Adelanto High School School Accountability Report Card ...sarconline.org/SarcPdfs/7/36679340125419.pdf · 2014-15 School Accountability Report Card for Adelanto High School Page 1

2014-15 School Accountability Report Card for Adelanto High School Page 1 of 14

Adelanto High School

School Accountability Report Card

Reported Using Data from the 2014-15 School Year

Published During 2015-16

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 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, the county, and the state. 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 (Most Recent Year)

School Contact Information

School Name------- Adelanto High School

Street------- 15620 Joshua Rd

City, State, Zip------- Adelanto, CA 92301

Phone Number------- 760-246-3909 ext. 39101

Principal------- Ebony Purcell

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

Web Site------- http://ahs.vvuhsd.org/

Grades Served 9-12

CDS Code 36-67934 0125419


District Contact Information

District Name------- Victor Valley Union High School District

Phone Number------- (760) 955-3201

Superintendent------- Dr. Ron Williams

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

Web Site------- www.vvuhsd.org

School Description and Mission Statement (Most Recent Year)

Adelanto High School (AHS) is a newly constructed, WASC accredited traditional comprehensive high school under the jurisdiction of the Victor Valley Union High School District(VVUHSD). Prior to Adelanto High School's opening, the students of Adelanto were transported to one of the two other comprehensive high schools of the VVUHSD . Nestled in the High Desert area of San Bernardino county, Adelanto is a growing rural community near Victorville, Hesperia, Apple Valley, El Mirage and Oro Grande composed primarily of commuters, laborers, and service industry personnel. Adelanto High School (AHS) opened August 20, 2012, with grades 9-10 in 2012-13, adding 1 grade per year until achieving a 12th grade class in the 2014-2015 school year. Adelanto High School earned a 3 year accreditation from the Western Association of Schools (WASC) June 2014; a full site visit is planned for the Spring of 2017. AHS serves a wide variety of students: 8% are designated Gifted/Honor(s), 17.8% are designated Special Education, 15.8% English learners and 27.5% re designated EL, and 79% are economically disadvantaged based on free and reduced lunch applications. A wide variety of ethnic groups make up the schools population. Currently Hispanic/Latino students make up 64% of the student body, 29% are identified African-American, 4% are identified Caucasian and < 1% identified as Asian. In addition to the VVUHSD's core curriculum, students are afforded the opportunity to take courses in preparation for college and or career. Adelanto supports a rigorous offering of courses for college bound students to include Advancement Via Individual Determination (AVID), Advanced Placement (AP) and Honors (HP). Students are also afforded the opportunity to complete Pathway Courses available in Regional Occupational Program (ROP) and Career Technical Educational (CTE) and the Arts (Music/Band, Drama, Foreign Language) curriculum. The CTE pathways available are Automotive, Education, Law Enforcement and Medical. One of the strengths of AHS is the staff is committed to providing its students with opportunities to excel academically and in extra-curricular activities including a plethora of clubs and sports. Staff and student use of technology are an integral part of education at AHS as the facilities of AHS are state of the art including fully networked classrooms featuring Crestron technology. AHS has five computer labs, 15 chrome carts which hold about 40 chrome books each. Additional computers are available for student lead use including one connected to our library which offers its own computers for student use while in the library and in our college and career center. Teachers have access to Mobi Interactive Whiteboards, Classroom response clickers and online supplemental programs as examples of the technology utilized regularly on campus. Based upon feedback from our Academic Performance Survey, data and feedback from our leadership team, our target instructional strategies include the use of AVID Strategies (Cornell Notes, WICOR strategies, Interactive notebooks), Document Based Questioning, Kagan's cooperative learning strategies, 6+1 Traits of writing model, Checking for Understanding and SDAIE/ELD strategies in addition to direct instruction. Mission Statement: Adelanto High School will challenge and engage students through research-based instructional strategies, while providing students with opportunities to achieve academic success and demonstrate responsible citizenship. Vision Statement: Adelanto High School creates college and career-ready students by promoting a culture of excellence through academic achievement, character development, and community partnerships. Adelanto High School's Expected School-wide Learning Results (SLOs): Achieve~students demonstrate their ability to achieve through: Academic Proficiency, Graduation, College and Career Readiness Honor~students will demonstrate honor or be honored through: Attendance, Positive Student Recognition, Positive Behavior Serve~ students will demonstrate their ability to serve their school and community through ASB/AVID, Clubs/Athletics, Community/School Involvement


Student Enrollment by Grade Level (School Year 2014-15)

Grade Number of

Level Students

Grade 9 527

Grade 10 460

Grade 11 428

Grade 12 333

Total Enrollment 1,748

Student Enrollment by Group (School Year 2014-15)

Student Percent of

Group Total Enrollment

Black or African American 28.7

American Indian or Alaska Native 0.7

Asian 1.3

Filipino 0.5

Hispanic or Latino 60.8

Native Hawaiian or Pacific Islander 0.5

White 5.7

Two or More Races 1.6

Socioeconomically Disadvantaged 93.1

English Learners 12.3

Students with Disabilities 12.4

Foster Youth 1.1

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 District

2013-14 2014-15 2015-16 2015-16

With Full Credential 45.5 63 71 71

Without Full Credential .5 3 5 5

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


Teacher Misassignments and Vacant Teacher Positions

Indicator 2013-14 2014-15 2015-16

Misassignments of Teachers of English Learners 0 0 1

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 2014-15)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 79.0 21.0

All Schools in District 46.7 53.3

High-Poverty Schools in District 46.7 53.3

Low-Poverty Schools in District 0.0 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. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Year and month in which data were collected: December 2014

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Holt, Rinehart & Winston (Grades 9-12): Literature

and Language Arts, Courses 3 - 6

California State University (Grades 9-12): Expository

Reading and Writing Course (ERWC)

Hampton Brown (Grades 9-12): Edge Program, A-C; English 3D Issues

Adopted 2003

Yes 0

Mathematics Holt (Grades 9-12):Mathematics: Algebra I, Algebra II, Geometry, Precalculus, McDougal Littell (Grades 9-12):Calculus of a single

variable 8th Edition

Glencoe (Grades 9-12): Math with Business

Applications

W.H. Freeman (Grades 9-12): The Practice of

Statistics

Adopted 2008

Yes 0


Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Science Prentice Hall (Grades 9-12): Prentice Hall Biology, Prentice Hall Chemistry, Prentice Hall Earth Science, and Conceptual Physics, Essentials of Anatomy and

Physiology

D.C. Heath (Grades 9-12): AP Chemistry

Adopted 2007

Yes 0

History-Social Science Mc Dougall Littell (Grades 9-12): The Americans, Mc Dougall Littell World History: Patterns of Interaction

Bedford/St. Martin's Press (Grades 9-12): America's

History

Prentice Hall (Grades 9-12): Magruder's

American Government

Glencoe (Grades 9-12): Economics Principles and

Practices

Cengage Government, AP Edition; Economics

Pearson Prentice Hall (Grades 9-12): AP Edition - The

Western Heritage 9th, Economics: Houghton Mifflin Economics, AP Edition

Adopted 2006

Yes 0

Foreign Language McDougal Littell (Grades 9-12): Discovering French Bleu 1, Blanc 2 and Rouge 3 , En Espanol 1, 2, and 3, Prentice Hall (Grades 9-12): Sendas Literarias 1 and 2

AP Abriendo Puertas Tomo I & II

Adopted 2004

Yes 0

Health VVUHSD does not offer Health 0

Visual and Performing Arts Sufficient textbooks or instructional materials were

provided to each pupil enrolled in Visual and

Performing Arts classes offered in grades 9-12.

0

Science Laboratory Equipment (grades 9-12)

Class sets of laboratory science equipment available

for pupils enrolled in science laboratory classes for grades 9-12.

0

School Facility Conditions and Planned Improvements (Most Recent Year)

Adelanto High School began occupying the newly constructed campus in August of 2014 at 15620 Joshua Road in Adelanto CA. AHS provides a safe, clean environment for students, staff, and volunteers. The entire school campus was detail cleaned including sanitizing work spaces and cleaning carpets, power washing exteriors of building and all grounds and repairing any marks or walls damage in July to prepare for the upcoming school year. VVUHSD has adopted cleaning standards for all schools in the District. The site administration team works daily with the custodial supervisors to develop cleaning schedules to ensure a clean and safe school.


Construction of School facilities were complete in 2013 and are situated on approximately 60 acres. The school contains 5 primary buildings inclusive of classrooms, special education facilities, science and art labs, a Cafeteria, a 3 court Gymnasium, 5 computer labs, a Media Center/Library, a Performing Arts Center, Administration offices, a Kitchen, Career Technical Education facilities, a Career Center and multiple locker rooms. The athletic facilities consist of two baseball fields, two softball fields, 8 outdoor tennis courts, a pool and swim stadium, 8 outdoor basketball courts and a comprehensive football stadium with both home and visitor stands and field houses. Safety concerns are the number one priority of the maintenance and operations department. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: September 2014

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X None. HVAC systems for B bldg under review by maintenance for improved air flow, however no immediate concerns present.

Interior: Interior Surfaces X None

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X None. Monthly Pest Control preventative services scheduled through district maintenance department. Summer deep clean of all classrooms and exterior power washing completed.

Electrical: Electrical X None

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X None.

Safety: Fire Safety, Hazardous Materials X None.

Structural: Structural Damage, Roofs X None

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

X None

Overall Facility Rating (Most Recent Year)

Year and month in which data were collected: September 2014

Overall Rating Exemplary Good Fair Poor

X X

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], Science California Standards

Tests); 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


California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

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

School District State

English Language Arts/Literacy 31 35 44

Mathematics 9 16 33 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.

CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 11 379 351 92.6 23 34 26 5

Male 11 179 47.2 24 35 26 4

Female 11 172 45.4 22 34 27 6

Black or African American 11 100 26.4 34 28 22 1

American Indian or Alaska Native 11 4 1.1 -- -- -- --

Asian 11 3 0.8 -- -- -- --

Filipino 11 2 0.5 -- -- -- --

Hispanic or Latino 11 215 56.7 20 37 29 6

Native Hawaiian or Pacific Islander

11 4 1.1 -- -- -- --

White 11 17 4.5 12 41 24 6

Two or More Races 11 5 1.3 -- -- -- --

Socioeconomically Disadvantaged 11 309 81.5 23 34 27 5

English Learners 11 36 9.5 39 47 8 0

Students with Disabilities 11 35 9.2 71 17 0 0

Foster Youth 11 -- -- -- -- -- --

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 students that did not receive a score; 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 students with scores.

CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 11 379 343 90.5 65 17 7 1

Male 11 172 45.4 62 19 8 2

Female 11 171 45.1 68 16 7 1


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Black or African American 11 98 25.9 77 9 3 0

American Indian or Alaska Native 11 4 1.1 -- -- -- --

Asian 11 3 0.8 -- -- -- --

Filipino 11 2 0.5 -- -- -- --

Hispanic or Latino 11 211 55.7 63 21 9 1

Native Hawaiian or Pacific Islander

11 4 1.1 -- -- -- --

White 11 15 4.0 53 20 20 0

Two or More Races 11 5 1.3 -- -- -- --

Socioeconomically Disadvantaged 11 302 79.7 64 18 7 1

English Learners 11 34 9.0 91 6 0 0

Students with Disabilities 11 31 8.2 84 3 0 0

Foster Youth 11 -- -- -- -- -- --

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 students that did not receive a score; 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 students with scores.

California Standards Tests for All Students in Science (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 31 28 18 42 41 39 59 60 56 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


California Standards Tests Results by Student Group in Science (School Year 2014-15)

Student Percent of Students Scoring at

Group Proficient or Advanced

All Students in the LEA 39

All Students at the School 18

Male 23

Female 15

Black or African American 10

American Indian or Alaska Native --

Asian --

Filipino --

Hispanic or Latino 21

Native Hawaiian or Pacific Islander --

White 18

Two or More Races --

Socioeconomically Disadvantaged 3

English Learners 6

Students with Disabilities 19

Foster Youth -- 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.

Career Technical Education Programs (School Year 2014-15)

Career Technical Education Participation (School Year 2014-15)

Measure CTE Program Participation

Number of pupils participating in CTE 360

% of pupils completing a CTE program and earning a high school diploma N/A

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

Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2014-15 Students Enrolled in Courses Required for UC/CSU Admission 91.62

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission

State Priority: Other Pupil Outcomes 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 Grade Ten Students (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English-Language Arts 36 33 39 45 38 42 57 56 58

Mathematics 33 37 34 44 40 40 60 62 59 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 High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15)

Group

English-Language Arts Mathematics

Percent Not Proficient

Percent Proficient

Percent Advanced

Percent Not Proficient

Percent Proficient

Percent Advanced

All Students in the LEA 49 28 23 52 35 13

All Students at the School 61 24 15 66 29 5

Male 65 21 13 67 28 6

Female 57 27 17 66 30 4

Black or African American 68 22 10 78 19 3

Hispanic or Latino 58 25 17 61 34 5

White 63 32 5 68 26 5

Socioeconomically Disadvantaged 59 25 16 64 32 4

English Learners 95 5 88 10 2

Students with Disabilities 94 6 91 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.

California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

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

Parents are involved in school activities through their participation in oversight committees such as School Site Council and English Learner Advisory Committee (ELAC). Announcements for opportunities to join are made via the automated calling system, on our website, in person during student orientation and through teacher word of mouth. Ebony Purcell is acting SSC Chairperson and maintains contact information for members to invite and keep aware of SSC events. Margarita Ortiz is the site ELAC coordinator and work closely with district level personnel for the adherence to ELAC guidelines. Adelanto High School distributes, at a minimum, a quarterly parent communique to keep parents abreast of pertinent topics, as well as hosting monthly Coffee with the Principal open forum meetings. Furthermore, Adelanto High School currently contracts with at least 1 parent as a Parent Coordinator who helps build and connect community relationships.


State Priority: Pupil Engagement 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

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 13.10 11.40 11.50

Graduation Rate 78.87 80.44 80.95

Completion of High School Graduation Requirements (Graduating Class of 2014)

Group Graduating Class of 2014


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 School District State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions------- 0.00 21.98 19.89 0.01 9.34 7.60 5.07 4.36 3.80

Expulsions------- 0.00 0.00 0.00 0.00 0.00 0.00 0.13 0.10 0.09

School Safety Plan (Most Recent Year)

Safety of students and staff is a primary concern of Adelanto High School. Parents and visitors are welcomed to be active participants in the educational environment and precautions are in place to ensure the safety of all. During the day, supervision is constant and increased during lunch, before and after school by administrators, security officers, custodians, counselors, a San Bernardino County Probation and Sheriff deputy, and teachers supervise students and school grounds; including the cafeteria and recreational area, to ensure a safe and orderly environment. Adelanto High School's school safety plan was updated February 27th 2015, last reviewed February 19th 2015. Discussed with faculty March 4th 2015. Key elements of the plan include: planned fire drills earthquake drill, the Greatshake out held October of each year and lockdown drill. September site inspection and order of Evacuation routes, all rooms are supplied with flip charts for directions to various disasters. Each classroom given local plan to provide specific directions for Fire, Earthquake evacuation procedures, search protocol, Crisis on and Off campus, Bomb Threat, Suspicious object protocol. The Comprehensive Safe School Plan was developed by the District to comply with Senate Bill (SB) 187 of 1997. The plan provides students and staff members with a means of ensuring a safe and orderly learning environment.


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. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall No No Yes

Met Participation Rate: English-Language Arts No No Yes

Met Participation Rate: Mathematics No No Yes

Met Percent Proficient: English-Language Arts N/A N/A N/A

Met Percent Proficient: Mathematics N/A N/A N/A

Met Attendance Rate N/A Yes Yes

Met Graduation Rate N/A Yes Yes

Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2014-2015 2004-2005

Year in Program Improvement* Year 2 Year 3

Number of Schools Currently in Program Improvement N/A 8

Percent of Schools Currently in Program Improvement N/A 88.9 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

Subject

2012-13 2013-14 2014-15

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------- ----------

27 13 22 11 26 20 9 28 27 25 13 35

Mathematics ----------

30 2 22 12 26 19 15 22 29 14 16 34

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

32 4 2 16 28 6 12 14 29 10 15 19

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

32 1 3 9 29 6 12 16 28 17 11 30 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 2014-15)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 3 450

Counselor (Social/Behavioral or Career Development) 1 N/A

Library Media Teacher (Librarian) 1 N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- 1 N/A

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

Nurse------- N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist------- 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 2013-14)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,746 $1,088 $4,658 $63,477

District------- N/A N/A $5,217 $65,475

Percent Difference: School Site and District N/A N/A -10.7 -3.8

State------- N/A N/A $5,348 $74,908

Percent Difference: School Site and State N/A N/A -0.7 -12.2 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2014-15)

Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $39,046 $44,363

Mid-Range Teacher Salary $65,129 $71,768

Highest Teacher Salary $80,825 $92,368

Average Principal Salary (Elementary)

Average Principal Salary (Middle) $94,796 $121,276

Average Principal Salary (High) $107,570 $133,673

Superintendent Salary $184,487 $210,998

Percent of Budget for Teacher Salaries 32% 36%

Percent of Budget for Administrative Salaries 4% 5% 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 2014-15)

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

Computer Science N/A

English------- 2 N/A

Fine and Performing Arts N/A

Foreign Language 1 N/A

Mathematics 2 N/A

Science------- 4 N/A

Social Science 5 N/A

All courses 14 .4 * Cells with N/A values do not require data. Where there are student course enrollments.

Professional Development (Most Recent Three Years)

Adelanto High School’s primary areas of focus are mathematics and English language arts instruction, including supplementing those core subjects through all student content areas. Adelanto High School was not in operation during the 2011-2012 school year so there was no previous data to collect for use in professional development; school administration employed staff surveys and professional learning communities to develop areas of focus for staff development. Adelanto High School held numerous after school workshop during bi-monthly collaboration days, which are either district directed or department directed dependent on the assigned collaboration day schedules per our district office. There are regular leadership team meetings and PLC collaboration after school to discuss current student learning needs. During these meetings professional learning information is shared with colleagues in their designated collaboration time (bi-monthly early release Wednesdays). Teachers and classified staff are encouraged to raise issues of importance to present to the team. Data, instruction, curriculum, and training implementation are common topics as teams review student learning results and convene discussions on professional learning for “best practices” in a specific content area or a schoolwide SPSA focused goal. Staff is involved in ongoing professional development implementation through in-class coaching and teacher-principal reflection. Time is set aside for achievement and performance data collaboration and discussion, often leading to follow-up conversations at subsequent leadership team meetings where professional learning videos, on-demand or personalized training, conferences and workshops are targeted to support schoolwide implementation.Adelanto High School began the 2012-2013 school year with a multi-day training provided by a county consultant from San Bernardino County Superintendent of Schools hosting workshops on Professional Learning Communities, classroom management and relationship development. Teachers were trained in Common Core State Standards supplemental materials and online media via Pearson Education across all subjects throughout the year, which includes ongoing web and phone support. Moreover, select teachers or administrators were sent to one or more of the following outside conferences: Advanced Placement Summer Institute training for AP classes, CABE English Language Paraprofessional training, ACSA Leadership summit, Section 504 conference and Avid Coordinator workshops. Math and English Language arts teachers also attended various district sponsored CCSS training. Throughout the year AHS solicits input from staff in the design and implementation of professional learning. Most recently, VVUHSD provides communication and information on professional learning opportunities, including Common Core State Standards (CCSS) and next generation SBAC assessments. The Leadership Team and content area PLCs engage staff in the ongoing review and discussion of the most promising practices for improving student learning while assisting each team in implementing a continuous improvement process. There is a schoolwide commitment to professional learning, aligned and clearly articulated in our SPSA and designed to support instruction practices and student engagement toward schoolwide ESLRS. Teachers communicate their commitment to building collective capacity in which professional learning is: a) ongoing and sustained rather that episodic; b) job-embedded rather than separate from the work and external to AHS; c) specifically aligned with AHS and VVUHSD goals rather than the random pursuit of trendy topics or “fun” activities; d) focused on improved results rather than projects and activities; and e) viewed as a collective and collaborative endeavor rather that an individual evaluation activity.

Documents

Adelanto High School School Accountability Report Card ...sarconline.org/SarcPdfs/7/36679340125419.pdf · 2014-15 School Accountability Report Card for Adelanto High School Page 1