Central High (Continuation) School

Transcription

1 Central High (Continuation) School Published During Central High (Continuation) Contact Information (School Year ) Monterey St. Morgan Hill, CA (408) Principal: Contact Address: Irene Macias-Morriss, Principal County-District-School (CDS) Code: Morgan Hill Unified Contact Information (School Year ) (408) Superintendent: Contact Address: Steve Betando

2 Every school in California is required by state law to publish a (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 For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at 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 I. Data and 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. Additional Information For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at II. About This School District Contact Information (School Year ) Name Morgan Hill Unified Phone Number (408) Web Site Superintendent Address Steve Betando betandos@mhusd.org CDS Code School Contact Information (School Year ) Name Street Central High (Continuation) Monterey St. City, State, Zip Morgan Hill, CA Phone Number (408) Principal Address Irene Macias-Morriss, Principal irene.macias-morriss@mhu.k12.ca.us 1/28/2014 Powered by SchoolCity, Inc Page 2 of 17

3 School Description and Mission Statement (School Year ) Central High School is the continuation high school that serves the Morgan Hill Unified School District. It offers a viable alternative to the traditional high school for many students and provides a personalized setting and smaller classes, emphasizing student success in a student-centered environment. We offer a unique opportunity for tenth through twelfth grade students to obtain a high school diploma in a warm, social atmosphere where the students needs come first. We offer a standards-based academic high school curriculum. Our semesters are divided into learning blocks of six weeks. Through classroom activities and outside-of-class contracts, students have an opportunity to earn additional credit so that they can make up lost credits and be on target to graduate. We use many means to assess student progress in addition to state standardized tests. These include homework completion, quizzes, tests and final exams, research papers, essays, multimedia projects, oral exams or presentations, and teacher observation. Our students compile a portfolio that includes their transcript and credit completion chart. Progress reports are mailed home every three weeks for all students. Report cards are mailed at the completion of every sixweek block. If a student is at risk of not graduating or if there are other problems with grades or behavior, we notify parents immediately. Students and parents can always contact teachers via voic or for more frequent progress checks. All of Central s teachers are either Cross-cultural Language and Academic Development (CLAD) certified or Specially Designed Academic Instruction in English (SDAIE) trained. Our students who have achieved a basic level of English proficiency are placed in regular classrooms since they achieved a basic level of comprehension. We encourage our parents of English learners to join our ELAC. We depend on the ELAC to help improve and expand our English Language Development (ELD) program as our English learner population continues to grow. We have one part-time counselor who conducts sessions for students who have a substance abuse issues, or other concerns, as needed. The local community college (Gavilan College in Gilroy) guides students and their families through the college admissions process. Community Solutions runs an anger management group and a physical abuse group in addition to making regular presentations to the student body and to faculty. Our district nurse and psychologist both work as needed. Our students are eligible to attend the Regional Occupational Program (ROP) offerings at the two other traditional high schools in our district during school hours. Central also offers 3 periods of ROP in computer science. They can concurrently enroll in the Community Adult School to enhance their credit requirements for graduation. Central also provides a program for those students who need to pass the California High School Exit Exam (CAHSEE) in English and Math. We have a part-time (60-percent) Resource Specialist Program (RSP) teacher who works with our special education students. Students in this program have resource as one of their classes and meet with the resource teacher for general support. These students may have dyslexia, auditory or visual processing problems, autistic tendencies, or significant discrepancies between ability and performance as determined through diagnostic tests. The RSP teacher communicates with regular classroom teachers about student progress and keeps them aware of any accommodations the resource student needs, such as more time to complete assignments or a lighter reading load. The resource teacher holds a meeting with the student, another teacher, the principal, and the student s parents once a year to update the student s Individualized Education Program (IEP). Central students abide by our district s strict behavior code, which we send home to parents to review with their student at the beginning of the year. The principal reviews Central s Code of Conduct with our students the first week of school during class. Students who are disruptive or disrespectful are referred to meet with the principal. Students with chronic behavior problems work with our principal, staff members, and their parents to make a behavior contract. Elements might include suspension from dances and extracurricular activities, campus cleanup, counseling, and participation in our anger management or substance abuse support groups. We expel students for major crimes such as assault or possession of narcotics or weapons. We promote a positive school climate by encouraging students to become involved in our school activities. Our classes provide the appropriate level of challenge for a range of abilities. We also have safety nets in place such as access to local resources such as Community Solutions. Challenges in the coming year include accommodating our rapidly increasing enrollment. We also want to increase our graduation rate for credit-eligible students and help those students who have not passed California High School Exit Exam (CAHSEE). Opportunities for Parental Involvement (School Year ) We have many ways for parents to participate in the life of our school, and we depend on their support. Parents can join our Advisory Committee, ELAC, and Booster Club. Central Booster Club organizes special events for our students, such as refreshments for the first day of school, Back-to-School Night, Spring Open House, and graduation. The Booster Club also funds the "lunch with the Principal" activities every 6 weeks for those students with: - perfect attendance - most credits earned - most improved. The principal s newsletters keep parents informed of school activities. We ask all parents to attend Back-to- School Night in the fall, Open House in the spring, and parent-teacher conferences every six weeks. We always need new volunteers! 1/28/2014 Powered by SchoolCity, Inc Page 3 of 17

4 Standardized Testing and Reporting Program III. Student Performance 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 Standardized Testing and Reporting Results for All Students Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State English-Language Arts 16% 18% 25% 57% 59% 59% 54% 56% 55% Mathematics 2% 3% 46% 48% 48% 49% 50% 50% Science 11% 61% 64% 66% 57% 60% 59% History-Social Science 16% 18% 23% 54% 58% 60% 48% 49% 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. 1/28/2014 Powered by SchoolCity, Inc Page 4 of 17

5 Standardized Testing and Reporting Results by Student Group Most Recent Year Group English-Language Arts California High School Exit Examination Percent of Students Scoring at Proficient or Advanced Mathematics Science History-Social Science All Students in the LEA 59% 48% 66% 60% All Students at the School 25% 23% Male 21% 34% Female 30% 11% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 21% 19% Native Hawaiian or Pacific Islander White 33% Two or More Races Socioeconomically Disadvantaged 22% 20% English Learners 12% 17% Students with Disabilities 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. 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 Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced Subject School District State English-Language Arts 64% 64% 60% 59% 56% 57% Mathematics 27% 57% 55% 58% 56% 58% 60% 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. 1/28/2014 Powered by SchoolCity, Inc Page 5 of 17

6 California High School Exit Examination Grade Ten Results by Student Group Most Recent Year (if applicable) 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. Group English-Language Arts Mathematics Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 40% 24% 36% 42% 38% 20% All Students at the School 0% 0% Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page at Grade Level Percent of Students Meeting Four of Six Fitness Standards Percent of Students Meeting Five of Six Fitness Standards Percent of Students Meeting Six of Six Fitness Standards 5 ---% ---% ---% 7 ---% ---% ---% 9 ---% ---% ---% 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. Academic Performance Index IV. Accountability The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at 1/28/2014 Powered by SchoolCity, Inc Page 6 of 17

7 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 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 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 1 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 10 means that the school's academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide B B B Similar Schools B B B Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there is no Growth or target information. Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level. Group School Growth API LEA Growth API State Growth API All Students at the School , ,655, Black or African American , American Indian or Alaska Native , Asian , Filipino , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander , White 4 2, ,200, Two or More Races , Socioeconomically Disadvantaged , ,774, English Learners , ,482, Students with Disabilities , /28/2014 Powered by SchoolCity, Inc Page 7 of 17

8 Adequate Yearly Progress The federal ESEA 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) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Overall Yes No Participation Rate - English-Language Arts Yes Yes Participation Rate - Mathematics Yes Yes Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics Yes No API Yes Graduation Rate Yes Yes Federal Intervention Program (School Year ) 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 2 Year 3 Number of Schools Currently in Program Improvement 6 Percent of Schools Currently in Program Improvement 42.9% V. School Climate Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade 10 2 Grade Grade Total Enrollment 140 Student Enrollment by Student Group (School Year ) 1/28/2014 Powered by SchoolCity, Inc Page 8 of 17

9 Group Percent of Total Enrollment Black or African American 2.9 American Indian or Alaska Native 0.7 Asian 2.9 Filipino 0 Hispanic or Latino 73.6 Native Hawaiian/Pacific Islander 0 White 20 Two or More Races 0.00 Socioeconomically Disadvantaged 60.7 English Learners 37.9 Students with Disabilities 11.4 Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* English Mathematics Science Social Science * 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. School Safety Plan (School Year ) The principal and teachers monitor the grounds during brunch, lunch, and after and before school. A resource officer visits our campus as needed. Visitors must sign in at the office. We have a closed campus. We revise our School Safety Plan annually. The plan includes procedures for emergencies, exit routes, and inventories of emergency supplies. We make the plan available on our school Web site and keep copies in the office for parents. We share the plan with all staff during a school-wide staff meeting. We practice fire and earthquake drills three times a year and hold trainings for staff on emergency preparedness. Suspensions and Expulsions Rate* School School School District District District Suspensions Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. 1/28/2014 Powered by SchoolCity, Inc Page 9 of 17

10 VI. School Facilities School Facility Conditions and Planned Improvements (School Year ) Central High School relocated to a new school site for the start of the school year. The site (previously Burnett Elementary School) recently named Lorrita Bonfante Johnson Education Center was modernized in 2013 using the Measure G Bond funds. Classrooms were modernized, a new science lab created along with an art classroom. Students now have a computer lab, media center and cafeteria. The site received the latest technology equipment which includes Sharp boards, Chrome books and WiFi throughout the campus. The new administration office is currently under construction and will be open for fall School Facility Good Repair Status (School Year ) Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating System Inspected Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rate (School Year ) Repair Needed and Action Taken or Planned Overall Rating Exemplary Good Fair Poor 1/28/2014 Powered by SchoolCity, Inc Page 10 of 17

11 VII. Teachers Teacher Credentials Teachers School School School District Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence n/a Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 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 ) The federal ESEA, also known as 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 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 All Schools in District 99 1 High-Poverty Schools in District 99 1 Low-Poverty Schools in District 98 2 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 1/28/2014 Powered by SchoolCity, Inc Page 11 of 17

12 VIII. Support Staff Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Academic Counselor 0.2 Counselor (Social/Behavioral or Career Development Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non - teaching) Other Note: Cells shaded in black or with values do not require data. Average Number of Students per Academic Counselor * 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. 1/28/2014 Powered by SchoolCity, Inc Page 12 of 17

13 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) 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. Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Textbooks and instructional materials/year of adoption McDougal Littell/Houghton Mifflin: Language of Literature Glencoe McGraw Hill Algebra 2 McDougal Littell Geometry Holt, Rinehart, and Winston Algebra 1 Holt, Rinehart, and Winston Pre-Algebra Glencoe/McGraw Hill Biology Holt, Rinehart, and Winston Earth Science Glencoe-McGraw Hill Biology Holt, Rinehart and Winston Earth Science Glencoe-McGraw Hill Psychology and You Prentice Hall Economics: Principals in Action Prentice Hall Magruders' American Government Prentice Hall World History: The Modern World McDougal Littell: The Americans: Reconstruction to the 21st Century From most recent adoption? Percent students lacking own assigned copy yes 0% yes 0% yes 0% yes 0% Foreign Language yes 0% Health 0% Science Laboratory Equipment (grades 9-12) IX. Curriculum and Instructional Materials Month and year in which data were collected: January 2013 Visual and Performing Arts 0% 0% 1/28/2014 Powered by SchoolCity, Inc Page 13 of 17

14 X. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Types of Services Funded (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary School Site $5,739 $135 $5,604 $52,321 District $4,992 $65,163 Percent Difference School Site and District $12.26 ($19.71) State $5,537 $67,106 Percent Difference School Site and State $1.21 ($22.03) Note: Cells shaded in black or with values 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 For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Federal Title I funds paid for 40 percent of our supplemental purchases in the areas of social studies, math, science, and language arts for students whose skills are below grade level. Title I funds allowed us to purchase document camera equipment for the classrooms. We were able to buy supplemental materials for our English learners with Economic Impact Aid-Limited English Proficient (EIA-LEP) funds designated for English learner support. The Home and School Clubs in our district makes donations to our Booster Club to cover the expenses of special events such as graduation and Principal's lunch. Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $42,427 $40,928 Mid-Range Teacher Salary $65,315 $64,449 Highest Teacher Salary $82,651 $82,826 Average Principal Salary (Elementary) $112,137 $102,640 Average Principal Salary (Middle) $115,160 $109,253 Average Principal Salary (High) $130,734 $118,527 Superintendent Salary $209,756 $183,968 Percent of Budget for Teacher Salaries 0.38% 39.74% Percent of Budget for Administrative Salaries 0.06% 5.8% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at XI. School Completion and Postsecondary Preparation Admission Requirements for California's Public Universities 1/28/2014 Powered by SchoolCity, Inc Page 14 of 17

15 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 UC Admissions Information Web page at California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores 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 have 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 admission, application, and fee information see the CSU Web page at Dropout Rate and Graduation Rate Indicator School District State Dropout Rate Graduation Rate Completion of High School Graduation Requirements This table displays, by student group, the number of students who were a part of the school s most recent graduating class for which CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Graduating Class of 2012 Group School District State All Students ,598 Black or African American ,078 American Indian or Alaska Native 0 4 3,123 Asian ,700 Filipino ,745 Hispanic or Latino ,516 Native Hawaiian/Pacific Islander 6 2,585 White ,801 Two or More Races 2 5 6,790 Socioeconomically Disadvantaged ,915 English Learners ,297 Students with Disabilities ,683 1/28/2014 Powered by SchoolCity, Inc Page 15 of 17

16 Career Technical Education Programs (School Year ) Sophomores, juniors, and seniors learn how to research potential employers, answer questions in interviews, and write business letters and resumes as part of the ROP Business Application. Students take an aptitude test and discuss the results and options with their advisors. We also set up student internships, volunteer opportunities, and community service options. ROP courses satisfy certain graduation requirements such as making oral presentations and following technical instructions. We will continue to increase our students participation in the district ROP program. We invite input from professionals who support our school and hire our graduates. We hope to maintain a high standard of success in preparing our students for their working lives. CTE programs offered at Central Continuation High School: - Computer Business Applications Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 157 Percent of pupils completing a CTE program and earning a high school diploma Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education Courses for University of California and/or California State University Admission UC/CSU Course Measure Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Percent Advanced Placement Courses (School Year ) Subject Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses * Where there are student course enrollments. Number of AP Courses Offered* Percent of Students In AP Courses NA NA NA NA NA NA NA 1/28/2014 Powered by SchoolCity, Inc Page 16 of 17

17 Professional Development XII. Instructional Planning and Scheduling This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Minimum (shortened) days were held the last Friday of each six-week block. Staff development days are devoted to aligning our curriculum to state standards, learning how to analyze standardized test results, exploring techniques for engaging students of different ability levels, and discussing the latest research in teenage development and its application to high school. Teachers and administrators look at test scores and review the most pressing issues from the previous year to choose specific topics. Additional trainings were held on ways to include English learners in the regular classroom. 1/28/2014 Powered by SchoolCity, Inc Page 17 of 17