Kaweah High School 2013-14 Published During 2014-15 Kaweah High Contact Information (School Year 2014-15) 21215 Avenue 300 Exeter, CA 93221-9731 (559) 592-4420 Principal: Contact E-mail Address: Darin Pace, Principal dpace@exeter.k12.ca.us County-District-School (CDS) Code: 54768365431614 Exeter Unified Contact Information (School Year 2014-15) (559) 592-9421 Superintendent: Contact E-mail Address: Tim Hire thire@exeter.k12.ca.us
Every school in California is required by state law to publish a (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access I. Data and Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Additional Information For further information regarding the data elements and terms used in the SARC see the 2013-14 Academic Performance Index Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. District Contact Information - Most Recent Year II. About This School District Name Exeter Unified Phone Number (559) 592-9421 Superintendent E-mail Address Tim Hire thire@exeter.k12.ca.us Web Site School Contact Information - Most Recent Year School Name Kaweah High Street 21215 Avenue 300 City, State, Zip Exeter, CA 93221-9731 Phone Number (559) 592-4420 Principal E-mail Address Web Site Darin Pace, Principal dpace@exeter.k12.ca.us County-District-School (CDS) Code 54768365431614 1/20/2015 Powered by SchoolCity, Inc Page 2 of 16
School Description and Mission Statement Most Recent Year Kaweah High School provides an alternative setting for students with special needs who otherwise do not experience success in the traditional school learning environment. Kaweah High School exists to help students develop academically, socially, and ethically, so that they may make good choices and experience success in life as productive citizens. Within the umbrella of Kaweah High School, there are four distinct pathways to help students: Kaweah High School, Kaweah High School Opportunity Program, Exeter Community Day School, and Virtual Independent Study. Kaweah High School is a traditional alternative education placement where students age 16 and older receive flexible core educational programming anywhere from 4 to 8 hours a day. Kaweah High School Opportunity is for students under the age of 16. Like Kaweah High School, these students have a core educational program within an alternative environment. However, Opportunity students attend school a full 8 hour day and have an additional courses to support mastery and grade level achievement. Exeter Community Day School (grades 6-12) serves students who have been expelled are whom other educational placements have not been successful. Students served at the Community Day School have a specialized all day curriculum to meet the student's specific academic and behavioral needs. Kaweah Virtual High School (grades 9-12) is a hybrid on-line and traditional instruction model where students who cannot attend school on a regular basis have the opportunity to complete the academic requirement for college preparation and a high school diploma. At Kaweah High School, all students are taught grade level, standards-based curriculum. Every endeavor is made to improve student achievement in order to give students the opportunity to reach education and vocation goals. Kaweah High School staff and teachers participate in the Professional Learning Communities for the Exeter High School District in Reading, Special Education, English Language Learners, Math, Vocational Education, Technology, English Language Learners and Support Services. The opportunity for collaboration with parents, staff and other services is provided during our weekly staff meetings, and weekly early release Friday collaborations. All students are taught by highly qualified teachers. The staff is shared with Kaweah High School and Kaweah Opportunity High School and includes 4 full-time teachers, two Instructional Aides, an Office Manager, one Office Specialist and a Principal. The following staff is shared between the Exeter High School District campuses: Recovery Resource Counselors, Maintenace Crew, Psychologist, Speech/Language Therapist, and School Nurse. Student Enrollment by Grade Level (School Year 2013-14) Grade Level Number of Students Grade 9 2 Grade 10 5 Grade 11 17 Grade 12 24 Total Enrollment 48 Student Enrollment by Student Group (School Year 2013-14) Group Percent of Total Enrollment Black or African American 0 American Indian or Alaska Native 0 Asian 0 Filipino 0 Hispanic or Latino 64.6 Native Hawaiian/Pacific Islander 0 White 35.4 Two or More Races 0.00 Socioeconomically Disadvantaged 66.7 English Learners 12.5 Students with Disabilities 6.3 1/20/2015 Powered by SchoolCity, Inc Page 3 of 16
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 Teachers School 2012-13 School 2013-14 With Full Credential 3 4 Without Full Credential 0 0 Teaching Outside Subject Area of Competence (with full credential) 0 0 School 2014-15 District 2014-15 Teacher Misassignments and Vacant Teacher Positions Indicator 2012-13 2013-14 2014-15 Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14) 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 93.33 6.67 All Schools in District 85.42 14.58 High-Poverty Schools in District 85.42 14.58 Low-Poverty Schools in District 0 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 39 percent or less in the free and reduced price meals program. 1/20/2015 Powered by SchoolCity, Inc Page 4 of 16
Quality, Currency, Availability of Textbooks and Instructional Materials Most Recent Year This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected:october 2014 Subject Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Excellent - State-adopted textbooks and standardsaligned instructional materials are available for all students APEX Online Curriculumwww.apexlearning.com o Adventures in Literature/Appreciating Literature o Elements of Literature, 3rd Edition o American Literature o Themes in World Literature o English for the 21st Century o American Literature for the Workplace 0% Mathematics Excellent - State-adopted textbooks and standardsaligned instructional materials are available for all students APEX Online Curriculum - www.apexlearning.com o Algebra I: Algebra I, Concepts and Skills. (2001). McDougal Littell Inc. 0% Science Excellent - State-adopted textbooks and standardsaligned instructional materials are available for all students APEX Online Curriculum - www.apexlearning.com o Biology: Biology. (1990). Leonard Bernstein. Globe Book Company. o Earth Science: Modern Earth Science. (2002). Holt, Rinehart and Winston. 0% History-Social Science Excellent - State-adopted textbooks and standardsaligned instructional materials are available for all students APEX Online Curriculum - www.apexlearning.com o U.S. History: The Americans. McDougal Littell. o World Cultures: Modern World History: Patterns of Interaction. McDougal Littell. o Economics: Economics. Holt, Rinehart & Winston o Government: U.S. Government: Democracy in Action. Glencoe 0% Foreign Language Excellent - State-adopted textbooks and standardsaligned instructional materials are available for all students APEX Curriculumwww.apexlearning.com 0% Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) APEX Curriculumwww.apexlearning.com APEX Curriculumwww.apexlearning.com APEX Curriculumwww.apexlearning.com APEX Curriculumwww.apexlearning.com n/a n/a 0% 0% 0% 1/20/2015 Powered by SchoolCity, Inc Page 5 of 16
School Facility Conditions and Planned Improvements - Most Recent Year The entire facility was renovated during the summer of 2011. There are four technology rich classrooms, an administrative office, a Career Guidance/Counseling Office/Center, a new Staff and Conference Room. Every staff member and student at Kaweah High School have access to a computer, the Internet and a variety of technological tools. All computers have access to a printer and are connected to the Internet. In addition, all classrooms have an LCD projector and a document camera. Landscaping improvements were made to help create a positive learning environment for all students School Facility Good Repair Status Most Recent Year Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating System Inspected Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rate - Most Recent Year Repair Needed and Action Taken or Planned Overall Rating Exemplary Good Fair Poor 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. 1/20/2015 Powered by SchoolCity, Inc Page 6 of 16
California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 64% All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Science (grades 5, 8, and 10) 64% 60% 59% 60% 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. 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. 1/20/2015 Powered by SchoolCity, Inc Page 7 of 16
Standardized Testing and Reporting Results for All Students Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 3% 49% 48% 49% Mathematics 29% 29% 21% History-Social Science 55% 52% 52% Note: STAR Program was last administered in 2012 13. 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 API Rank 2011 2012 2013 Statewide B B Similar Schools B B 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 Group Actual API Change 2010-11 Actual API Change 2011-12 All Students at the School 27 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 Actual API Change 2012-13 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. Career Technical Education Programs (School Year 2013-14) There are no CTE courses offered at this time. 1/20/2015 Powered by SchoolCity, Inc Page 8 of 16
Career Technical Education Participation (School Year 2013-14) Measure CTE Program Participation Number of pupils participating in CTE 0 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 0 0 Courses for University of California and/or California State University Admission UC/CSU Course Measure 2013-14 Students Enrolled in Courses Required for UC/CSU Admission 2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission Percent 59.49 0 State Priority: Other Pupil Outcome 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 applicable) Percent of Students Scoring at Proficient or Advanced Subject School District State 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 English-Language Arts 49% 63% 27% 56% 57% 56% Mathematics 33% 55% 60% 26% 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. 1/20/2015 Powered by SchoolCity, Inc Page 9 of 16
California High School Exit Examination Results for All Grade Ten Results by Student Group (School Year 2013-14) (if applicable) Group English-Language Arts Mathematics Percent Not Proficient Percent Proficient Percent Advanced Percent Not Proficient Percent Proficient Percent Advanced All Students in the LEA 41% 24% 35% 38% 36% 26% All Students at the School 100% 67% 27% 7% Male 55% 36% 9% Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 100% 75% 17% 8% English Learners Students with Disabilities Students Receiving Migrant Education Services 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 2013-14) Grade Level Percent of Students Meeting Four of Six Fitness Standards Percent of Students Meeting Five of Six Fitness Standards Percent of Students Meeting Six of Six Fitness Standards 5 7 9 Note: 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. 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 1/20/2015 Powered by SchoolCity, Inc Page 10 of 16
Parents are given the opportunity to be actively involved in their child's education. Both parents and students participate in the registration and enrollment process. Parents receive grading and attendance information on a regular basis. AERIES on-line grading system gives students and parents 24-hour access to teacher gradebooks. Progress reports are sent home every three weeks; report cards are sent home twice a year and Student Success Team and Individualized Learning Plans are reviewed frequently by all stakeholders. Parents are invited to be involved in the School Site Council, District Advisory Committee, Academic Awards events, and surveyed for their input for program improvement opportunities. State Priority: Pupil Engagements 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) Indicator School District State 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 Dropout Rate 14 14 5 14 14 14 Graduation Rate 72 75 80 78 83 80 Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students 94 84 Black or African American 60 75 American Indian or Alaska Native 0 77 Asian 0 92 Filipino 100 92 Hispanic or Latino 96 80 Native Hawaiian/Pacific Islander 100 84 White 92 90 Two or More Races 0 89 Socioeconomically Disadvantaged 26 82 English Learners 75 53 Students with Disabilities 0 60 1/20/2015 Powered by SchoolCity, Inc Page 11 of 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 Rate* 2011-2012 School District State 2012-2013 2013-2014 2011-2012 2012-2013 2013-2014 2011-2012 2012-2013 Suspensions 0 0 17 6 4.4 5.1 5.7 Expulsions 0 0 0 0 0.1 0.1 0.1 2013-2014 School Safety Plan Most Recent Year Safe School Plans are reviewed regularly and revised as necessary. A safe school committee consisting of district and site administrators, maintenance personnel, and local and county law enforcement officials team to determine strengths and weaknesses of site plans. The key elements/components addressed in the Kaweah High School Safe School Plan includes: Component 1: Personal Characteristics of Students and Staff. Component 2: The School s Physical Environment. Component 3: The School s Social Environment. Component 4: The School s Culture. We believe that the reactions of people in emergencies depend largely upon their training. Our school staff is trained and drills are held regularly to make certain that the students understand emergency procedures. School buildings have been designed with safety in mind, and inspections are regularly made to remove possible hazards. There are personnel trained in first aide, our primary concern in the event of emergency is the safety and welfare of the students. 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. 1/20/2015 Powered by SchoolCity, Inc Page 12 of 16
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14) 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 Federal Intervention Program (School Year 2014-15) Indicator School District Program Improvement Status Not in PI Not In PI First Year of Program Improvement Year in Program Improvement* Number of Schools Currently in Program Improvement 4 Percent of Schools Currently in Program Improvement 66.7% Note: Cells with NA values do not require data. AYP Criteria School District * 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) No Yes Yes No No Subject Avg. Class Size 2011-12 Number of Classes* Avg. Class Size 2012-13 Number of Classes* Avg. Class Size 2013-14 Number of Classes* 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ English 16 2 12 4 7 11 Mathematics 15 1 15 4 8 10 1 Science 13 2 12 2 7 5 Social Science 14 2 14 4 11 6 * 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. 1/20/2015 Powered by SchoolCity, Inc Page 13 of 16
Academic Counselors and Other Support Staff (School Year 2013-14) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0 0 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 2 Note: Cells with 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. 1/20/2015 Powered by SchoolCity, Inc Page 14 of 16
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary School Site $12,755 $2,218 $10,537 $54,206 District $4,970 $67,566 Percent Difference School Site and District 112.01-19.77 State $4,690 Percent Difference School Site and State 124.67 Note: Cells with values do not require data. Types of Services Funded (Fiscal Year 2013-14) There is no supplemental services funding for Alternative Education. Teacher and Administrative Salaries (Fiscal Year 2012-13) Category District Amount Beginning Teacher Salary $41,287 Mid-Range Teacher Salary $52,705 Highest Teacher Salary $76,296 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) $100,870 Superintendent Salary $165,700 Percent of Budget for Teacher Salaries 39.5% Percent of Budget for Administrative Salaries 6% State Average For Districts In Same Category For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. 1/20/2015 Powered by SchoolCity, Inc Page 15 of 16
Advanced Placement Courses (School Year 2013-14) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 English 0 Fine and Performing Arts 0 Foreign Language 0 Mathematics 0 Science 0 Social Science 0 All courses 0 Note: Cells with values do not require data. * Where there are student course enrollments. Professional Development Most Recent Three Years This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. 2009-2010 12 days dedicated for staff development 2010-2011 34 Late Start Wednesday s, school starts and hour later for collaboration time. Also 5 other full days designated on the school calendar for staff development. 2011-2013 34 Late Start Wednesday s, school starts and hour later for collaboration time. Also 5 other full days designated on the school calendar for staff development. 2013-2014 - 5 dedicated staff development days and 120 days of 30 minutes to 2 hours of collaboration time. 1/20/2015 Powered by SchoolCity, Inc Page 16 of 16