Folsom High School - Axiom Analytix · Folsom High School is a 9th through 12th grade high school. Student enrollment is reported on the California Basic Educational Data System (CBEDS)

1Folsom High Published: January 2011

School ProfileFolsom High School is a 9th through 12th grade high school. Student enrollment is reported on the California Basic Educational Data System (CBEDS) every October. The 2009-2010 report indicates that 1,826 students were enrolled at FHS during October, 2009.

The school’s history dates back to 1922, making it very rich in tradition.

Folsom High has high academic expectations for all students and is committed to providing an environment in which every student has the opportunity to experience success. Folsom High offers a curriculum that meets every student’s curricular needs and provides honors classes and AP programs that help students to reach their potential.

The academic program is balanced with an extensive extracurricular program. Athletically, the Folsom Bulldogs compete in the Division I “Delta River League”. Our athletic, music and drama programs are a source of pride for the entire community of Folsom. In addition to a full slate of boys’ and girls’ athletics, students also participate in many extracurricular activities that may include: Academic Decathlon; Anime Club; Agape Club; Animal Rights Club (ARC); B.O.L.D.; Black Student Union (BSU); Bulldogs Reaching Out (BRO); California Scholarship Federation (CSF); Cheerleading; Drama Club; Future Homemakers of America (FHA-HERO); Folsom High Cycling Club; Freshman Kickoff (mentoring program); Gay-Straight Alliance (GSA); Helping Hands; Cultural Exchange Club; Interact; Key Club; Literary Magazine; National Honor Society; Philosopher’s Club; Pink Ladies; Polynesian Club; Science Club; Students Helping Students (SHS); World Language Scholar Society.

Aspiring students, supportive parents, and a dedicated staff translate to a successful educational experience at Folsom High School. In spite of recent budget cuts and the reduction of advisor stipends, the staff has volunteered to maintain the existing clubs; and they have even expanded our club programs.

Discipline & Climate for LearningParents and students are informed of school and classroom discipline policies in the following ways: Parent Orientation Nights; our annual beginning of the school year student orientation presentation and information distribution program; the Student Handbook; the Parents’ Rights and Responsibilities Handbook; and summer mailings.

Every spring, the registration process provides our parents with information regarding student enrollment, registration, campus rules, and parents’ rights and responsibilities.

During the first week of school, the teachers conduct a lesson that focuses specifically on school procedures, regulations and changes; and the students are provided with their own copy of the “PAWSPort” handbook. The PAWSPort includes a full year calendar, a daily planner, academic guidelines, fun facts, quotes, school procedures and district policies. During the second week of school, the Administration provides the students with a video orientation that focuses on the new school year and the “Student Conduct Code”. The “Student Conduct Code” booklet is available on the Folsom High School and Folsom Cordova Unified School District website.

Over the course of the school year, the director of student activities conducts educational programs and provides a variety of activities that are specifically designed to promote, motivate and encourage positive behavior, understanding and tolerance.

Student Enrollment by Ethnic Group2009-10

Percentage

African American 2.6%

American Indian 0.9%

Asian 14.2%

Filipino 2.1%

Hispanic or Latino 8.1%

Pacific Islander 0.7%

White 70.6%

Two Or More 0.9%

None Reported -

Folsom High School

2009-2010 School Accountability Report Card

Kathryn Allaman,

(916) 355-1115

1655 Iron Point RoadFolsom, CA 95630

Deborah Bettencourt,

125 East BidwellFolsom, CA 95630

(916) 355-1100

www.fcusd.org

Principal

Superintendent

District Address:

School Address:

Folsom-CordovaUnified School

District


The school continually strives to promote programs, activities and messages that accentuate respect, tolerance, anti-alcohol, anti-drug and anti-violence. Themes such as Bulldog PRIDE (Productivity, Responsibility, Integrity, Diligence, and Excellence) are also a part of Folsom High School’s program to promote positive behavior.

Enrollment By GradeSchool districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, students who attend school on a regular basis and are on time are more likely to be academically successful. Attendance and punctuality are emphasized so that the continuity of the educational program can be maintained. Our staff carefully monitors student attendance to identify those students exhibiting excessive absences and offers assistance when necessary. During the 2009-10 school year (the most current information available), the actual attendance rate for all attendance categories at Folsom High was 96.54%.

Dropout & Graduation RatesFolsom High believes that effective instruction consists of the continuous building of new concepts upon existing ones and requires regular attendance and participation. In hopes of preventing and reducing dropouts, the following programs are made available to students: California High School Exit Exam Program (After school hours for English & math), Career Technical Education (CTE), Cross-Curricular Collaboration, Inclusion Program for Special Education, Independent Study Program, Inter-District Transfer Program, Regional Occupational Program (ROP), Small Learning Communities (SLC), Student Assistant Program (SAP), Student Attendance Review Team (SART), Student Attendance Review Board (SARB).

Class SizeAverage class sizes vary by grade level and subject area taught. In addition to credentialed teachers, students may receive assistance in the classroom from instructional assistants based on program needs (Title 1, special education, bilingual), a Resource Specialist and adult volunteers. The table indicates the average class size by grade level or subject area, as well as the number of classes offered in reference to their enrollment.

Teacher AssignmentFolsom-Cordova Unified recruits and employs the most qualified credentialed teachers. For the 2010/11 school year, Folsom High has 74 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year. For the 2010/11 school year, the most current data is reported.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

08 09 10 08 09 10 08 09 10 08 09 10

English 33 34 24 - - 18 18 15 39 55 51 13

Mathematics 33 33 28 1 2 9 19 10 36 39 39 20

Science 33 33 29 - 1 3 19 8 31 33 36 14

Social Science 33 33 29 1 2 2 12 10 22 47 40 5

Misassignments/Vacancies08-09 09-10 10-11

Misassignments of Teachers of English Learners 0 0 2

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 2

Vacant Teacher Positions 0 0 0

Enrollment Trend by Grade Level2007-08 2008-09 2009-10

9th 481 488 483

10th 495 454 482

11th 728 461 434

12th 698 693 442

Suspensions & ExpulsionsSchool District

07-08 08-09 09-10 07-08 08-09 09-10

Suspensions 111 144 187 3153 3017 2784

Suspension Rate 4.6% 6.9% 10.2% 16.6% 15.8% 14.5%

Expulsions 15 8 8 125 94 110

Expulsion Rate 0.6% 0.4% 0.4% 0.7% 0.5% 0.6%

Graduation & Dropout Rates06-07 07-08 08-09

Dropout Rate - - 0.20%

Graduation Rate 100.00% 99.00% 98.90%

Teacher Credential StatusSchool District

07-08 08-09 09-10 09-10

Fully Credentialed 95 84 72 688

Without Full Credentials 0 0 0 1

Working Outside Subject 0 2 2 10


Highly Qualified TeachersThe Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of June 2006. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

Staff DevelopmentEach employee is encouraged to grow professionally through self evaluation and reflection; by attending college and university classes as well as statewide workshops; by reading professional literature; and by networking. District-sponsored inservice and training are provided through our Professional Development Academy (PDA), a model of lead teachers and site level reading, math, science and technology coaches. In addition, our district staff has worked collaboratively to implement our Peer Assistance Review (PAR) program, which works in unison with BTSA (Beginning Teacher Support and Assessment) to provide an induction program for qualified new teachers. We support our teachers in pursuing National Board Certification and currently have over 35 National Board Certified teachers within the district. The district is involved with both AB430 (Principal Training) and AB 742 (Teacher Training), trainings which increase the capacity of all staff to deliver a standards-based curriculum.

Counseling & Support StaffIt is the goal of Folsom High to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The counselor to pupil ratio is 1:596. The table lists the support service personnel available at Folsom High.

Parent InvolvementHigh school is a great time for parents to be involved with their children’s education. Too often, parents are only involved at the elementary and middle school levels; and then they relinquish their involvement at the high school level. Many parents tend to think that their son/daughter doesn’t need their participation during high school; but research indicates that when parents get involved their children do better in school. Parental participation generates a sense of spirit that improves communication and cooperation between the staff and parents. There are multiple opportunities for parent involvement:

The Parent Teacher Student Association (PTSA) is committed to supporting a quality education and good health and welfare for all Folsom High School students. The PTSA meets once a month. They welcome new parents and encourage them to get involved.

The Athletic Booster Club supports all of the sports programs and offers parents an opportunity to become involved in their son/daughter’s athletic endeavors. Athletic booster club members often develop new friendships with parents who have similar interests.

The Music Booster members are dedicated to promoting music education for all students. They support events and competitions hosted by Folsom High School. Whenever possible, they work collaboratively to assist the middle schools and partner with local civic organizations.

The School Site Council (SSC) is composed of parents, students and staff. The SSC’s basic principle focuses on the individuals who are most affected by the operation of their school and provides them with a major role in the decision making process regarding how their school functions. The SSC annually develops and revises the school’s site improvement plan. For additional information regarding opportunities for parent involvement at Folsom High School, please contact Kathryn Allaman, Principal, at 916-355-1174, ext. 3111.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Behavior Specialist 4 As Needed

Learning Center Teacher 5 5.0

Library Technician 2 0.80

Nurse 1 0.4

Occupational Therapist 1 0.1

Psychologist 1 1

Special Education Aides 11 8.3207

Special Education Teacher 4 4.0

Speech Language Pathologist 1 1

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 95.0% 5.0%

District 95.38% 4.62%

High-Poverty Schools in District N/A N/A

Low-Poverty Schools in District N/A N/A


Contact InformationParents or community members who wish to participate on leadership teams, school committees, school activities or become a volunteer may contact Sherrie Graston, administrative assistant, Folsom High School, 916-355-1174, extension 3111.

Instructional MaterialsFolsom-Cordova Unified held a Public Hearing on October 7, 2010, and determined that each school within the District has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the State Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in Rancho Cordova and Folsom. These libraries contain numerous computer workstations.

Science Lab EquipmentThe school stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and Bunsen burners. For more information, please call the school office.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

9th-12th English/Language Arts Great Source 2001 Yes 0.0%

9th-12th English/Language Arts

Holt, Rinehart & Winston 2003 Yes 0.0%

9th-12th English/Language Arts Sopris West 2005 Yes 0.0%

9th-12th Foreign Language

EMC Publishing 2002 Yes 0.0%

9th-12th Foreign Language

McDougal Littell 2000 Yes 0.0%

9th-12th Health Holt, Rinehart & Winston 2007 Yes 0.0%

11th-12th History/Social Science Glencoe 2006 Yes 0.0%

9th-12th History/Social Science Glencoe 2006 Yes 0.0%

12th History/Social Science Prentice Hall 2009 Yes 0.0%

9th-12th Mathematics Holt, Rinehart & Winston 2009 Yes 0.0%

9th-12th Mathematics McDougal Littell 2001 Yes 0.0%

9th-12th Mathematics McDougal Littell 2004 Yes 0.0%

9th-12th Science Holt, Rinehart & Winston 2001 Yes 0.0%

9th-12th Science Houghton Mifflin 2002 Yes 0.0%

9th-12thVisual and Performing

Arts

Davis Publications 2006 Yes 0.0%


School FacilitiesThe Folsom High School campus, on Prairie City Road, was complete and open in 1998. This 65-acre site is comprised of 106 classrooms. The campus has 9 portables, a gym, a multipurpose room/cafeteria, a library, a theatre, staff lounges in every building, five computer labs, a stadium, a field house and five athletic fields.

The district’s governing board has adopted cleaning standards for all of the district schools. A summary of these standards is available at the district office for review. In order to ensure that maintenance is up to date, a vice principal works daily with the custodial staff. The district’s maintenance and repair staff ensures that the necessary repairs are completed and work orders are addressed in a timely manner. The work order process is designed to improve efficiency and to assign priorities to all school repairs. The district participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems.

Safe School PlanSafety of students and staff is a primary concern of Folsom High School. If a safety hazard has occurred, it is immediately reported and resolved. Safety plans are reviewed and revised during both the fall and spring semesters. There were 44 student accidents reported at our school in the 2009-10 school year.

Folsom High School participates in the “Hour Zero” emergency program. The emergency plans have been developed for almost every conceivable situation. Folsom High School’s “emergency plan and procedures” and the school’s unique “emergency supply bag in every classroom” program are considered to be a model program by the Sacramento County, Fire, Police and Community Agencies.

Folsom High School participates with the Fire and Police Departments in “full scale” drills and training exercises, provides tours of the school’s facilities every summer for new Fire and Police Department personnel, conducts emergency drills every month (i.e., evacuation, lock-down, duck-and-cover), and posts the essential emergency procedures information in every classroom. The school’s “emergency plan” books are placed on exhibit during “Back-to-School Night” at the beginning of each new school year. Another unique feature of Folsom’s “emergency plan” is the school’s partnership with the Folsom Police Department.

Federal Intervention ProgramSchools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

Physical FitnessIn the spring of each year, Folsom High is required by the state to administer a physical fitness test to all students in grade nine. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test.

School Facility ConditionsDate of Last Inspection: 10/27/2010

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2010-2011

Year in PI (2010-11) - Year 1

# of Schools Currently in PI - 5

% of Schools Identified for PI - 15.15%

Percentage of Students in Healthy Fitness Zone

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

9 7 26 62

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown. For results on course specific tests, please see http://star.cde.ca.gov.

Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and Mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP’s, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart.

Adequate Yearly Progress (AYP)School District

Made AYP Overall N/A No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes Yes No No

API School Results Yes Yes

Graduation Rate N/A N/A

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 63 57 63 52

School 74 50 75 63

African American 58 46 36 35

American Indian 45 * * *

Asian 79 62 78 73

Filipino 72 45 54 50

Hispanic or Latino 62 37 55 47

Pacific Islander * * * *

White 75 50 81 65

Males 69 55 73 67

Females 78 45 77 59

Socioeconomically Disadvantaged 57 37 57 40

English Learners 29 38 * 35

Students with Disabilities 29 31 36 24

Migrant Education * * * *


California Standards Test (CST)Subject School District State

2008 2009 2010 2008 2009 2010 2008 2009 2010

English/Language Arts 73 75 74 59 63 63 46 50 52

Mathematics 48 48 50 55 56 57 43 46 48

Science 77 79 75 60 63 63 46 50 54

History/Social Science 60 64 63 46 51 52 36 41 44



Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the most recent Growth API at the school, district, and state level.

Completion of High School Graduation RequirementsBeginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2009-10 school year in the 12th grade, the table displays by student group the percent who met all state and local graduation requirements for grade 12 completion,including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/.

Note: 0.0% means that the student group is not numerically significant.

Growth APISchool District State

All Students 859 818 767

Asian 891 910 889

Hispanic or Latino 802 724 715

White 864 841 838

Socioeconomically Disadvantaged 763 711 712

Students with Disabilities 634 629 580

API School Results07-08 08-09 09-10

Statewide Rank 10 10 10

Similar Schools Rank 8 7 7

All Students

Actual API Change -1 18 -1

Asian

Actual API Change 4 11 -8

Hispanic or Latino

Actual API Change -2 53 -25

White

Actual API Change -2 15 4

Socioeconomically Disadvantaged

Actual API Change 14 - -

Students with Disabilities

Actual API Change -48 50 28

* Statewide and similar schools ranks are based on the first year listed. (Example: the 07-08 rank is

consistent with the 2007 school year.)

Completion of High School Graduation RequirementsSchool District State

African American 2.0% 7.0% *

American Indian 1.8% 1.5% *

Asian 11.3% 9.0% *

Filipino 2.7% 2.8% *

Hispanic or Latino 6.8% 11.2% *

White 75.0% 67.8% *

Other Pacific Islander 0.3% 0.6% *

* Data was not available at the time of publication.


California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language-arts and math separately for the most recent testing period.

College Entrance InfoCalifornia high school students have two options for attending public universities in the State: Universities of California (UC), or California State Universities (CSU). There are eight UC campuses statewide, and 28 CSU schools. A college preparatory high school program includes a minimum of the following courses, referred to as the “A-G requirements.”

A: Two years of history/social science B: Four years of English C: Three years of college preparatory mathematics (Four recommended for UC) D: Two years of laboratory science (Three recommended for UC) E: Two years of a single language other than English (Three recommended for UC) F: One year of visual/performing arts G: One year of a college preparatory elective in one of the above subjects

All courses must be completed with a grade of “C” or better. The minimum GPA required for admission to a UC is 3.15, and 2.0 for the CSU system. For more information about admissions to UC schools, please visit www.ucop.edu/pathways. To prepare for entrance to a CSU school, visit www.csumentor.edu.

UC/CSU Course CompletionStudents at Folsom High are encouraged to take University of California/California State University (UC/CSU) preparatory courses if they plan to attend a four-year university. All students must pass each course with a grade no lower than a ‘C’.

CAHSEE By Subject2007-08 2008-09 2009-10

School District State School District State School District State

English 81.0 65.0 53.0 81.0 65.0 53.0 82.0 69.0 54.0

Mathematics 82.0 66.0 51.0 82.0 66.0 51.0 85.0 67.0 53.0

CAHSEE By Student GroupEnglish Mathematics

Not Proficient Proficient Advanced Not

Proficient Proficient Advanced

All Students District 29.4 27.3 41.5 33.3 39.3 27.4

All Students School 18.0 24.0 58.0 15.0 45.0 40.0

Male 22.0 27.0 51.0 14.0 39.0 48.0

Female 14.0 22.0 64.0 16.0 50.0 34.0

African American 36.4 36.4 27.3 54.5 27.3 18.2

Asian 17.0 23.0 61.0 6.0 35.0 59.0

Filipino 30.8 15.4 53.8 46.2 23.1 30.8

Hispanic or Latino 41.0 33.0 26.0 30.0 54.0 15.0

White 13.0 24.0 63.0 12.0 47.0 41.0

English Learners 42.0 35.0 23.0 39.0 39.0 23.0

Socioeconomically Disadvantaged 45.0 23.0 33.0 38.0 53.0 10.0

Students with Disabilities 66.7 15.4 17.9 70.0 22.5 7.5

UC/CSU Course EnrollmentPercentage

% of Student Enrollment in Courses Required for UC/

CSU Admission51

% of Graduates Who Completed All Courses Required for UC/CSU

Admission

51

* Duplicated Count (one student can be enrolled in several courses).


Career Technical Education (CTE) ProgramsThe Career Technical Education Programs at Folsom High School provide students with a core of knowledge and skills that act as a building block for lifelong learning. Students are provided with a broad range of rigorous educational opportunities which enable each student the opportunity to reach their full potential and successfully meet the demands and opportunities of a highly technological 21st century. Students are prepared to enter the world of work after high school completion or to complete advanced study in the student’s chosen career pathway.

Folsom High School has seven career pathways for students. They are Drafting, Pre- Engineering, Graphic Design, Interior Design, Fashion Design, Culinary Arts, and Child Development and Education. Students who complete the pathway complete three levels of instruction in the chosen area of study. They also complete job shadow opportunities, career exploration in the area of study, and, in most cases, an internship. Students earn a certificate of completion documenting skills mastered in the area of study; this can help them in pursuing advanced education in this area or in gaining entry into a career.

Over 90 percent of Folsom students participate in Career Technical Education Programs. While many participate in beginning study, schedule constraints limit those who complete the entire pathway program. Approximately 20 graduates each year complete the career pathway program.

Students enrolled in some courses can earn college credit while enrolled in the CTE programs. These include Computer Applications, ROP Computer Graphics, Developmental Psychology of Children, and ROP Careers With Children through the ACE (Accelerated College Entrance) Program at California State University, Sacramento. Other courses are articulated with local community colleges including Drafting, Fashion Design and ROP Careers With Children.

Our ROP Program gives students expanded opportunities in other career areas of study. ROP Programs offered at Folsom High include Computer Graphics, Culinary Arts and Child Development and Education. Students also have the opportunity to enroll in ROP programs offered throughout the Folsom Cordova Unified School District and Sacramento County. These include Automotive Mechanic Technician, Auto Collision Repair and Refinishing, Bakery Academy, Bank and Financial Careers, Business and Computer Technology, Chiropractic Assistant, Dental Careers, EMT, Fire Control Technician, Hospital and Community Health, HVAC, Law Enforcement-Legal Careers, Medical Assistant, Medical Terminology, Nursery/Landscaping, Nursing Assistant, and Virtual Enterprise.

CTE Programs

Title of Career Preparation

Course

Who offers the course

How do these classes

support student achievement

How does the school address

the needs of all students

in career preparation

How are the courses

evaluated for effectiveness

Business & Consumer Math

Folsom High School

Support of mathematics standards/

accomplishments in a real world

setting

All students complete Health

& Driver’s Education. This course includes

an 11 week section on Career

Exploration. All students have opportunities to complete

coursework in Career Technical Education in the wide variety of

courses offered.

By students & teachers within the department on an annual

basis. Courses are also evaluated & supported by our Career Technical

Education Advisory Committees (business &

industry reps, postsecondary

institiutions, parents, and

program graduates).

Computer Applications

Application of skills learned in English classes.

This course is also an Accelerated

College Entrance (ACE) course.

ROP Computer Graphics

Application of skills learned in mathematics &

English classes. This course is also

an ACE course.

ROP Child Development

Application of skills learned in English, social

science, science, and mathematics

classes.

Foods & Nutrition Application of communication skills learned in

English classes & application of skills

learned in math classes

ROP Culinary Arts

Life Management 1

Application of skills learned in English, mathematics, and

social science classes

Fashion Design

Application of communication skills learned in

English and math


Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.

Advanced Placement ClassesFolsom High encourages students to continue their education past high school. Folsom High offers Advanced Placement (AP) courses for those students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges. During the 2009/10 school year, 631 AP exams were given. Of the 631 exams, 481 students scored a “3” or better.

School Site Teacher SalariesThe chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on fiscal year 2009-10 financial statements).

Average Teacher SalariesSchool & District

School $61,036

District $66,373

Percentage of Variation 8.05%

School & State

All Unified School Districts $66,478

Percentage of Variation 8.19%

Advanced Placement Classes# of Courses Enrollment

Fine and Performing Arts 1 9

Computer Science - -

English 2 127

Foreign Language 3 49

Mathematics 3 99

Music - -

Science 2 126

Social Science 4 292

Totals 15 702

Percent of Students in AP Courses

39

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participate in CTE? 487

What percent of the school’s pupils complete a CTE program and earn a high school diploma?

2.0

What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

33.0


Teacher & Administrative Salaries as a Percentage of Total BudgetThis table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site.

District ExpendituresFolsom-Cordova Unified spent an average of $4,183 to educate each student, based on 2008-09 actual expenditures, the most current information available. The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

District Revenue SourcesIn addition to general state funding, Folsom High receives state and federal funding from the following categorical funds and other support programs: Block Grant, Carl Perkins, Economic Impact Aid (EIA), Regional Occupation Program (ROP) and School & Library Improvement Program funds (SLIP).

Data SourcesData within the SARC was provided by Folsom-Cordova Unified School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,017

From Restricted Sources $615

From Unrestricted Sources $4,403

District


Percentage of Variation between School & District 5.26%

State


Percentage of Variation between School & State 22.50%

Average Salary InformationTeachers - Principal - Superintendent

2008-09 District State

Beginning Teachers $35,642 $41,155

Mid-Range Teachers $61,036 $65,379

Highest Teachers $80,586 $85,049

Elementary School Principals $99,143 $106,453

Middle School Principals $113,512 $111,487

High School Principals $122,417 $121,513

Superintendent $206,000 $194,802

Salaries as a Percentage of Total Budget

Teacher Salaries 43.4% 40.1%

Administrative Salaries 5.6% 5.2%

Documents

Folsom High School - Axiom Analytix · Folsom High School is a 9th through 12th grade high school. Student enrollment is reported on the California Basic Educational Data System (CBEDS)