty Schools in District

96.67%

3.33%

Low-Poverty Schools in District

97.15%

2.85%

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 2011–12)

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

 

 

Counselor (Social/Behavioral or Career Development)

0.80

Library Media Teacher (librarian)

 

Library Media Services Staff (paraprofessional)

 

Psychologist

10.00

Social Worker

 

Nurse

 

Speech/Language/Hearing Specialist

 

Resource Specialist (non-teaching)

1.00

Other

 

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 2012–13)

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: November 2012

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

9

English

Timeless Voices, Timeless Themes - Gold

Prentice Hall School Division

17

53

10

English

Timeless Voices, Timeless Themes - Platinum

Prentice Hall School Division

22

83

11

English

Timeless Voices, Timeless Themes - The American Experience

Prentice Hall School Division

117

86

12

English

Timeless Voices, Timeless Themes - The British Tradition

Prentice Hall School Division

115

73

Yes

0.0%

Mathematics

 

MATHEMATICS

MDUSD Adopted 2009

Publisher  

# Students

# Books

9 -- 12

Algebra Concepts and Skills

California Math Algebra 1

McDougal LIttell

103

103

9 -- 12

Algebra

California Algebra 1

Prentice Hall School Division

103

156

9 -- 12

Personal Finance

Mathematics For Business and Personal Finance

Glencoe/McGraw-Hill

103

132

Yes

0.0%

Science

Grade Level

Subject

Title

Publisher

# Students

# Books

 

SCIENCE

MDUSD Adopted 2000

 

 

 

9 -- 12

Biology I (D)

Biology

Pearson/Prentice Hall

94

204

9 -- 12

Earth Science II

Earth Science

McDougal Littell

95

95

9 -- 12

General Physical Science

Physical Science with Earth and Space Science

Pearson/Prentice Hall

95

95

9 -- 12

Healthy Living

Health

Pearson/Prentice Hall

95

95

9 -- 12

Introduction to Biology

Biology: Cycles of Life

AGS Publishing

4

53

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

202

202

9 -- 12

U.S. History

The Americans:  Reconstruction Through the 20th Century

McDougal Littell

112

112

9 -- 12

Economics

Principles in Practice

Prentice Hall School Division

202

203

9 -- 12

U.S. Government

Magruder's American Government

Prentice Hall School Division

202

204

Yes

0.0%

Science Laboratory Equipment (grades 9-12)

Laboratory Science Equipment - Available

 

N/A

N/A

 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

$12,392.16

$4,459.80

$7,932.36

$60,935

District

$4,342.64

$62,184

Percent Difference – School Site and District

82.66%

-2.05%

State

$5,455

$68,835

Percent Difference – School Site and State

45.41%

-12.96%

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 2011–12)

Olympic receives additional funding to support Special Education, English Language Learners, and Library Media. In addition, we have been provided with 1.2 School Psychologists for Olympic/Alliance, a part time Child Welfare, a part time Student Services Coordinator  Behavioral Health Specialists funded through the School District in a partnership with the County Department of Mental Health, Foster Youth Services, Workability Program.

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$43,918

$41,455

Mid-Range Teacher Salary

$60,636

$66,043

Highest Teacher Salary

$80,976

$85,397

Average Principal Salary (Elementary)

$91,427

$106,714

Average Principal Salary (Middle)

$93,741

$111,101

Average Principal Salary (High)

$106,109

$121,754

Superintendent Salary

$245,504

$223,357

Percent of Budget for Teacher Salaries

39.00%

39.00%

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

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

9%

6%

2%

56%

56%

58%

52%

54%

56%

Mathematics

0%

0%

0%

49%

52%

52%

48%

50%

51%

Science

0%

0%

3%

57%

57%

58%

54%

57%

60%

History-Social Science

0%

8%

1%

48%

50%

51%

44%

48%

49%

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

58%

52%

58%

51%

All Students at the School

2%

0%

3%

1%

Male

3%

0%

4%

2%

Female

2%

0%

0%

0%

Black or African American

7%

0%

0%

8%

American Indian or Alaska Native

0%

0%

0%

0%

Asian

0%

0%

0%

0%

Filipino

0%

0%

0%

0%

Hispanic or Latino

3%

0%

0%

0%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

White

0%

0%

0%

0%

Two or More Races

0%

0%

0%

0%

Socioeconomically Disadvantaged

3%

0%

0%

1%

English Learners

0%

0%

0%

0%

Students with Disabilities

6%

0%

0%

0%

Students Receiving Migrant Education Services

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.

California High School Exit Examination

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 to compute AYP designations required by the federal ESEA, also known as NCLB.

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

16%

10%

10%

61%

56%

56%

54%

59%

56%

Mathematics

13%

7%

0%

56%

55%

55%

54%

56%

58%

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.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group

English-Language Arts

Mathematics

Not Proficient

Proficient

Advanced

Not Proficient

Proficient

Advanced

All Students in the LEA

44%

24%

32%

45%

36%

20%