Escondido Community Day School

Transcription

1 Escondido Community Day ESCONDIDO UNION HIGH SCHOOL DISTRICT 2065 East Valley Parkway, Escondido, CA (760) Barbara Gauthier, Principal Accountability Report Card Published in the Year Principal s Message The goal of Escondido Community Day is to provide students with a rich academic program using individualized and group instruction delivered in a supportive environment. Our staff are experienced and educated in their academic content area as well as trained in behavior modification. Often times, students come to us because they have not experienced success in the comprehensive school program. We are committed to working with our students to prepare them for a positive high school experience. Escondido Union High 302 North Midway Drive Escondido, CA (760) (760) FA Board of Education George McClure, President Tina Pope, Vice President Randy Garcia, Clerk Dr. Kurt Marler, Member Jon Petersen, Member Administration Edward J. Nelson Superintendent Karen Rizzi Assistant Superintendent of Educational Services Michael Simonson Assistant Superintendent of Business Services Steve Boyle Assistant Superintendent of Human Resources Our students are expected to be on time each day and ready to learn. Students are provided with extra time after the school day to make up missed work due to absences. In addition to their academic studies, students work with our counselor to develop strong pro-social skills such as respect, integrity and pride. Our staff treats each student with respect and we expect the same in return. Character development is an integral part of the work we do with students at Escondido Community Day. We encourage our students to ask for help when they need it as well as share their concerns and celebrate their successes with us. We are committed to preparing our students to transition back to a comprehensive high school to earn their high school diploma. Mission Statement The mission of Escondido Community Day is to provide our students with a comprehensive program designed to meet their unique academic, social and emotional needs. Staff will support students to reach their potential through character development, determination, self reliance and academic proficiency. The ultimate goal of Escondido Community Day is to rehabilitate our students to enable them to successfully graduate from one of the comprehensive high schools in the Escondido Union High and be well prepared for their post high school plans. Profile The school population at Escondido Community Day changes as our students transition in and out of our school. We maintain small class sizes so our total number of students at any given time does not exceed forty. Our academic program is set up for students in grades nine through eleven. In the school year, 66 students came through our program. Student Enrollment by Ethnic Group Discipline & Climate for Learning Percentage African American 10.0% Hispanic or Latino 70.0% White 20.0% The Escondido Community Day follows district-adopted discipline policies. Unique to our school is the Level System designed to empower students to succeed. An integral component of the Level System is that students are required to apply to advance to the next level. Each level brings more freedoms and privileges for the students. The application asks them to justify their request by summarizing their academic progress, attendance and behavior. The student is required to discuss the request with their parent and other adults who are invested in their success to obtain their signature prior to submittal. This Level System enables students and parents to communicate and stay abreast of progress. -1-

2 The Suspensions and Expulsions table displays the total number and percentage of incidents at the school and in the. Suspension numbers may be inflated because some students may have been suspended multiple times. Expulsions occur only when required by law or when all other alternatives have been exhausted. Some students come to the school under an expulsion order. Note: Because the school opened in the school year, there is no previous year data to report. Class Size Complete Class Size Distribution data was unavailable from the CDE. Teacher Assignment Suspensions & Expulsions Suspensions Suspension Rate 275.0% 15.5% 14.8% 11.7% Expulsions Expulsion Rate 90.0% 0.9% 0.9% 1.0% Escondido Union High recruits and employs the most qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines. Note: Because the school opened in the school year, there is no previous year data to report. Teacher Credential Status Fully Credentialed Without Full Credentials 0 0 Working Outside Subject 0 0 Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. 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. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester. Misassignments/Vacancies Misassignments of Teachers of English Learners 0 0 Misassignments of Teachers (other) 0 0 Total Misassignments of Teachers 0 0 Vacant Teacher Positions 0 0 Highly Qualified Teachers ( Year The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified. Minimum qualifications include: Possession of a Bachelor s Degree Possession of an appropriate California teaching credential Demonstrated competence in core academic subjects For more information, see the CDE Improving Teacher and Principal Quality Web page at: Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less. Counseling & Support Staff ( Year The students at Escondido Community Day will spend time developing their own self awareness. Using the forty Developmental Assets as a guide, students will increase their pro-social skills, understand their value system, develop good decision making skills and set goals for themselves. Each student is required to participate in group and/or individual counseling each week at school. The academic counselor-to-pupil ratio is 1:32. The table lists the support service personnel available at Escondido High. Note: the nurse is a full-time district employee who is utilized at all campuses. The Palomar Family Counselor is an outside resource who visits the schools on an as-needed basis. Staff Development NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 0.0% 0.0% 90.3% 9.7% High-Poverty s in 90.3% 9.7% Low-Poverty s in N/A N/A Counseling & Support Services Staff Number of Staff Full Time Equivalent Counselor Nurse 1 As needed All training and curriculum development at Escondido Union High revolves around the California State Content Standards and Frameworks. Staff development days are used for a broad-based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. In the school year, the school offered three districtwide staff development days. No districtwide staff development days were provided in the and school years. Escondido Community Day -2- Published: January 2013

3 Instructional Materials ( Year ) Escondido Union High sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support instructional programs. Escondido Union High held a Public Hearing on September 18, 2012, and determined that each school within the district has sufficient and good quality textbooks, instructional materials, or science lab equipment, pursuant to the settlement of Williams vs. the State of California. All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects and visual and performing arts, for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in October 2012 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Grade Levels 12th 12th 10th-11th Subject Foreign Foreign Health History/Social History/Social History/Social -Adopted Textbooks Publisher Glencoe (MacMillan/ McGraw Hill) Holt, Rinehart & Winston Glencoe (MacMillan/ McGraw Hill) Adoption Year Additional Internet Access/Public Libraries Sufficient 2002 Yes 2002 Yes 2003 Yes Glencoe 2007 Yes McDougal Littell 2007 Yes Prentice Hall 2007 Yes Holt 2008 Yes McDougal Littell 2003 Yes Prentice Hall 2009 Yes 10th-12th Glencoe 2008 Yes Holt, Rinehart & Winston McDougal Littell 2008 Yes 2008 Yes Prentice Hall 2005 Yes The Main Branch and East Valley Branch of the Escondido Public Library provide free internet access to all community members, including the students of the Escondido Union High. The Escondido YMCA offers use of their computers for all students carrying a Teen Center Card. Cards are free to students. The Escondido Boys and Girls Club Baker Branch and Mitchell Branch also have technology centers that are available to members. Annual membership fee is $60. Leadership Leadership at the Escondido Community Day is shared among district administration, school staff, students and parents. Two years ago, Barbara Gauthier, Director of Interventions and Dana Angell, Teacher on Special Assignment began working on developing the appropriate intervention for the younger students in our district. Together, they led a diversified group of professionals who were tasked with designing a program that would address the unique needs of our high risk teenagers. The result of their work is the Escondido Community Day which opened its doors in the fall of Currently, Barbara Gauthier serves as principal and Dana Angell oversees the daily operations of the school. Parent Involvement Parents are an integral part of their child s success in our school. The staff maintains consistent and frequent contact with parents. Rather than send home progress reports, parents are invited to participate in student-led conferences to discuss mid-semester grades. The principal of Escondido Community Day maintains a working relationship with a variety of professionals in the community in an effort to access services for our students. Examples include community based organizations such as the Escondido Education Compact and the Boys and Girls Club, mental health providers like Palomar Family Counseling and Mental Health Systems as well as social services such as the Escondido Police Department, Juvenile Probation and Child Welfare Services. Contact Information Parents or community members who would like more information about getting involved at the school may contact the Escondido Community Day office at (760) Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Statewide and similar schools API ranks are published when the Base API is released each March. 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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. In 2012, this school had fewer than 11 valid 2012 STAR test scores. No reliable API can be calculated with so few scores. Adequate Yearly Progress ( Year No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by s must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal. -3-

4 The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: 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). There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table. Adequate Yearly Progress (AYP) Made AYP Overall Yes No Met AYP Criteria English - Arts English - Arts Participation Rate Yes Yes Yes Yes Percent Proficient Yes Yes No No API Results N/A Yes Graduation Rate N/A No Federal Intervention Program ( Year ) s 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 (English/ Arts or ) 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: Federal Intervention Programs Program Improvement (PI) Status Not in PI In PI First Year in PI Year in PI ( ) - Year 2 # of s Currently in PI - 2 % of s Identified for PI % Physical Fitness ( Year In the spring of each year, Escondido Community Day is required by the state to administer a physical fitness test to all students in ninth grade. The physical fitness test is a standardized evaluation that measures each student s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE website at Percentage of Students in Healthy Fitness Zone Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 38.9% 5.6% California Modified Assessment (CMA) The California Modified Assessment (CMA) is an alternate assessment (a STAR Program component) that is based on modified achievement standards in ELA for grades three through eleven; for grades three through seven, Algebra I, and Geometry; and in grades five and eight, and Life 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) The California Alternate Performance Assessment (CAPA), a component of the STAR Program, includes ELA and in grades two through eleven, and 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. -4-

5 California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ Arts,, Social, and, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Note: Because the school opened in the school year, there is no previous year data to report. 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 California Standards Test (CST) Subject State English/ Arts * History/Social *Scores are not disclosed when fewer than 10 students are tested in a grade level and/ or subgroup. Subject California Standards Test (CST) English/ Arts Subgroups History/ Social * 9 Hispanic or Latino 21 5 * * Males 20 5 * * Females 36 * * * Socioeconomically Disadvantaged 17 5 * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. California High Exit Exam (CAHSEE) The California High Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English/ Arts section and a Math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. Due to the moderate number of students tested, CAHSEE scores are not disclosed for this school. Completion of High Graduation Requirements - Class of 2012 Students in California public schools must pass both the English/ Arts and portions of the California High Exit Exam (CAHSEE) to receive a high school diploma. Note: Escondido Community Day does not graduate students; all enrolled students transfer back to their home high school for graduation. Dropout & Graduation Rates Because of our small school size, students who demonstrate poor attendance or academic progress are identified immediately. The staff is quick to employ the strategies we have in place to get students back in school and back on track. Parents are notified immediately and involved in the process of intervening. The staff utilizes the school attendance review board as well as truancy court if necessary. The staff routinely works with Juvenile Probation, the Juvenile Court and Community s and Escondido Police Department if necessary. Additionally, the staff will make referrals to mental health professionals if appropriate. The school staff is quick to surround the family with support services in an effort to keep the student in school. Note: The most recent graduation and dropout data released is from the school year. Because the school opened in the school year, there is no dropout or graduation data to report. -5-

6 Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top oneeighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for Universitylevel work. For general admissions requirements, please visit the UC Admissions Information Web page at admissions/. 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 College Preparation All students in the Escondido Union High must earn credit towards graduation by demonstrating mastery in the standards-based, board-adopted curriculum. The students are Escondido Community Day are not exempt from these requirements and are provided with the same college preparation curriculum as their peers at the comprehensive high schools. The students are given academic counseling and college/ career guidance by our school counselor. Students at Escondido Community Day are encouraged to take University of California/California State University (UC/CSU) preparatory courses if they plan to attend a four-year university. All students must pass each course with a grade no lower than a C. Student Enrolled in Courses Required for UC/CSU Admission ( Graduates Who Completed All Courses Required for UC/ CSU Admission ( ) UC/CSU Course Enrollment Percentage 0.0% Advanced Placement Classes ( Year Escondido Community Day does not offer Advanced Placement classes. N/A * Duplicated Count (one student can be enrolled in several courses). Career Technical Education (CTE) Programs and Participation ( Year Escondido Community Day does not offer CTE or ROP courses on campus, but students may take these courses on other campuses, unless they are under expulsion orders. According to California Education Code, a student cannot enroll in any public high school programs except an approved community day school while under expulsion orders. No students at the school participated in Career Technical Education (CTE) programs. Facilities The school facility is small and includes four classrooms, an indoor and outdoor physical education space, a lunch area, and an administration office. The school is enclosed with a fence that has two gates which remain open during business hours. One of the gates provides quick access to the district office and the other gate is located in the front of the school for public access. The facility supports teaching and learning through its ample classroom and recreational space. The chart displays the results of the most recent facilities inspection. Maintenance and Repair Facility Conditions Date of Last Inspection: 10/04/2012 Overall Summary of Facility Conditions: Good Items Inspected Systems (Gas Leaks, Mech/HVAC, Sewer) Interior Cleanliness (Overall Cleanliness, Pest/ Vermin Infestation) Facility Component System Status Good Fair Poor Safety concerns are the number one priority of Maintenance and Operations. maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. 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. Cleaning Process and Schedule Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Deficiency & Remedial Actions Taken or Planned The district governing board has adopted cleaning standards for all schools in the district. All schools are cleaned daily. A summary of these standards is available at the school office or at the district office. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. First Floor - facility purchased and remodeled Second Floor - Multiple classroom share HVAC. Work orders in progress. Escondido Community Day -6- Published: January 2013

7 Safe Plan Escondido Community Day is a closed campus. All visitors must check in at the school administration office. During lunch, breaks, and before and after school, teachers and administrators supervise students and monitor the campus to ensure a safe and orderly environment. The evacuation routes for the school are updated each year. Because the school is adjacent to the district office, the staff and students follow their safety procedures in the event of an emergency. If there were an emergency that occurred at the school, district office personnel can be contacted immediately via two-way radio. Additionally, the administrative secretary has an emergency buttons at her desk and under the counter that, when pushed, immediately signal Escondido Police that we are experiencing an emergency. The comprehensive Safe Plan was developed by the to comply with Senate Bill 187 (SB 187) of The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime, child abuse reporting procedures, disaster procedures, routine, and emergency, policies related to suspension and expulsion, notification to teachers, sexual harassment policy, provision of a school-wide dress code, safe ingress and egress of pupils, parents, and school employees, safe and orderly school environment, and school rules and procedures. Escondido Community Day evaluates the plan annually and updates it as needed. The plan was last updated and reviewed with school staff in October Safety procedures, including elements of the Safe Plan, are reviewed with school and staff throughout the school year during various safety training opportunities and emergency drills. Revenue Sources (Fiscal Year For the school year, the district received federal and state aid for categorical, special education, and other support programs including: Ag Vocational Education Arts & Music Block Grant CAHSEE Intensive CAL-SAFE Class Size Reduction Economic Impact Aid Gifted and Talented Education (GATE) Home-to- Transportation Instructional Materials Library Materials & Ed Tech Maintenance and Operations Peer Assistance and Review Professional Development Block Grant Pupil Retention ROP Safety Supplemental Counseling Special Education Teacher Credentialing Block Grant Title I Title II Title III Expenditures and Site Teacher Salaries (Fiscal Year ) At the time this report was published, the most recent financial and salary comparison data from the State of California was for the school year. Note: Because the school opened in the school year, there is no school site financial data to report. 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 ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Teacher & Administrative Salaries as a Percentage of Total Budget (Fiscal Year ) This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website. Data Sources Average Salary Information Teachers - Principal - Superintendent State Beginning Teachers $40,833 $42,660 Mid-Range Teachers $60,255 $69,198 Highest Teachers $86,670 $88,943 High Principals $125,154 $127,707 Superintendent $184,433 $202,123 Salaries as a Percentage of Total Budget Teacher Salaries 34.5% 37.5% Administrative Salaries 5.6% 5.0% Data within the SARC was provided by Escondido Union High, retrieved from the SARC template, located on Dataquest ( and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. 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. -7-