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

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School Accountability Report Card

Reported Using Data from the 2011–12 School Year

Published During 2012–13

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

• 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.

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 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

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 School

Contact Information (School Year 2012–13)

School District

School

Name Millikan High District Name Long Beach Unified Street 2800 Snowden Ave. Phone Number (562) 997-‐8000 City,

State, Zip

Long Beach, CA,

90815-‐1436 Web Site www.lbschools.net

Phone

Number (562) 425-‐7441 Superintendent Christopher Steinhauser Principal Monica Daley

Jeffrey Cornejo E-mail Address [email protected] E-mail

Address

[email protected]

[email protected] CDS Code 19647251935758 School Description and Mission Statement (School Year 2011–12)

One need only walk onto the Millikan campus to realize that our school is truly a community that “promotes academic excellence, personal

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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 School.

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 2.75-‐3.3 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 School (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 2.25-‐2.75 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 (School Year 2011–12)

The School 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 (School Year 2011–12)

Grade Level Number of

Students Grade Level Number of Students

Kindergarten 0 Grade 8 0

Grade 1 0 Ungraded Elementary 0

Grade 2 0 Grade 9 1,077

Grade 3 0 Grade 10 1,051

Grade 4 0 Grade 11 1,036

Grade 5 0 Grade 12 893

Grade 6 0 Ungraded Secondary 0

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Grade 7 0 Total Enrollment 4,057

Student Enrollment by Student Group (School Year 2011-12) Group Percent of Total Enrollment

Black or African American 8.9%

American Indian or Alaska Native 0.4%

Asian 3.7%

Filipino 3.4%

Hispanic or Latino 56.6%

Native Hawaiian or Pacific Islander 0.6%

White 25.5%

Two or More Races 0.5%

Socioeconomically Disadvantaged 59.4%

English Learners 28.1%

Students with Disabilities 8.1%

Average Class Size and Class Size Distribution (Secondary) 2009–10

Number of Classes*

2010–11 Number of

Classes*

2011–12 Number of

Classes*

Subject

Avg.

Class Size 1-

22 23-

32 33+

Avg.

Class Size 1-

22 23-

32 33+

Avg.

Class Size 1-

22 23-

32 33+

English 21.8 68 137 11 25.6 37 114 15 25.4 39 104 19 Mathematics 21.8 66 107 6 26.7 27 104 26 27.0 27 91 29 Science 25.2 28 88 11 29.4 7 76 28 28.7 8 82 22 Social

Science 23.7 38 86 28 29.1 9 53 31 28.6 11 54 28

* 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. School Climate

School Safety Plan (School Year 2011–12) The elements of the Millikan HS Safe School 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* School 2009–

10

School 2010–

11

School 2011–

12

District 2009–

10

District 2010–

11

District 2011–

12

Suspensions .09 .03 .06 1.8 .08 .1

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Expulsions 0.0 .0001 0.0 .01 .0003 .0002

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

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.

School Facility Good Repair Status (School Year 2012–13)

V. Teachers

Teacher Credentials

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Teachers

School 2009–

10

School 2010–

11

School 2011–

12

District 2011–12 With Full Credential 109 162 159 3226

Without Full Credential 0 0 0 14

Teaching Outside Subject Area of Competence (with full credential)

0 0 15 284

Teacher Misassignments and Vacant Teacher Positions

Indicator 2010–

11

2011–

12

2012–

13 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 2011–12)

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: http://www.cde.ca.gov/nclb/sr/tq/

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 95.8% 4.2%

All Schools in

District 93.8% 6.2%

High-Poverty Schools in District

94.4% 5.6%

Low-Poverty Schools 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 (School Year 2011–12)

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Title Number of FTE*

Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor 9 451

Counselor (Social/Behavioral or Career Development) 0

Library Media Teacher (librarian) 1

Library Media Services Staff (paraprofessional) .4

Psychologist 41 (District)

Social Worker 1 (District)

Nurse 1

Speech/Language/Hearing Specialist 7

Resource Specialist (non-teaching) .7

Other : Occupational/Physical Therapist 10 (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 (School Year 2012–13)

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 2012 -‐ 2013 school year, the Long Beach Unified School 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.

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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 School 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

• Reflections, Harcourt Brace 2007 – Pupil Edition (A Child’s View)

• Macmillan McGraw-‐Hill California Science – Pupil Edition, 2008 Grade 2

• Reflections, Harcourt Brace 2007 – Pupil Edition (People We Know)

• Reflections, Harcourt Brace 2007 – Pupil Edition (Our Communities)

• Open Court Reading, SRA McGraw-‐Hill, 2002 – Pupil Edition or High Point, Hampton Brown, 2001 – Basics, Level A or Level B 2002

• Reflections, Harcourt Brace 2007 – Pupil Edition (CA: A Changing State)

• Open Court Reading, SRA McGraw-‐Hill, 2002 – Pupil Edition or High Point, Hampton Brown, 2001 – Basics, Level A or Level B

• Reflections, Harcourt Brace 2007 – Pupil Edition (The United States: Making a New Nation)

• Macmillan McGraw-‐Hill California Science – Pupil Edition, 2008 Schools 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

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• 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

Schools 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 11th 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 10/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, 2010 History / Social Science

• A History of the Modern World 10th Edition, McGraw Hill, 2007 (IB)

• America’s Journey, Prentice Hall 2006

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• American Government 10th 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 10th 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 10th 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, 11th 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 11th 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

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• 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

• 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. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)

Level Total Expenditures

Per Pupil

Expenditures Per Pupil (Supplemental /

Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School

Site 6723 2212 4511 83422

District 4594 81789

Percent Difference – School Site and District

-‐2% 2%

State $5,455 $68,835 (2010)

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Percent Difference – School Site and State

-‐17% 21%

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-

pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in

California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-‐Data Web site at: http://www.ed-‐data.org.

Types of Services Funded (Fiscal Year 2011–12)

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 School 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.

School 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 2010–11)

Category District Amount

State Average For Districts In Same

Category

Beginning Teacher Salary $43,401 $41,455

Mid-Range Teacher Salary $67,101 $66,043

Highest Teacher Salary $91,435 $85,397

Average Principal Salary

(Elementary) $106,730 $106,714

(Middle) $107,430 $111,101

(High) $133,324 $121,754

Superintendent Salary $205,738 $223,357

Percent of Budget for 41.00% 39.00%

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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 http://www.cde.ca.gov/ds/fd/cs/.

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 http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or

exceeding the state standards)

School District State

Subject

2009–

10

2010–

11

2011–

12

2009–

10

2010–

11

2011–

12

2009–

10

2010–

11

2011–

12 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 52% 51% 53% 44%

All Students at the

School 52% 21% 54% 46%

Male 48% 22% 54% 48%

Female 56% 20% 54% 43%

Black or African

American 50% 9% 50% 40%

American Indian or

Alaska Native 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%

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced

School District State

Subject

2009–

10 2010–

11 2011–

12 2009–

10 2010–

11 2011–

12 2009–

10 2010–

11 2011–

12 English-

Language Arts

54% 53% 57% 52% 53% 51% 54% 59% 56%

Mathematics 44% 47% 56% 48% 49% 55% 54% 56% 58%

(14)

California High School 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 49% 22% 29% 45% 37% 18%

All Students at the

School 43% 22% 35% 44% 40% 16%

Male 47% 21% 31% 44% 39% 17%

Female 39% 23% 38% 44% 41% 15%

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% 10%

Native Hawaiian

or Pacific Islander

White 19% 22% 59% 27% 45% 28%

Two or More

Races 39% 11% 50% 33% 44% 22%

Disadvantaged 58% 23% 19% 52% 39% 9%

English Learners 93% 6% 1% 87% 13% 0%

Students with

Disabilities 85% 3% 11% 87% 10% 3%

Students

Receiving Migrant Education

Services

California Physical Fitness Test Results (School Year 2011–12)

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 http://www.cde.ca.gov/ta/tg/pf/.

Percent of Students Meeting Fitness Standards Grade

Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 0.00% 0.00% 0.00%

7 0.00% 0.00% 0.00%

(15)

9 18.20% 21.70% 43.30%

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 http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank 2009 2010 2011

Statewide 4 4 5

Similar Schools 3 3 3

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group

Actual API Change 2009–10

Actual API Change 2010–11

Actual API Change 2011–12 All Students at the

School 20 23 15

American 45 14 6

American Indian or

Alaska Native

Asian 20 37 45

Filipino 18 15 13

Hispanic or Latino 17 24 11

Native Hawaiian or

Pacific Islander

White 11 17 13

Two or More Races

Disadvantaged 19 19 11

English Learners -‐1 -‐16 29

Students with

Disabilities 18 40 -‐35

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.