School Accountability Report Card

Transcription

1 Dos Pueblos Senior High California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During 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. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school principal or the district office.

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Dos Pueblos Senior High District Name Santa Barbara Unified Street 7266 Alameda Ave. Phone Number (805) City, State, Zip Goleta, Ca, Web Site Phone Number Superintendent First Name David Principal Shawn Carey, Principal Superintendent Last Name Cash Address scarey@sbunified.org Address dcash@sbunified.org Web Site County-District School (CDS) Code Last updated: 1/5/2015 School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) One of three comprehensive high schools in the Santa Barbara Unified School District, Dos Pueblos High School (DPHS) was established in Dos Pueblos is located in the City of Goleta, a dynamic city with a strong and growing technology industry. Incorporated in 2002, Goleta is located nine miles west of Santa Barbara between the Los Padres National Forest and the Pacific Ocean. The city s population is approximately 30,000. DPHS serves approximately 2,200 students in grades The school s attendance boundary includes approximately two-thirds of Goleta as well as the community of Isla Vista, an unincorporated area of Santa Barbara County that serves as the University of California, Santa Barbara s residential neighborhood. DPHS has become the school of choice for many parents living outside the school s designated attendance boundary. Approximately 200 students from outside DPHS's attendance boundaries elect to attend Dos Pueblos High School while approximately 70 students within the school s attendance boundaries choose to attend another high school. Education is highly regarded in the community, and Dos Pueblos High School is highly regarded for its academic programs. A comprehensive package of Advanced Placement, International Baccalaureate, Dual Enrollment (in partnership with Santa Barbara City College), English Learner, Regional Occupational Program, Honors, and Special Education courses serve the needs of a diverse student body. DPHS completed the Western Association of Schools and Colleges self-study process during the school year and received a six-year accreditation. In 1988 and 1999, Dos Pueblos was named a California Secondary Distinguished School and in 2000 received the highest recognition as a National Blue Ribbon School. For these reasons, it is no surprise that there is tremendous parental support for Dos Pueblos academic programs. Another measure of the support for education from the community came in March 2000 when voters approved Measure V, a $67 million general obligation bond. This bond was intended for the express purpose of making capital improvements at secondary school sites. At Dos Pueblos, projects included: a new auditorium, a new stadium, a new pool, full compliance with the Americans with Disabilities Act, a new phone system, extensive plumbing and ventilation renovations, new windows, and additional projects pursuant to a detailed needs assessment performed by the school district.the school s mission is to, in partnership with parents and community, provide professional instruction and guidance so that students will: attain academic excellence; take responsibility for their own learning and development; understand and respect diversity; balance individual interests and civic responsibilities; and participate effectively in an increasingly technological society. All human and material resources at Dos Pueblos High School are dedicated to these purposes. Last updated: 1/20/2015 Page 2 of 21

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade Total Enrollment Grade 9 Grade 10 Grade 11 Grade 12 Last updated: 1/5/2015 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 1.4 American Indian or Alaska Native 0.3 Asian 7.2 Filipino 0.7 4% 1% 7% Hispanic or Latino 43.3 Native Hawaiian or Pacific Islander 0.0 White 41.6 Two or More Races 4.5 Socioeconomically Disadvantaged 32.5 English Learners 10.3 Students with Disabilities % Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 43% Last updated: 1/5/2015 Page 3 of 21

4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/5/2015 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions 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. Last updated: 1/5/2015 Page 4 of 21

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) 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 99 1 All Schools in District 99 1 High-Poverty Schools in District Low-Poverty Schools in District 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. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: October 2014 Last updated: 1/5/2015 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Literature and Language Arts (Holt) 3rd Course, 4th Course, 5th Course, and 6th Course, 2003 Literature, an Intro to Fiction, Poetry and Drama, Pearson/Longman Norton Reader, 11th Edition, WW Norton & Co. Scholastic Inc., Scholastic Read 180 California Enterprise Edition, 2009, Gr. 4-8 English 3D Current Issues (Scholastic). Published 2014 Language of Composition 2008, Bedford/St Martin s 0.0 Mathematics Math in Our World (McGraw Hill) Algebra 1 (Holt), 2008 Gr Algebra 2 (Holt), 2008 Gr Geometry (Holt), 2008 Gr Algebra 2 (Algebra 5), (McDougal) Gr Trigonometry, Thomson Learning, 2002 Gr Pre-Calculus: Mathematics for Calculus, Thomson Learning, Gr Mathematics for International Students, IB, Hause & Harris, Gr Calculus: Early Transcendentals, Brooks/Cole/Cengage Learning 0.0 Science Biology (McGraw Hill), 2007 Biology (Pearson Education), 2007 Biology (Pearson Education), 2005 Biology (Pearson Education), 2002 Modern Chemistry (Holt), 2006 Zumdahl Chemistry (Houghton/Mifflin) 2007 Physics (Holt), 2007 (adopted 2007) Conceptual Physics, Pearson/Prentice Hall, 2006 AP College Physics Enhanced, 7th ed., Brooks/Cole/Thomson, 2006 Environmental Science (Glencoe), 2007 Living in the Environment (Cengage) 2015 AP Java Methods, Skylight Publishing, History-Social Science Modern World History (McDougal Little), 2006 The Americans (McDougal Little), 2006 America s History (Bedford/St. Martin s) 2014 Economics: Concepts & Choices (McDougal Little), 2008 Economics: Principles, Problems & Policies (McGraw Hill), 2005 Magruders s American Government (Pearson Education), 2006 American Government (Houghton Mifflin), 2004 AP Traditions & Encounters, 3rd Edition, McGraw Hill, 2006 AP American Pageant, Houghton Mifflin Majority Minority Relations, Pearson/Prentice Hall, 2000 Social Problems, Allyn & Bacon, Page 5 of 21

6 Bedford/St. Martin s: Ways of the World: A Global History with Sources (AP), 2011 Foreign Language Buen Viaje 1, 2, 3 (McDougal Little), 2004 Discovering French Blanc, Blue, Rouge (Glencoe), 2004 Cambridge Latin Course 1, 2, 3,4 (Cambridge University Press), 2003 AP Galeria de arte y vida, Glencoe, 2004 IB Spanish Composition Through Literature, Pearson, 2002 IB Graded Spanish Reader; Primera, Segunda, DC Heath Co AP En bonne forme, Houghton Mifflin, 2001 AP Prenons, Wayside Publishing, 2013 D accord 3 (Vista Higher Learning) 2011 AP Catullus for the AP Student, Longman Publishing El espanol para nosotros 1 and 2, Glencoe, Health Clinical Kinesiology and Anatomy, F.A. Davis Company, 2011 Lifetime Health (Holt), Visual and Performing Arts 0.0 Science Laboratory Equipment (grades 9-12) 0.0 Page 6 of 21

7 School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year Dos Pueblos High School endeavors always to provide a safe, orderly, and nurturing learning environment for staff and students. A major component of such an environment is well-maintained, clean, safe, fully-functioning school facilities. There are 83 permanent classrooms and 13 portable classrooms at DPHS. Two of the portable classrooms are leased by the Santa Barbara County Education Office for a severely handicapped educational program. One other portable classroom is used by the La Cuesta Continuation High School program. Each classroom has a VOIP telephone, television, and at least one computer with internet access. All instructional spaces have a tech package featuring a flat-screen TV, Apple TV, and ipad combination. Over 60 percent of the classrooms have additional computers for student use, dependent upon the instructional needs. A crew of ten custodians provides for clean classrooms and restrooms. Two groundskeepers are responsible for landscape maintenance for the entire campus. The head custodian has created a comprehensive cleaning program, including ongoing minor maintenance for all facilities. All restrooms are in working order. As a result of the Measure V bond passed in 2000, facilities at DPHS have undergone dramatic changes. Infrastructure improvements and upgrades, including a new water main; student parking lot; campus phone system; stadium lighting and public address system; and Americans with Disabilities Act compliance for access and ramping, are already completed. Additional projects recently completed include: plumbing and power upgrades; a new, Olympic-sized pool; a new, state-ofthe-art performing arts center; an expanded stadium, and the construction and opening of a new wing dedicated to the Engineering Academy. As a result of the Measure Q bond passed in 2010, recent facilities improvements include heating, ventilation, and air conditioning systems upgrades as well as an upgraded administrative parking lot. School Facility Good Repair Status - Most Recent Year System Inspected Rating Repair Needed and Action Taken or Planned Last updated: 1/20/2015 Systems: Gas Leaks, Mechanical/HVAC, Sewer Poor Inspection date: June 2009 HVAC and heating systems were in poor condition. Systems replaced in Interior: Interior Surfaces Fair Inspection date: June 2009 Gym ceiling was missing tiles, which have since been replaced. Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good Inspection date: June 2009 Electrical: Electrical Good Inspection date: June 2009 Restrooms/Fountains: Restrooms, Sinks/Fountains Good Inspection date: June 2009 Safety: Fire Safety, Hazardous Materials Good Inspection date: June 2009 Structural: Structural Damage, Roofs Fair Inspection date: June 2009 Asphalt road has been repaired. External: Playground/School Grounds, Windows/Doors/Gates/Fences Good Inspection date: June 2009 Overall Facility Rate - Most Recent Year Overall Rating Good Last updated: 1/6/2015 Page 7 of 21

8 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 Assessment of Student Performance and Progress Results by Student Group in Science (School Year California Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 63 All Students at the School 60 Male 58 Female 62 Black or African American American Indian or Alaska Native Asian 90 Filipino Hispanic or Latino 35 Native Hawaiian or Pacific Islander White 74 Two or More Races 83 Socioeconomically Disadvantaged 30 English Learners 13 Students with Disabilities 20 Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. 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. Page 8 of 21

9 Standardized Testing and Reporting Results for All Students - Three-Year Comparison 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) School District State Subject English-Language Arts 69% 71% 69% 64% 63% 61% 54% 56% 55% Mathematics 41% 44% 38% 46% 53% 51% 49% 50% 50% History-Social Science 58% 52% 51% 56% 54% 54% 48% 49% 49% Note: STAR Program was last administered in Percentages are not calculated 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 Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison API Rank Statewide Similar Schools Last updated: 1/8/2015 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Last updated: 1/8/2015 Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 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. Last updated: 1/8/2015 Page 9 of 21

10 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) The California Department of Education defines career technical education as a program of study that involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers. Santa Barbara Unified School District offers Career Pathways in the following industry sectors: Arts and Communications, Building Trades and Engineering, Business and Information Technology, Health and Human Services, and Industrial Technology. Each pathway has a sequence of two courses that build knowledge and skill in a specific industry sector and lead to an industry certification or culminating experience demonstrating skill proficiency in a specific industry sector. CTE Courses Offered at Dos Pueblos High School: Computer Business Applications Computer Accounting and Finance Computer Graphics I Computer Technology 1 Computer Technology 2 Electronics Technology Engineering Physics Engineering Sculpture and Design Engineering Technology Entrepreneurship First Robotics Journalism Networking Essentials Networking Technology I Networking Technology II Sports Medicine/Kinesiology Sports Medicine Sports Medicine CM TV/Video Production Virtual Enterprise Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) Last updated: 1/9/2015 Measure CTE Program Participation Number of pupils participating in CTE 488 Percent of pupils completing a CTE program and earning a high school diploma 22.0 Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0.0 Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission Last updated: 1/9/2015 UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 65.7 Page 10 of 21

11 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education. California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts 70% 71% 71% 65% 66% 49% 56% 57% 56% Mathematics 75% 70% 73% 66% 65% 50% 58% 60% 62% Note: Percentages are not calculated 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced Mathematics Percent of Students Scoring at Proficient or Advanced Page 11 of 21

12 California High School Exit Examination Grade Ten Results by Student Group (School Year ) (if applicable) English-Language Arts Mathematics Group Percent Not Proficient Percent Proficient Percent Advanced Percent Not Proficient Percent Proficient Percent Advanced All Students in the LEA 34% 23% 43% 32% 33% 36% All Students at the School 29% 22% 49% 27% 31% 42% Male 36% 20% 44% 27% 26% 48% Female 22% 24% 54% 28% 35% 37% Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A N/A Asian 16% 16% 69% 2% 20% 78% Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino 52% 26% 23% 48% 33% 19% Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A White 12% 19% 69% 15% 28% 57% Two or More Races 4% 24% 72% N/A 44% 56% Socioeconomically Disadvantaged 53% 26% 21% 49% 34% 17% English Learners 87% 11% 2% 82% 11% 7% Students with Disabilities 78% 15% 7% 77% 13% 10% Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A Note: Percentages are not calculated 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 Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 17.6% 60.0% Note: Percentages are not calculated 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. Page 12 of 21

13 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year There are many opportunities for parents to get involved with Dos Pueblos High School. The school enjoys tremendous parental support. Among the parent organizations that support students are: Parent Teacher Student Association: Dos Pueblos High School s PTSA is an active partner in building strong communications between home and school by sending out an electronic newsletter, providing volunteers, supporting school activities, and raising money for classroom enrichment. Booster Clubs: Parents are significant leaders on specific school-wide committees. These include: Beautify DP, Instrumental Music Boosters, Theater Arts Boosters, and Choral Music Boosters. Parents of student-athletes have the opportunity to participate in our athletic booster organization called Dos Pueblos High School Athletic Booster Club. School Site Council: Dos Pueblos High School's School Site Council, made up of student, parent and staff representatives, meets monthly to assist in the development, evaluation, and financial support of instructional programs. Site Council sets instructional priorities and oversees spending of the school s categorical program funding. English Language Acquisition Committee: ELAC made up of student, parent, and staff representatives meets monthly to assist in directing communication and information to parents of English Learners. ELAC also serves in an advisory capacity to the School Site Council. State Priority: Pupil Engagement Last updated: 1/14/2015 The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 100 Page 13 of 21

14 100 Dropout Rate Graduation Rate Page 14 of 21

15 Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander 84 White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Page 15 of 21

16 State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions 6 5 School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions Last updated: 1/15/2015 School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year Date of Last Review/Update: February 2014 Date Last Discussed with Staff: February 2014 The Comprehensive School Site Safety Plan was developed in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. Safety plans are available at Page 16 of 21

17 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate No Yes Yes No Yes Yes Last updated: 1/12/2015 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement * Year 5 Year 1 Number of Schools Currently in Program Improvement N/A 15 Percent of Schools Currently in Program Improvement N/A 100.0% Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size 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. Page 17 of 21

18 Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0.8 N/A Library Media Teacher (librarian) 1.0 N/A Library Media Services Staff (paraprofessional) 1.0 N/A Psychologist 2.0 N/A Social Worker Nurse N/A N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-teaching) Other N/A N/A Note: Cells with N/A values 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. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Last updated: 1/20/2015 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $8,569 $2,380 $6,189 $67,749 District N/A N/A $6,368 $67,946 Percent Difference School Site and District N/A N/A -3.00% 0.00% State N/A N/A $4,690 $69,360 Percent Difference School Site and State N/A N/A 32.00% -2.00% Note: Cells with N/A values do not require data. Last updated: 1/15/2015 Page 18 of 21

19 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Student body funds are controlled by the Associated Student Body for all athletics, clubs, and classes as well as monies collected for all activities.the principal oversees the general funds for school expenses.the School Site Council oversees categorical funds. All expenditures are requested of and approved by the Site Council following the Single School Plan for Improvement. The council oversees the following budgets: Title I Title III Other budgets include: Perkins funds for industrial technology; Gifted and Talented Education (GATE) overseen by the district GATE office; State Lottery; Art and Music Block Grant; Dual enrollment funds; local donations. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/20/2015 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $43,986 $41,318 Mid-Range Teacher Salary $69,588 $65,615 Highest Teacher Salary $79,853 $84,981 Average Principal Salary (Elementary) $110,633 $107,624 Average Principal Salary (Middle) $120,813 $112,817 Average Principal Salary (High) $125,847 $121,455 Superintendent Salary $217,590 $206,292 Percent of Budget for Teacher Salaries 38.0% 40.0% Percent of Budget for Administrative Salaries 5.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Page 19 of 21

20 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 20 of 21

21 Advanced Placement Courses (School Year ) Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science N/A English 12 N/A Fine and Performing Arts N/A Foreign Language 5 N/A Mathematics 2 N/A Science 7 N/A Social Science 16 N/A All Courses Note: Cells with N/A values do not require data. *Where there are student course enrollments. Professional Development Most Recent Three Years Professional Development Most Recent Three Years Secondary school teachers meet for one hour per week during late-start days for staff development. The primary areas of professional development are literacy across the curriculum, using technology in the classroom, and to support the implementation of the Common Core State Standards. Professional development is selected using student achievement data and on individual teacher needs. Professional development is offered as an integral part of site based Professional Learning Communities (PLC), during the school year, in workshops with leading experts in the area literacy across the curriculum, conferences, as well as individual mentoring. Teachers are supported in a variety of ways including through in-class coaching, in PLCs, and teacher-principal or teacher-coach meetings. Page 21 of 21