2018 School Accountability Report Card - edl · School Accountability Report Card Reported Using Data from the 2017-18 School Year Published During 2018-19 By February 1 of each year,

2017-18 School Accountability Report Card for Leigh High School Page 1 of 13

Leigh High School

School Accountability Report Card

Reported Using Data from the 2017-18 School Year

Published During 2018-19

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians 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 and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., 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.

About This School Contact Information (School Year 2018-19)

School Contact Information

School Name------- Leigh High School

Street------- 5210 Leigh Avenue

City, State, Zip------- San Jose, CA 95124

Phone Number------- 4086263405

Principal------- Kara Butler

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

Web Site------- www.leigh.cuhsd.org

CDS Code 43694014330239

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

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/


District Contact Information

District Name------- Campbell Union High School District

Phone Number------- (408) 371-0960

Superintendent-------

Dr. Robert Bravo

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

Web Site------- www.cuhsd.org

School Description and Mission Statement (School Year 2018-19)

Principal's Message We are Leigh High School, a school community committed to providing a well-rounded and dynamic educational, social and emotional experience. We offer a variety of academic courses including Advanced Placement (AP) in English Literature and English Language, Calculus AB and Calculus BC, Computer Science, Statistics, Chemistry, Physics, Biology, Environmental Science, U.S. History, World History, American Government, Studio Art, Spanish Language, and French Language. Honors courses are offered in English 2 and 3, Drama, and Chemistry. Specialized programs in the AVID (Advancement Via Individual Determination) program have been in place for more than 10 years and prepare underrepresented students for four-year colleges. The Project Lead the Way (PLTW) pathway provides a four-year STEAM (science, technology, engineering, arts and mathematics) experience. Leigh is privileged to have a highly experienced staff. The average years of experience of the teaching staff is 16.5 years. We are a school community that retains our staff, and many Leigh alumni return as teachers. Our staff is a collaborative group that meets throughout the year to align curriculum, develop common assessments and share best practices. They actively participate in school events and support student interests by supervising many clubs. School spirit is the backbone to our school and the connections we make with our students, staff and parents. Our student council and leadership work with staff and students to plan and execute rallies, staff and student activities, homecoming week, dances, multicultural fairs, and many other events to educate and engage all students. School Mission Statement Leigh's mission is to provide a safe and caring learning environment to prepare students for success in their post-high school life by engaging them in meaningful experiences. This includes participating in activities, using appropriate tools, and emphasizing critical thinking, problem solving, and analytical skills. To promote high standards and expectations, students, faculty, staff, parents and the community share the responsibility for advancing the school's mission. We are a school of about 1800 students and we are located in a beautiful area surrounded by trees and mountains. We are a neighborhood school with many students whose parents also graduated from Leigh. This translates into a deep sense of pride and commitment to our school. We offer ourselves many opportunities for our students to connect to their high school experience through sports, electives, clubs, band, and theater. Our goal is to support our students in successfully completing high school with as many options for their post-secondary life. School Vision Statement Leigh High School’s vision is to foster a learning community where we all strive for continual growth. Student Enrollment by Grade Level (School Year 2017-18)

Grade Number of

Level Students

Grade 9 463

Grade 10 442

Grade 11 429

Grade 12 421

Total Enrollment 1,755


Student Enrollment by Group (School Year 2017-18)

Student Percent of

Group Total Enrollment

Black or African American 0.7

American Indian or Alaska Native 0.3

Asian 19.5

Filipino 1.1

Hispanic or Latino 18.2

Native Hawaiian or Pacific Islander 0.3

White 51.9

Socioeconomically Disadvantaged 10.6

English Learners 4.2

Students with Disabilities 9.1

Foster Youth 0.2

A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (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 District

2016-17 2017-18 2018-19 2018-19

With Full Credential 73 81 95 400

Without Full Credential 0 3 3 22

Teaching Outside Subject Area of Competence (with full credential) 1 0 1 12

Teacher Misassignments and Vacant Teacher Positions

Indicator 2016-17 2017-18 2018-19

Misassignments of Teachers of English Learners 0 1 0

Total Teacher Misassignments * 0 1 0

Vacant Teacher Positions 0 1 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. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19) Year and month in which data were collected: September 20, 2018 The most recent resolution on the sufficiency of instructional materials was held at the board meeting on September 20, 2018. The textbook selection committee consists of content-specific teachers and administrators representing all school sites. Both special education and general education staff make up the committee. During public viewing, community members and parents are asked to give feedback to the committee. The school board makes the final decision on the program materials. Once the textbook is adopted, it is added to CUHSD’s board approved list. All textbook adoptions are aligned to the current curriculum framework adopted by the State Board of Education.


Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts myPerspectives, Pearson / Adopted 2017 Yes 0%

Mathematics Core Connections Integrated I, II & III, CPM / Adopted 2017

Trigonometry, Pearson / Adopted 2005

Precalculus with Limits: A Graphing Approach, Cengage / Adopted 2008

AP Calculus: Calculus: Graphical, Numerical, Algebraic; Pearson / Adopted 2016

Rogawski’s Calculus for AP: Early Transcendentals, Freeman / Adopted 2016

The Practice of Statistics, Freeman / Adopted 2008

Financial Algebra, Cengage / Adopted 2011

Java Concepts: Early Objects, Wiley / Adopted 2014

Yes 0%

Science Biology; Pearson, Prentice Hall / Adopted 2007

Campbell Biology, Pearson/Cummings / Adopted 2011

Holes Essentials of Human Anatomy and Physiology, McGraw-Hill / Adopted 2012

Chemistry, Prentice Hall / Adopted 2008

Chemistry: The Central Science, Prentice Hall / Adopted 2003

Conceptual Physics, Prentice Hall / Adopted 2008

AP College Physics, Pearson / Adopted 2014

Living in the Environment, Cengage / Adopted 2015

Yes 0%

History-Social Science World History: The Modern Era, Prentice Hall / Adopted 2014

World Civilizations: The Global Experience AP, Pearson / Adopted 2014

United States History: Modern America, Pearson / Adopted 2014

America’s History, Bedford/St. Martin’s / Adopted 2014

Magruder’s American Government, Pearson/Prentice Hall / Adopted 2014

Government by the People, Prentice Hall / Adopted 2014

Economics: Principles in Action, Pearson/Prentice Hall / Adopted 2014

Krugman’s Macroeconomics AP; Bedford, Freeman & Worth / Adopted 2016

Thinking About Psychology; Bedford, Freeman & Worth / Adopted 2013

Society in Focus, Pearson / Adopted 2012

Yes 0%


Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Foreign Language Bien dit! Levels 1, 2 and 3; Houghton Mifflin / Adopted 2014

Allons au-delà!, Pearson / Adopted 2013

Interaction: Langue et culture, Cengage / Adopted 2012

Ni Hao: Chinese Language Course, Introductory Level; ChinaSoft / Adopted 2011

Integrated Chinese, Level 1; Cheng & Tsui / Adopted 2013

¡Avancemos! 1, 2, 3 and 4; Houghton Mifflin / Adopted 2013

Temas Spanish Language and Culture, Vista Higher Learning / Adopted 2014

Imagina español sin barreras, Vista Higher Learning / Adopted 2015

Revista, Vista / Adopted 2015

Nuevas vistas: Curso Uno; Holt, Rinehart and Winston / Adopted 2006

Ni Hao: Chinese Language Course, Introductory Level; ChinaSoft / Adopted 2011

Integrated Chinese, Level 1, Part 1 & 2; Cheng & Tsui / Adopted 2009

Chaoyue: Advancing in Chinese, Columbia University Press / Adopted 2010

Yes 0%

Health Teen Talk High School / Adopted 2016 Yes 0%

School Facility Conditions and Planned Improvements (Most Recent Year)

Leigh High School opened in 1962 and is one of five comprehensive high schools in Campbell Union High School District (CUHSD). It is situated in a residential community of mostly single-family homes in the Los Gatos foothills and South San Jose. Leigh serves a relatively stable community with many alumni still around the school and several returning to teach here. Leigh is home to the county deaf and hard-of-hearing program and pioneered a successful model of inclusion for students with Individualized Education Programs (IEPs), some of whom are also in receipt of therapeutic services. There are 79 classrooms and 10 portables. There is a library, college and career center, large gymnasium, small gymnasium, performing arts center, and cafeteria. There are desktop computers in the library and in four additional rooms. The school uses more than 20 Chromebook carts in the classrooms. Sports facilities include a stadium, baseball and softball fields, tennis courts, soccer pitch, and swimming pool. The school is in good condition. It is maintained by an on-site janitorial staff of six custodians who have district support for specialized repairs and maintenance. The custodial staff are present from 6 a.m. to 11 p.m. each day. The team of five evening staff members is responsible for daily cleaning. Annual deep cleaning is completed each summer. The quad, cafeteria, gym, performing arts center and several classrooms have been refurbished in the last five years. There are further plans to update the administration offices and provide air-conditioning to classrooms in the near future.


All Campbell Union High School District campuses are safe, clean and well-lighted facilities. The learning spaces have remained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today and require only refurbishment to remain vital. This refurbishment is the focus of modernization projects and of successful 1999, 2004, and 2016 bond measures, which include some new buildings and athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating, air-conditioning, furniture, audiovisual and performance and demonstration facilities, specialized learning areas and more are in the process for turning our campuses into schools for the 21st century. Sports facilities, restrooms, drinking fountains, kitchen facilities have been regularly updated. District network infrastructure consists of 1 Gbps connections from the campuses to the internet. Campus buildings each connect directly to the campus network core over fiber optic cabling. Classrooms are wired with Cat 6 cables to the building's network closet. Campus classrooms and multiuse areas are fully covered with Wi-Fi. All areas of all the campuses are regularly evaluated for trip-fall, environmental and other safety hazards; a state-of-the-art campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district employees. School Facility Good Repair Status (Most Recent Year) Using the most recently collected 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

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 12/7/2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

All systems in good working order

Interior: Interior Surfaces XFair

water damage and peeling paint repaired.

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

Monthly maintenance provided to site.

Electrical: Electrical XPoor

All bad ballasts have been replaced. Bad bulbs changed with new ones. Light difusers repaired.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XGood

Restrooms have been upgraded with modernization.

Safety: Fire Safety, Hazardous Materials XGood

Additional fire hydrants have been added to site to accommodate new building space.

Structural: Structural Damage, Roofs XGood

Retrofitted large Gym, Added ac unit to roof.

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

XGood

Security fence and gates added to site.

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 12/7/2018

Overall Rating X Good


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students 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.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

English Language Arts/Literacy (grades 3-8 and 11)

84.0 69.0 74.0 70.0 48.0 50.0

Mathematics (grades 3-8 and 11)

64.0 53.0 46.0 43.0 37.0 38.0

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 418 411 98.33 69.27

Male 235 229 97.45 62.72

Female 183 182 99.45 77.47

Black or African American -- -- -- --

American Indian or Alaska Native -- -- -- --

Asian 84 84 100.00 84.52

Filipino -- -- -- --

Hispanic or Latino 87 87 100.00 52.33

White 213 206 96.71 70.87

Two or More Races 28 28 100.00 71.43

Socioeconomically Disadvantaged 47 47 100.00 44.68

English Learners 30 30 100.00 30.00

Students with Disabilities 40 37 92.50 16.67


Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students 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: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 418 409 97.85 53.3

Male 235 227 96.6 51.54

Female 183 182 99.45 55.49

Black or African American -- -- -- --

American Indian or Alaska Native -- -- -- --

Asian 84 84 100 88.1

Filipino -- -- -- --

Hispanic or Latino 87 85 97.7 24.71

White 213 206 96.71 52.43

Two or More Races 28 28 100 50

Socioeconomically Disadvantaged 47 47 100 36.17

English Learners 30 30 100 40

Students with Disabilities 40 35 87.5 0 Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes (--) appear in the table when the number of students 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: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten

Subject

Percentage of Students Meeting or Exceeding the State Standard


2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

Science (grades 5, 8, and 10) N/A N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The CAST was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19. Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.


Career Technical Education Programs (School Year 2017-18)

Project Lead the Way This four-year pathway follows a nationally approved curriculum and articulates with San Jose State University. Students study engineering and design processes. The pathway was introduced in 2012 with three sections of Introduction to Engineering Design. This increased in 2013 and added two sections of the second level Principles of Engineering. In 2014, we introduced Digital Electronics as a third course. In 2015, Engineering Development and Design completed this four-year pathway. We are fortunate to have received financial support for this program from our industrial ecosystem partner Xilinx. Silicon Valley Career Technical Education (SVCTE) Junior and senior students who wish to follow a career or technical pathway are able to attend the Central County Occupational Center in the afternoon to participate in a variety of occupational courses that both lead to certification and confer high school credit. Transportation is provided, and a CUHSD counselor oversees the students in this program. Middle College The Middle College is a high school alternative for juniors and seniors. It offers students with college potential the opportunity to complete their high school requirements on the campus of West Valley College. The program empowers students by giving them choices and treating them as adults. It is designed to provide a supportive yet challenging adult educational setting: Students take college-level courses while completing high school graduation requirements. This educational environment provides students with an opportunity to stimulate their academic development and spark their quest for learning. EdOptions Academy This year we embarked on an online credit recovery program using PLATO Learning Environment web materials. Students are enrolled in classes in this system for credit recovery and/or concurrent validation. The after-school class is held in a computer lab and monitored by a credentialed teacher. Students are required to attend for registration and test and exams. The EdOptions academy uses a model whereby the students have an online subject-area credentialed teacher who supports, assesses and grades their work. Along with this is access to PLATO Curriculum for all teachers on site to supplement their classroom practices and allow reteaching of units. We hope to further develop this model to allow students to recover lost credits in a timely manner and plan to offer a second class with an assigned teacher for partial unit recovery, using the regular class teacher as the teacher of record. Career Technical Education Participation (School Year 2017-18)

Measure CTE Program Participation

Number of pupils participating in CTE 848

% of pupils completing a CTE program and earning a high school diploma 52%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 2%

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2017–18 Pupils Enrolled in Courses Required for UC/CSU Admission 98.2

2016–17 Graduates Who Completed All Courses Required for UC/CSU Admission 70.6

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2017-18)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---9--- 25.2 39.7 11.6 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 State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each school site. Opportunities for Parental Involvement (School Year 2018-19)

Parents have the opportunity to volunteer in several booster organizations for our Cheer Team, Marching Band, or After-School Sports. We have an active Home and School Club that welcomes any and all parent participation. Our School Site Council provides feedback on the district LCAP goals, our site WASC report, and other programs. SSC members are elected and serve a two year term. Parents can also participate on our ELAC where we provide information about how to support their EL students. The College and Career Center provides volunteering and speaking opportunities. We also have parents who volunteer in classrooms as tutors for our AVID program.

State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): • High school dropout rates; and • High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School District State

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Dropout Rate 2.9 6.9 0.8 8.6 9.3 3.5 10.7 9.7 9.1

Graduation Rate 96.3 92.1 96.6 87.8 88.1 89.8 82.3 83.8 82.7 For the formula to calculate the 2016–17 adjusted cohort graduation rate, see the 2017–18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)

Group Graduating Class of 2017


All Students 96.1 92.6 88.7

Black or African American 50.0 95.5 82.2

American Indian or Alaska Native 0.0 100.0 82.8

Asian 90.2 95.7 94.9

Filipino 100.0 100.0 93.5

Hispanic or Latino 100.0 88.8 86.5

Native Hawaiian/Pacific Islander 0.0 91.7 88.6

White 93.6 93.6 92.1

Two or More Races 100.0 91.6 91.2

Socioeconomically Disadvantaged 100.0 94.0 88.6

English Learners 44.4 55.9 56.7

Students with Disabilities 89.3 84.0 67.1

Foster Youth 100.0 100.0 74.1

https://www.cde.ca.gov/ta/ac/sa/


State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

Suspensions------- 2.3 1.2 1.6 4.4 3.0 2.8 3.7 3.7 3.5

Expulsions------- 0.1 0.2 0.1 0.1 0.2 0.2 0.1 0.1 0.1

School Safety Plan (School Year 2018-19)

School Safety All Campbell Union High School District, schools have comprehensive safety plans that are updated and approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster and incident procedures for the range of contingencies for which today’s schools must prepare in order to ensure the safety of students and staff. Security officers are present on our campuses, and our safety plans have been integrated with police, fire and health service procedures to ensure a coordinated response at all times under a revised incident command system structure. With the help of police and emergency services departments, we run yearly drills with students and staff to practice preparedness, inter-agency communication and rapid response. School safety plan updates are approved by the board in March of each year and are reviewed with the staff annually. School Safety Committees consist of staff, students and community stakeholders, and they have the responsibility for approving the plan. School administrators and faculty members are responsible for implementing the safety plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lock down/barricade and shelter-in-place situations. Drills and training are conducted throughout the school year. Crisis intervention and risk-assessment training is provided to key administration to support staff and students in time of crisis and emotional support for aftercare. Our staff has been trained extensively in Incident Command System response as well as grief and counseling training; our students’ safety, both physical and emotional, is a priority. The school safety plan was last reviewed, updated and discussed with the school faculty in February 2018. Average Class Size and Class Size Distribution (Secondary)

Subject

2015-16 2016-17 2017-18

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

20.0 32 45 9 19.0 44 25 27 21.0 38 43 10

Mathematics ----------

24.0 19 40 8 22.0 25 42 7 24.0 17 39 13

Science------- ----------

26.0 7 43 4 27.0 9 36 10 27.0 8 44 6

Social Science ----------

24.0 19 26 16 20.0 28 33 11 22.0 20 29 16 Note: 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.


Academic Counselors and Other Support Staff (School Year 2017-18)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 4.0 450

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (Librarian) 1.0 N/A

Library Media Services Staff (Paraprofessional) 0.0 N/A

Psychologist------- 1.0 N/A

Social Worker------- 0.0 N/A

Nurse------- 0.4 N/A

Speech/Language/Hearing Specialist 0.8 N/A

Resource Specialist (non-teaching)------- 0.0 N/A

Other------- N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2016-17)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- 7273 699 $6,574 $84,418

District------- N/A N/A $9,486 $82,894

Percent Difference: School Site and District N/A N/A -36.3 1.8

State------- N/A N/A $7,125 $85,815

Percent Difference: School Site and State N/A N/A -8.0 -1.6 Note: Cells with N/A values do not require data. The California Department of Education issued guidance to LEAs on August 1, 2018, regarding how to calculate school-level per-pupil expenditures that will be reported on 2018-19 report cards.

Types of Services Funded (Fiscal Year 2017-18)

The types of services funded include the array of student services necessary to a comprehensive high school, such as teachers, guidance and administrative personnel, aides and other classified personnel, textbooks, instructional equipment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site funds. These services include: Counseling and Support Services for Youth (CASSY) for crisis counseling, EMQ and Almaden Valley Counseling Service for social-emotional intervention and counseling, Advent Group Ministries for drug and alcohol referrals and support, and the California Youth Outreach (CYO) provides services to support gang intervention and counseling. All comprehensive high schools offer courses for the Advancement via Individual Determination (AVID) program to assist students in accessing college preparatory coursework. Del Mar High School is an approved International Baccalaureate school. All school sites offer career technical education programs. Notable programs include: Project Lead the Way (engineering), video production, agriculture, and manufacturing. Westmont High School offers a Career Technical Student Organization (CTSO) as part of their agricultural curriculum, with an emphasis on leadership development. Westmont High School also provides access to a complete pathway in manufacturing, which includes state-ofthe-art manufacturing equipment. Prospect High School offers a career pathway in video production, providing students with the opportunity to use industry standard equipment. CUHSD also supports the Strive Internship program, a mutual partnership between the Silicon Valley Organization and Work2Future. Through the Strive Internship program, students in career technical education programs have hands-on exposure to the career pathway they are exploring.


Teacher and Administrative Salaries (Fiscal Year 2016-17)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $49,205 $50,747

Mid-Range Teacher Salary $82,708 $86,127

Highest Teacher Salary $104,438 $106,915

Average Principal Salary (Elementary) $0

Average Principal Salary (Middle) $0 $136,636

Average Principal Salary (High) $136,717 $150,286

Superintendent Salary $225,000 $238,058

Percent of Budget for Teacher Salaries 33.0 34.0

Percent of Budget for Administrative Salaries 5.0 5.0 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Advanced Placement (AP) Courses (School Year 2017-18)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English------- 5 N/A

Fine and Performing Arts 1 N/A

Foreign Language 5 N/A

Mathematics 8 N/A

Science------- 8 N/A

Social Science 12 N/A

All courses 39 29.6 Cells with N/A values do not require data. *Where there are student course enrollments of at least one student.

Professional Development (Most Recent Three Years)

Professional development focus is on instructional strategies to support all students but especially our under-represented populations, ELD and Special Education students. Time has also been spent developing consensus around a number of policies related to grading practices. Technology has also been a focus to increase the capabilities and use in classroom instruction. PD is delivered by Admin in whole staff format or in workshop model by the teachers.

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

Documents

2018 School Accountability Report Card - edl · School Accountability Report Card Reported Using Data from the 2017-18 School Year Published During 2018-19 By February 1 of each year,