School Accountability Report Card. Reported Using Data from the School Year

Transcription

1 Accountability Report Card Reported Using Data from the Year Published During Every school in California is required by state law to publish a Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For additional information about the school, parents and community members should contact the school principal or the district office. I. Data and Access Ed-Data Partnership Web Site Ed- Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first- come, first- served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. II. About This Contact Information ( Year ) Name District Millikan High District Name Long Beach Unified Street 2800 Snowden Ave. Phone Number (562) City, State, Zip Phone Number Principal Address Long Beach, CA, Web Site (562) Superintendent Monica Daley Jeffrey Cornejo mdaley@lbschools.net jcornejo@lbschools.net Address CDS Code Christopher Steinhauser cstein@lbschools.net Description and Mission Statement ( Year 20 12) One need only walk onto the Millikan campus to realize that our school is truly a community that promotes academic excellence, personal

2 integrity, and essential life skills for all. We are a multicultural school whose members celebrate our school s rich diversity. We are proud of the fact that our school truly reflects our city s demographics. Well- known throughout the community for high standards and achievement in academics, Millikan is equally proud of its extra- curricular activities program. The athletic, visual and performing arts programs, as well as school interest clubs, provide opportunities for our students to have a well- rounded educational experience. All incoming students choose to wear a uniform and select academies to belong to based on their educational interest. According to representatives from West Ed, we are considered a model in the state for the implementation of Smaller Learning Communities, creating a safe haven and sense of belonging for all students. Students and parents feel a sense of academic challenge, confidence and security at Millikan. Our commitment is not only to form minds, but also to nurture hearts. These are the hallmarks of one of America s finest schools. A total commitment to continuous improvement is what makes Millikan a leader in preparing young men and women for success. Millikan has been recognized by Newsweek as one of the top 5% of high schools in the U.S. and is one of 60 high schools in America selected as a National AVID Demonstration. Our Small Learning Communities include: QUEST (Questioning, Understanding, Engaging, and Success through Technology) QUEST students pursue a pathway of honors and AP courses designed for gifted students who want to excel, advance, and compete academically with the best and brightest students in the nation. The accelerated curriculum is designed for GATE students and offers the unique experience of a UC approved Sr. Project class. The QUEST community of students are high achievers and active participants in extra and co- curricular activities including sports, the arts, community service, and student government. An academic GPA of 3.3 or higher is recommended. PEACE (Personal success through Empowerment, Academic achievement, Conflict resolution, and Ethics in action) Academy engages students in learning through: community service, field trips, student government, mentoring, video conferencing, and debates. PEACE students learn about leadership through hands- on projects and real world experiences. PEACE prepares you for real life after high school and creates an environment that allows you to grow as a person, while giving to your community in significant ways. An academic GPA of or higher and a C or better in pre- Alg is recommended. COMPASS (Community of Musicians, Performers, Artists, and Social Scientists) is a small learning community focused on preparing students for college by integrating core curriculum with the social sciences and the Arts. The program places an emphasis on standards- based instruction while helping students to connect learning with real world situations. All students enrolled in the C.O.M.P.A.S.S. program are expected to enroll in the arts at Millikan High (e.g. dance, music, chorus, drama, photography, art) as well as work together to help improve the greater Long Beach community through arts- based community service. An academic GPA of or higher and a strong commitment to the arts are recommended. Global Technology Academy is a four- year college preparatory program emphasizing computer applications and technology that prepare the student for post- secondary and/or workplace skills. It engages the students in the use of technology as a tool to research, develop, organize and present information. This program lays the foundation for students to participate comfortably in an increasingly technological society. Opportunities for Parental Involvement ( Year 20 12) The Site Council, PTSA, English Learners Advisory Committee (ELAC), QUEST Parent Committee (QPC), and PALS (PEACE Academy Parent Organization) afford the opportunity for parents and community to become involved in the decision- making process of the school. In addition, there are numerous booster organizations for athletics, band, vocal music, SSC science, drama, and cheer, in which parents take an active part Student Enrollment by Grade Level ( Year 20 12) Grade Level Number of Students Grade Level Number of Students Kindergarten 0 Grade 8 0 Grade 1 0 Ungraded Elementary Grade 2 0 Grade 9 1,077 Grade 3 0 Grade 1,051 Grade 4 0 Grade 1,036 Grade 5 0 Grade Grade 6 0 Ungraded Secondary 0 0

3 Grade 7 0 Total Enrollment 4,057 Student Enrollment by Student Group ( Year 20-12) Group 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 Percent of Total Enrollment 8.9% 0.4% 3.7% 3.4% 56.6% 0.6% 25.5% 0.5% 59.4% 28.1% 8.1% Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size 1-22 Number of Classes* Avg. Class Size 1-22 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. III. Climate Safety Plan ( Year 20 12) The elements of the Millikan HS Safe Plan are: Students, parents and staff participate in programs celebrating ethnic diversity and recognition of individual similarities and differences. Visitors to the school are required to present proper identification. They must sign in and out and wear a visitor's ID badge while on campus. A probation officer and LBPD officer are assigned to Millikan to provide support to staff and students and provide immediate resolution to serious incidents. Per Board of Education policy, all high school students must wear an ID. Students choosing to attend Millikan HS must wear uniforms. Suspensions and Expulsions Rate* District District District Suspensions

4 Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. IV. Facilities Facility Conditions and Planned Improvements ( Year ) The Millikan campus and buildings are well maintained and a number of rooms are air- conditioned. Staff, students and parents report a high degree of satisfaction with school safety and campus appearance. All offices, labs, and teaching areas are Internet accessible. District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. An emergency work order process or routine repair request (3 R Ticket) is used to ensure efficient service and that emergency repairs are given the highest priority. Millikan s website provides parental and student access to grades and assignments, while offering detailed school information and ease of communication among all stakeholders. With the recent passage of Proposition K, a bond measure for school facilities improvement, Millikan is anticipating the potential for facilities upgrades and modernization. Facility Good Repair Status ( Year ) V. Teachers Teacher Credentials

5 Teachers District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) 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 ( Year 20 12) The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: 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 95.8% 4.2% All s in District High-Poverty s in District 93.8% 6.2% 94.4% 5.6% Low-Poverty s in District 98.0% 2.0% Note: High- poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low- poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. VI. Support Staff Academic Counselors and Other Support Staff ( Year 20 12)

6 Title Number of FTE* Assigned to Average Number of Students per Academic Counselor Academic Counselor 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 : Occupational/Physical Therapist (District) 1 (District) (District) Note: Cells shaded in black do not require data. * One Full- Time Equivalent (FTE) equals one staff member working full- time; one FTE could also represent two staff members who each work 50 percent of full- time. VII. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials ( Year ) RESOLUTION BY THE BOARD OF EDUCATION OF THE LONG BEACH UNIFIED SCHOOL DISTRICT ON THE SUFFICIENCY OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS RESOLUTION October 9, 2012 Whereas, information provided at the public hearing and to the governing board at the public meeting detailed the extent to which textbooks and instructional materials were provided to all students, including English learners, in the district/county office of education, and; Whereas, the definition of sufficient textbooks or instructional materials means that each pupil has a textbook or instructional materials, or both, to use in class and to take home, and; Whereas, sufficient textbooks and instructional materials were provided to each student, including English learners, which are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in the following subjects: Mathematics (Standards- aligned texts and/or instructional materials for this subject for each grade level are listed at the end of the text) Science - (Standards- aligned texts and/or instructional materials for this subject for each grade level are listed at the end of the text) History- social science - (Standards- aligned texts and/or instructional materials for this subject for each grade level are listed at the end of the text) English/language arts, including the English language development component of an adopted program - (Standards- aligned texts and/or instructional materials for this subject for each grade level are listed at the end of the text) Whereas, sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language; health; and visual and performing arts classes, and; Whereas, laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive; Therefore, it is resolved that for the school year, the Long Beach Unified District has provided each pupil with sufficient textbooks and instructional materials aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks.

7 Core Instructional Materials for Grades K 5 Kindergarten Open Court Reading, SRA McGraw- Hill, 2002 Big Book Kit or Sounds & Letters Workbook; Language Arts Skills Workbook (consumable) 2002 California HSP Mathematics, Harcourt Publishers, 2009 Reflections, Harcourt Brace 2007 Kindergarten Kit or CA Homework and Practice Workbook (consumable) 2006 Macmillan McGraw- Hill California Science Kinder Pkg., 2008 Grade 1 Open Court Reading, SRA McGraw- Hill, 2002 Vol. 1.1 & Vol. 1.2 Pupil Edition California HSP Mathematics, Harcourt Publishers, 2009 Reflections, Harcourt Brace 2007 Pupil Edition (A Child s View) Macmillan McGraw- Hill California Science Pupil Edition, 2008 Grade 2 Open Court Reading, SRA McGraw- Hill, 2002 Vol. 2.1 & Vol. 2.2 Pupil Edition California HSP Mathematics, Harcourt Publishers, 2009 Reflections, Harcourt Brace 2007 Pupil Edition (People We Know) Macmillan McGraw- Hill California Science Pupil Edition, 2008 Grade 3 Open Court Reading, SRA McGraw- Hill, 2002 Vol. 3.1 & Vol. 3.2 Pupil Edition California HSP Mathematics, Harcourt Publishers, 2009 Reflections, Harcourt Brace 2007 Pupil Edition (Our Communities) Macmillan McGraw- Hill California Science Pupil Edition, 2008 Grade 4 Open Court Reading, SRA McGraw- Hill, 2002 Pupil Edition or High Point, Hampton Brown, 2001 Basics, Level A or Level B 2002 California HSP Mathematics, Harcourt Publishers, 2009 Reflections, Harcourt Brace 2007 Pupil Edition (CA: A Changing State) Macmillan McGraw- Hill California Science Pupil Edition, 2008 Grade 5 Open Court Reading, SRA McGraw- Hill, 2002 Pupil Edition or High Point, Hampton Brown, 2001 Basics, Level A or Level B California HSP Mathematics, Harcourt Publishers, 2009 Reflections, Harcourt Brace 2007 Pupil Edition (The United States: Making a New Nation) Macmillan McGraw- Hill California Science Pupil Edition, 2008 s with Dual Immersion Programs: Foro Abierto Reading, SRA McGraw- Hill, 2002 or Lectura, Houghton Mifflin, 2002 Harcourt HSP Math, 2009 Reflexiones, Harcourt Brace, 2007 CA Science Spanish, Macmillan McGraw- Hill, 2008 Core Instructional Materials for Grades 6 8 English Language Arts Language of Literature, McDougal Littell 2002 or Language! Student Mastery Book(s), Sopris West 2000 or Open Court Reading, SRA McGraw- Hill (6th grade self- contained) High Point, Hampton Brown 2001 Basics, Level A, B or C Fast Track Reading, Wright Group, 2003 Visualizing and Verbalizing Kit, Phoneme Sequencing Kit, Seeing Stars Kit Lindamood Bell/Gander* *The district is not Lindamood- Bell Learning Processes, not is it affiliated with certified, endorsed, licensed, monitored or sponsored by Lindamood- Bell. Mathematics Holt California Mathematics Course 1, Holt, Rinehart and Winston, 2008 Holt California Mathematics Course 2, Holt, Rinehart and Winston, 2008 California Algebra Readiness, Glencoe/McGraw- Hill, 2008 Holt California Algebra 1, Holt, Rinehart and Winston, 2008 Momentum Math Kit, Kaplan, 2007/8 History / Social Science World History: Ancient Civilizations, McDougal Littell 2006

8 World History: Medieval and Early Modern Times, McDougal Littell 2006 Creating America: Beginnings through World War I, McDougal Littell 2006 Criminal and Civil Law, Prentice Hall, 1990 Science Focus on Earth Science, Glencoe McGraw- Hill 2007or Focus on Life Science, Glencoe McGraw- Hill 2007 or Focus on Physical Science, Glencoe McGraw- Hill 2007 Foreign Language Cómo te va? Intro., Glencoe 2004 or Realidades, Prentice Hall 2004 or Bon Voyage! IA & B, Glencoe 2004 or Discovering French! Nouveau IA, McDougal Littell 2004 or Mirai Stage 1 & 2, Cheng & Tsui 1999 Health Teen Health, Glencoe 2005 s with Dual Immersion Programs: Ciencas de Glencoe Enfoque en las ciencias, Glencoe, 2007 Nuevas Vistas, Holt Rinehart, 2006 Historia universal or Historia medieval or Crear una nacion, McDougal, 2006 Core Instructional Materials for Grades 9 12 English Language Arts A Book of Plays, Holt, 1998 (Intro to Scriptwriting Elective) British Traditions, McGraw Hill, 2000 (British Lit Elective) Crossing Cultures, Prentice Hall 2002 Crossroads: Creative Writing Exercise in Four Genres. Longman 2005 or Writing True, Houghton Mifflin, 2006 (Creative Writing Elective) Film Art: An Introduction 7th Edition, Prentice Hall 2007 or 8th Edition 2008 Film Art: An Introduction, McGraw Hill, 2004 (Film Analysis Elective) High Point, Hampton Brown 2001 Basics, Level A, B C Journalism : Reporting for the Print Media, Oxford Univ Press, 2004 or Journalism Today, 98/2001 (Elements of Journalism Elective) King James or New King James version of the Holy Bible (Bible as Lit Elective) Language! Student Mastery Book(s), Sopris West 2000 Literature & Language Arts, 3rd, 4th, 5th Crs, Holt, Rinehart & Winston 2003 Literature: An Introduction to Fiction, Poetry and Drama, Longman 2004 Meeting the CA Challenge, Globe Fearon, 2002 (CAHSEE English) Prentice Hall Reader 8th Edition, Prentice Hall 2007 Riverside Anthology, Houghton Mifflin 1997 Short Prose Reader th Edition, McGraw- Hill 2007 Phetoric & Composition Binder, components of CSU Expository Reading & Writing The Prose Reader: Essays for Thinking, Reading and Writing 6th Edition 2005 or 7th Edition 2005 or 8th Edition 2008 Visions Across the Americas, Thomson 2005 Mathematics AGS Consumer Mathematics, AGS, 2008 Algebra 2 with Trigonometry, Addison Wesley, 2004 (Poly) Algebra 2, Prentice Hall, 2004 Calculus of a Single Variable 8/e, McDougal Littell, 2006 Calculus with Analytical Geometry 6/e, McDougal Littell, 2004 Finite Mathematics: An Applied Approach /e, Wiley and Sons, 2008 Geometry, Prentice Hall, 2004 Holt California Algebra 1, Holt, Rinehart and Winston, 2008 Mathematical Studies Standard Level, IBID Press, 2004 (IB Course) Meeting the CA Challenge, Globe Fearon, 2002 (CAHSEE Math) PreCalculus with Limits: A Graphing Approach 5/e, McDougal Littell, 2008 The Practice of Statistics 2/e, W.H. Freeman Company, 2003 Functions: Statistics & Trigonometry, McGraw Hill, 20 History / Social Science A History of the Modern World th Edition, McGraw Hill, 2007 (IB) America s Journey, Prentice Hall 2006

9 American Government th Edition, Houghton Mifflin, 2006 or Government by the People, Prentice Hall, 2006 (AP) California: Then and Now, AMSCO Publishing, 1996 (CA History Elective) Colonial America in the Atlantic World/Atlantic Lives, Longman 2004 Cultural Landscape: An Introduction to Human Geography, Prentice Hall 2006/8 or Human Geography in Action, Wiley and Sons, 2007 Economics 6th Edition, Prentice Hall Higher Education 2005 or Economics, McGraw 2005 Economics: Principles in Action, Prentice Hall 2007 Enduring Vision, Houghton Mifflin 2004 Government by the People 20th Edition, Prentice Hall 2005 or American Government th Edition, Houghton Mifflin 2006 Government in America, Prentice Hall 2006 History of Western Society 8th Edition, Houghton Mifflin 2006 Immigrants: An Historical Reader, McDougal Littell, 2001 International Business in a Global Economy, 2001 Introduction to Comparative Politics 3rd Edition, Houghton Mifflin 2004 Law for Business and Personal Use, 16th Edition, Thompson Learning, 2006 (Business Law) Magruder s American Government, Prentice Hall 2006 Making America: A History of the United States, McDougal Littell 2000 Modern World History: Patterns of Interaction, McDougal Littell 2006 Out of Many, Prentice Hall 2007 Plato, Republic, Trans 2nd Edition, Penguin Books, 1987 (IB) Psychology Concepts and Connections, Cengage 2008 or Psychology Themes and Variations 7th Edition, Cengage 2007 Psychology, Priniciples in Practice, Holt 2007 Sociology and You, McGraw- Hill 2008 Street Law, McGraw- Hill 2005 The Americans, McDougal Littell, 2006 Traditions and Encounters A Global Perspective, McGraw Hill Higher Education 2006 Traditions and Encounters, McGraw Hill 2006 or Earth and Its People 3rd Edition, McDougal 2005 U.S. History: The Americans, McDougal Littell 2006 World Geography, McDougal Littell 2005 or World Geography Today, Holt 2003 or World Geography, Glencoe, McGraw- Hill 2003 Science Biology 5th Ed., Addison Wesley 1999 Biology 5th Ed., Prentice Hall 2000 Biology AP Edition, Prentice Hall 2005 or Biology: Unity and Diversity of Life, Cengage 2006 Biotechnology, An Introduction, Cengage 2006 Chemistry 5th Edition, McDougal 2005 Chemistry 7th Edition, McDougal 2007 or Chemistry 7th Edition, Houghton Mifflin, 2007 Chemistry the Central Science, Prentice Hall 2006 Conceptual Physics th Edition, Prentice Hall 2006 Earth: An Introduction to Physical Geology 5th Edition, Prentice Hall 2000 Environmental Science, Holt McDougal 2008 Essentials of Geology 9th Edition, Prentice Hall 2006 Forensic Science, An Introduction to Criminalistics, Prentice Hall 2008 Fundamentals of Anatomy and Physiology, Prentice Hall 2006 Fundamentals of Anatomy and Physiology, th Edition, Pearson 2006 Fundamentals of Physics Extended 8th Edition, Wiley & Sons 2008 Hole s Anatomy and Physiology, 9th Edition, McGraw Hill, 2006 Holt Earth Science, Holt McDougal 2007 or Earth Science, Prentice Hall 2006 Integrated Principles of Zoology, McGraw- Hill 2006 Introduction to Physical Science th Edition, Cengage 2006 Living in the Environment 15th Edition, Cengage 2007 or Environment 5th Edition, Wiley & Sons 2006 Marine Biology 3rd Edition, McGraw- Hill 2007 Modern Biology, Holt McDougal 2007 or Biology Concepts and Applications, Cengage 2006 Oceanography: An Invitation to Marine Science, Brooks Cole 2007 Physical Science: Concepts in Action with Earth, Prentice Hall 2006 Physics AP, 3rd Edition, Prentice Hall, 2007 Physics 7th Edition, Wiley & Sons 2007 Physics Principles and Problems, McGraw- Hill 99/2005 or Conceptual Physics, Prentice Hall 2006

10 Prentice Hall Biology, CA Edition, Prentice Hall 2007 Prentice Hall Chemistry, Prentice Hall 2007 or Chemistry in the Community 5th Ed., Freeman 2006 Science Explorer Life Science, Prentice Hall 2007 Foreign Language / Spanish Realidades, Book 1, 2 or 3, Prentice Hall 2004 or En Espanol Level 1, 2, or 3, McDougal Littell, 2004 Encuentros Maravillosos, Prentice Hall 2005 Conexiones, Prentice Hall 2005 Galeria de Arte y Vida, Glencoe 2004 and Abriendo Paso- Gramática, Prentice Hall 2005 Momentos Cumbres de las Literaturas Hispánicas, Prentice Hall 2004 Nuevas Vistas, Introducción, Uno or Dos, Holt, Rinehart & Winston 2006 Pasajes, 5th Edition, McGraw Hill, 2002 (CAMS) Foreign Language / French Discovering French Nouveau!, Bleu, Blanc or Rouge, McDougal Littell 2004 Ensemble Grammaire, Wiley 2002 Brava!, Thomson 2005 En Bonne Forme, Houghton Mifflin 2001 Foreign Language / German Komm Mit! 1, Holt, Rinehart & Winston 2006 Komm Mit! 2, Holt, Rinehart & Winston 2006 Deutch Heute, Houghton Mifflin 2005 Kaleidoskop, Houghton Mifflin 2002 Foreign Language / Chinese Integrated Chinese Level I, Part I & II, Cheng & Tsui 2005 A New Text for a Modern China, Cheng & Tsui 1999 Beyond the Basic, Cheng & Tsui 1999 Across the Straits, Cheng & Tsui 1999 Foreign Language / Japanese Adventures in Japanese 1, Cheng & Tsui 2004 Adventures in Japanese 2, Cheng & Tsui 2004 Adventures in Japanese 3, Cheng & Tsui 2004 Adventures in Japanese 4, Cheng & Tsui 2004 Yookoso! Continuing with Contemporary Japanese, 3 rd edition, McGraw Hill, 2006 Foreign Language / Italian Eccoci!, Wiley 2004 Ponti: Italiano Terzo Millennio, Houghton Mifflin, 2004 Foreign Language / American Sign Language Signing Naturally 1, 2, & 3 Dawn Sign Press 1993 Foreign Language Khmer Let s Learn Cambodian, LACOE, 1987 Health Health, Glencoe 2005 VIII. Finances Expenditures Per Pupil and Site Teacher Salaries (Fiscal Year 20-12) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary Site District Percent Difference Site and District State $5,455 $68,835 (20) - 2% 2%

11 Percent Difference Site and State Note: Cells shaded in black do not require data. - 17% 21% 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 & Perpupil 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: data.org. Types of Services Funded (Fiscal Year 20 12) Title I- Basic Grant- This is a federal program that is designed to enable schools to ensure that all children have the opportunity to obtain a high quality education and to reach proficiency on challenging state academic standards and assessments. All expenditures must be supplemental to the basic core program. Input on budget and expenditures is gathered and shared with the staff and community. Use of funds may include any/all of the following: hire staff, professional development, books & instructional materials, technology, library materials, etc. Economic Impact Aid- Limited English Proficiency- This is a state program that is designed for English language learning students to address issues in the Effectiveness Plan. Input on budget and expenditures is gathered and shared with the staff and community through the school s English Learner Advisory Council. Use of funds may include any/all of the following: hire staff, professional development, books & instructional materials, technology, etc. Included in EIA- LEP is the English Language Acquisition Program (ELAP) for grades 4-8. Economic Impact Aid- Compensatory Education- This is a state program that provides for supplementary services and materials for educationally disadvantaged students. Input on budget and expenditures is gathered and shared with the staff and community. Use of funds may include any/all of the following: hire staff, professional development, books & instructional materials, technology, library materials, etc. and Library Improvement Block Grant- This is a state program that the funding is currently unrestricted. Arts and Music Block Grant- This is a state program that the funding is currently unrestricted. Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $43,401 $41,455 Mid-Range Teacher Salary $67,1 $66,043 Highest Teacher Salary $91,435 $85,397 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) $6,730 $6,714 $7,430 $1,1 $133,324 $121,754 Superintendent Salary $205,738 $223,357 Percent of Budget for 41.00% 39.00%

12 Teacher Salaries Percent of Budget for Administrative Salaries 6.00% 5.00% Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at IX. Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English- language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history- social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade- level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at 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 District State English- Language Arts 45% 49% 52% 48% 50% 52% 52% 54% 56% Mathematics 17% 20% 21% 48% 50% 51% 48% 50% 51% Science 39% 49% 54% 49% 51% 53% 54% 57% 60% History- Social Science 37% 43% 46% 41% 43% 44% 44% 48% 49% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Standardized Testing and Reporting Results by Student Group Most Recent Year Group Percent of Students Scoring at Proficient or Advanced

13 English- Language Arts Mathematics Science History- Social Science All Students in the LEA All Students at the 52% 51% 53% 44% 52% 21% 54% 46% Male 48% 22% 54% 48% Female 56% 20% 54% 43% Black or African American American Indian or Alaska Native 50% 9% 50% 40% 55% 9% 0% 0% Asian 70% 45% 60% 61% Filipino 81% 34% 74% 58% Hispanic or Latino 41% 16% 40% 35% Native Hawaiian or Pacific Islander 58% 21% 0% 31% White 71% 32% 79% 66% Two or More Races 65% 23% 0% 53% Socioeconomically Disadvantaged 40% 15% 38% 33% English Learners 6% 5% 7% 7% Students with Disabilities 20% 16% 22% 12% Students Receiving Migrant Education Services 19% 13% 0% 0% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High Exit Examination The California High Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at California High Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced Subject District State English- Language Arts 54% 53% 57% 52% 53% 51% 54% 59% 56% Mathematics 44% 47% 56% 48% 49% 55% 54% 56% 58%

14 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High Exit Examination Grade Ten Results by Student Group Most Recent Year (if applicable) English-Language Arts Mathematics Group Not Proficien t Proficient Advanced Not Proficien t Proficient Advanced All Students in the LEA All Students at the 49% 22% 29% 45% 37% 18% 43% 22% 35% 44% 40% 16% Male 47% 21% 31% 44% 39% 17% Female 39% 23% 38% 44% 41% 15% Black or African American 46% 24% 29% 59% 36% 5% American Indian or Alaska Native Asian 41% 14% 46% 32% 38% 30% Filipino 18% 21% 61% 27% 36% 36% Hispanic or Latino 56% 23% 21% 52% 38% % Native Hawaiian or Pacific Islander White 19% 22% 59% 27% 45% 28% Two or More Races Socioeconomically Disadvantaged 39% % 50% 33% 44% 22% 58% 23% 19% 52% 39% 9% English Learners 93% 6% 1% 87% 13% 0% Students with Disabilities 85% 3% % 87% % 3% Students Receiving Migrant Education Services Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results ( Year 20 12) 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 Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards % 0.00% 0.00% % 0.00% 0.00%

15 % 21.70% 43.30% 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. X. Accountability Academic Performance Index 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 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. 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 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 0 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 0 similar schools, while a similar schools rank of means that the school s academic performance is better than at least 90 of the 0 similar schools. API Rank Statewide Similar s Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the 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.

16 Academic Performance Index Growth by Student Group 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level. Group All Students at the Black or African American American Indian or Alaska Native Number of Student s 2012 Growth API Number of Student s LEA Number of Students State 2, , ,664, , , , Asian , , Filipino , , Hispanic or Latino 1, , ,425, Native Hawaiian or Pacific Islander , , White , ,221, Two or More Races Socioeconomically Disadvantaged , , , ,779, English Learners , ,530, Students with Disabilities 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 ( Year 20 12) AYP Criteria District Made AYP Overall No No Met Participation Rate - English-Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Percent Proficient - English-Language Arts No No Met Percent Proficient - Mathematics No No

17 Met API Criteria Yes Yes Met Graduation Rate No 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 (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 District Program Improvement Status First Year of Program Improvement Year in Program Improvement Number of s Currently in Program Improvement Percent of s Currently in Program Improvement Note: Cells shaded in black do not require data. Not in PI In PI Year % XI. Completion and Postsecondary Preparation 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 one- eighth 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 University- level work. For general admissions requirements, please visit the UC Admissions Information Web page at (Outside source) 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 (Outside source) Dropout Rate and Graduation Rate District State Indicator Dropout

18 Rate Graduation Rate Note: Cells shaded in black do not require data. Completion of High Graduation Requirements This table displays, by student group, the percent of students who began the school year in grade twelve and were a part of the school s most recent graduating class, meeting 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. Group Graduating Class of 2012 District State All Students 97.6% 82.9% N/D Black or African American 0% 82.9% N/D American Indian or Alaska Native 0% 92.3% N/D Asian 97.4% 88.9% N/D Filipino 0% 94.9% N/D Hispanic or Latino 98.3% 77.6% N/D Native Hawaiian or Pacific Islander 83.3% 78.2% N/D White 94.9% 92.2% N/D Two or More Races 0% 98.3% N/D Socioeconomically Disadvantaged 96.7% 78.0% N/D English Learners 96.8% 71.2% N/D Students with Disabilities 77% 66.1% N/D Note: N/D means that no data were available to the CDE or LEA to report. Career Technical Education Programs ( Year 20 12) Career and Technical Education (CTE) engages all students in dynamic and seamless learning experiences resulting in their mastery of the career and academic knowledge and skills necessary to become productive, contributing members of society. CTE courses, offered at all high schools in Long Beach, provide technical training in high- demand, high- wage, high- growth career fields, while emphasizing the integration of core academic concepts such as mathematics and language arts. Examples of CTE courses include Accounting, Animal Care, Automotive Mechanics, Careers with Children, Elements of Design, Foods and Nutrition, Graphic Arts, Principles of Engineering, Virtual Enterprise, Culinary Arts and Computer Applications. Several district CTE courses (Graphic Design and Printmaking, Virtual Enterprise, and Architectural Design as examples) are currently approved for University of California A- G credit, with a growing number of CTE courses currently in the submission process for UC A- G credit consideration. Each of the district's traditional high schools has small learning communities or academics, many of which use CTE courses as a cornerstone or theme of an academy. The course sequence of each academy will determine which classes are available to students. In many cases, work- based learning courses, providing job skills training through a course practicum or internship component, serve as capstone or completing classes to the academy experience. Career Technical Education Participation ( Year 20 12) Measure Number of pupils participating in CTE CTE Program Participation 1364

19 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 99% 0% Courses for University of California and/or California State University Admission UC/CSU Course Measure Students Enrolled in Courses Required for UC/CSU Admission 20- Graduates Who Completed All Courses Required for UC/CSU Admission Percent 77.1% 45.6% Advanced Placement Courses ( Year 20 12) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses % Note: Cells shaded in black do not require data. *Where there are student course enrollments. XII. Instructional Planning and Scheduling Professional Development personnel are evaluated on a regular basis by certificated evaluators as required by California law and the LBUSD. This system is designed to support teachers in significantly improving their instructional abilities. Teachers and support personnel meet with administrators and jointly establish annual goals for themselves and their students. These goals and objectives are aligned to state and district standards, as well as our accreditation action plan. Departmental goals focus on teaching those skills necessary for all students to improve their literacy and computational skills, as well as meeting State standards for the specific curricular area. Support is given to new teachers through the Intern Program and/or New Teacher Support program that provides teacher coaches for new teachers. The Peer Assistance and Review Program and a New Teacher Support Program are in place to support and mentor both experienced and new teachers. We have additional funding for extensive training in technology. Opportunities for professional growth are available for all Millikan personnel. Such training is on going and includes school- wide and district- wide professional development, as well as attendance at professional conferences. New ideas and reinforcement of current teaching strategies are provided during faculty meetings. Topics have included the matching of curriculum with California Content Standards, test data analysis, reading comprehension, and Essential Elements of Effective Instruction. Teachers have also attended workshops on reciprocal teaching, literacy skills, curriculum mapping, differentiation of instruction, and intervention strategies. Staff members attend workshops and conferences throughout the year presented by District mentor teachers and other speakers. Teachers use instructional strategies that provide a challenging and comprehensive curriculum as well as rich, diverse experiences for all children. To support our school- wide goal of increasing student achievement and decreasing the achievement gap, Millikan teachers and administration have developed a professional development model that determines the specific needs of a teacher and have provided focused professional development. Professional development outcomes have been refined based on a teacher's self- assessment, department or SLC affiliation, and the needs of a teacher's current students. In the past two years, we have maintained a school- wide focus on the Rigor and Relevance Framework of William Daggett and the "Brain Compatible Classroom" as presented by Marcia Tate. We have also provided break- out sessions for teachers on a variety of topics serving English Language Learners, as well as effectively utilizing Loop for increased communication between teachers, parents and students.

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