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Norco High School 1 2016-17 School Accountability Report Card

Corona-Norco Unified School DistrictNorco High School

Grades 9 through 12Rob Ibbetson, Principal

[email protected]

2065 Temescal AvenueNorco, CA 92860

PH: (951) 736-3241 FAX: (951) 736-3282www.cnusd.k12.ca.us/nohsCDS #: 33670333334232

2016-17 School Accountability Report CardPublished December 2017

Corona-Norco Unified School District2820 Clark Avenue

Norco, CA 92860-1903(951) 736-5000

Website Addresswww.cnusd.k12.ca.us

2017-18Board of Education

John "Mr. Z" ZickefoosePresident

Mary Helen YbarraVice President

Jose W. Lalas, Ph.D.Clerk

Bill NewberryMember

Bill PollockMember

District AdministrationMichael H. Lin, Ed.D.

Superintendent

Samuel Buenrostro, Ed.D.Deputy Superintendent,

Instructional Support

Lisa Simon, Ed.D.Associate Superintendent,

Educational Services

Glen A. GonsalvesAssistant Superintendent,

Human Resources

Alan P. GilesAssistant Superintendent,

Business Services

Ben Odipo, PMPAssistant Superintendent,Information Technology

Judy NowChief of Staff,

Executive Services

ContentsPrincipal's MessageMission Statement

School VisionSchool Profile

Student AchievementLocal Control Accountability Plan (LCAP)

Parent InvolvementSchool Facilities & Maintenance

Classroom EnvironmentCurriculum & Instruction

College Preparation & Work ReadinessProfessional Staff

District ExpendituresSARC Data

Principal's MessageNorco High School's staff is committed to implementing an intensive, balanced,standards-based curriculum to ensure each child's success. This annual report card to thecommunity will share valuable information about our instructional programs, academicachievements, school facilities and safety, highly qualified staff, textbooks, and financescompared to other schools and districts in the state.

A special emphasis is placed on providing an instructional program designed to boost studentconfidence and increase subject matter proficiency. Staff and parents work together to create alearning environment that has high expectations, promotes students' academic and socialdevelopment, teaches responsibility and pride, and models learning as a lifelong adventure. Weare excited about our school and its program and welcome all to support our efforts.

Mission StatementWe Are…a COMMUNITY working together to prepare college and career-bound graduates who areRESPONSIBLE, RESOURCEFUL and READY TO ACHIEVE.

School VisionWe Are…the foundation for dreams, inspiring students’ passion for continuous learning that leads themto independence, empowering them to make informed and responsible choices in life!

Expected School-wide Learning Outcomes (ESLOs)

Responsible• Making healthy and positive life choices.• Participating actively in our school environment and community• Accepting of differences and respectful of the ideas, opinions and

values of others• Producing work that demonstrates integrity and pride.

Resourceful• Using a variety of techniques to collect, organize, and critically

interpret information• Using critical thinking skills to identify and solve problems• Developing a plan of action to achieve challenging goals• Using technology, tools and equipment effectively in and out of the

classroom

Ready to Achieve• Reading for meaning, purpose, and knowledge• Expressing ourselves effectively using written, verbal and non-verbal

communication• Listening actively and responding appropriately• Collaborating effectively in teams• Pursuing excellence through academic, ART, athletic, and CAREER TECHNICAL

programs• Presenting a positive image of ourselves, our school, and community.


School ProfileNorco High School is located in the southern region of Norco andserves students in grades nine through twelve following atraditional calendar. At the beginning of the 2016-17 school year,2084 students were enrolled, including 12.5% in specialeducation, 5.7% qualifying for English Language Learnersupport, and 41.4% qualifying for free or reduced price lunch.

Student Enrollment by Ethnicity / Grade Level2016-17

Ethnic Group % Grade Level #

African-Amer. 2.60% Grade 9 538Amer. Indian or AlaskanNative

0.40% Grade 10 561

Asian 2.80% Grade 11 491Filipino 1.40% Grade 12 494Hisp. or Latino 47.50% Ungraded 0Pacific Islander 0.50%Caucasian 42.90%Multi-Racial 1.20%Students with Disabilities 12.50%SocioeconomicallyDisadvantaged

41.40%

English Learners 5.70%Foster Youth 0.30%

Total Enrollment 2,084

Student Achievement

Physical FitnessIn the spring of each year, Norco High School is required by thestate to administer a physical fitness test to all students in gradenine. The physical fitness test measures each student's ability tocomplete fitness tasks in six major areas. Students who eithermeet or exceed the standards in all six fitness areas areconsidered to be in the "healthy fitness zone." The chart reportedin this document reports only the percentage in each category,not a cumulative total of the results for categories 4 of 6 and 5 of6. Comparative district and state results can be found at theCDE's website.

Physical Fitness TestPercentage of Students Meeting California Fitness Standards

2016-17

Number of Standards Met:Grade Tested Four of Six Five of Six Six of Six

Ninth 17.1 28.9 32.8

Note: Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.

Federal Intervention ProgramThe passage of the Every Student Succeeds Act (ESSA),reauthorizing the Elementary and Secondary Education Act(ESEA) in December 2015, is part of the Federal Title I fundingprogram designed to support additional staffing and programs tomeet the needs of low-income, low achieving students, and otherdesignated students with special needs. Schools may apply,based upon their student demographics, for one of two types ofTitle I funding: Title I Schoolwide or Title I Targeted Assistance.Title I Schoolwide schools use federal funds for schoolwideimprovement of student achievement. Title I Targeted Assistanceschools use federal funds to help those students who meetspecific program criteria. In 2016-17, Norco High School did notparticipate in the Title I program and is therefore not required tocomply with program mandates.

Any school receiving Title I funds is required to comply withrespective program testing and reporting activities, achievespecific levels of student proficiency, and monitor schoolprogress towards meeting established goals. Most of the newprovisions under ESSA do not take effect until the 2017-18school year making 2016-17 a transition year. More informationabout Title I and Program Improvement can be located on theCDE's website www.cde.ca.gov/ta/ac/ti/.

Federal Intervention Program Status2017-18

NHS CNUSDProgram Improvement Status N/A In PI

First Year of Program Improvement N/A 2010-2011

Year in Program Improvement N/A Year 3

No. of Schools Currently in Program Improvement 8

% of Schools Currently in Program Improvement 61.5%

Note: Cells with N/A values do not require data.

California Assessment of Student Performance andProgressThe California Assessment of Student Performance andProgress (CAASPP) System includes the Smarter BalancedSummative Assessments (SBAC) for students in the generaleducation population, and the California Alternate Assessments(CAAs) for students with the most significant cognitivedisabilities. Only eligible students may participate in theadministration of the CAAs. CAAs items are aligned withalternative achievement standards, which are linked with theCommon Core State Standards (CCSS). CAASPP results are ameasure of how well students are mastering California'sstandards in English language arts/literacy (ELA) andmathematics, and are given to grades three through eight andgrade eleven. SBAC tests assess student performance inELA/Literacy and mathematics utilizing computer-adaptive testsand performance tasks, and CAAs test items are aligned withalternative achievement standards which are linked with theCommon Core State Standards (CCSS).

The CAASPP results shown in this report include overall resultscomparing the school, district and state scores as well as theschool's overall score in each applicable subgroup. Results areshown only for subgroups with ten students or more taking theexam. For those categories that are blank in the tables, nostudents met subgroup criteria. More information on CAASPPcan be found on the California Department of Education'swebsite www.cde.ca.gov/ta/tg/ca/.

CAASPP Test Results in ELA and Mathematics - All Students

Percent of Students Scoring at Proficient orAdvanced

(meeting or exceeding the state standards)

Norco HighSchool District California

15-16 16-17 15-16 16-17 15-16 16-17English-Language Arts/Literacy(grades 3-8 and 11) 60 71 59 59 48 48

Mathematics(grades 3-8 and 11) 28 39 43 45 36 37

Note: Percentages are not calculated when the number of students is ten or less,either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy. Double dashes (--) appear in the table whenthe number of students tested is ten or less.


CAASPP Test Results in ELA by Student Group (2016-17)

Student GroupsTotal

Enrollment # Tested % Tested

% Meeting orExceeding State

StandardsAll Students 466 453 97.21 71.30Male 229 223 97.38 61.43Female 237 230 97.05 80.87African-Amer. 14 13 92.86 69.23Asian 19 19 100.00 84.21Filipino -- -- -- --Hisp. or Latino 220 216 98.18 64.35Pacific Islander -- -- -- --Caucasian 197 190 96.45 78.42Multi-Racial -- -- -- --English Learners 36 34 94.44 20.59SocioeconomicallyDisadvantaged

187 183 97.86 58.47

Students withDisabilities

54 50 92.59 10.00

CAASPP Test Results in Mathematics by Student Group (2016-17)

Student GroupsTotal

Enrollment # Tested % Tested

% Meeting orExceeding State

StandardsAll Students 466 454 97.42 38.99Male 229 223 97.38 35.43Female 237 231 97.47 42.42African-Amer. 14 13 92.86 23.08Asian 19 19 100.00 47.37Filipino -- -- -- --Hisp. or Latino 220 217 98.64 33.64Pacific Islander -- -- -- --Caucasian 197 190 96.45 44.74Multi-Racial -- -- -- --English Learners 36 36 100.00 8.33SocioeconomicallyDisadvantaged

187 184 98.40 26.63

Students withDisabilities

54 49 90.74 0.00

CAASPP Test Results in Science for All Students

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

Norco High School District California

14-15 15-16 14-15 15-16 14-15 15-16Science(grades 5, 8,and 10)

61 57 64 64 56 54

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

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.

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.

Local Control Accountability Plan (LCAP)As part of the new Local Control Funding Formula, school districts are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP). The following components of this SARC address some of the priorities identified in the District's LCAP:

Conditions of Learning (Basic Services) – State Priority 1: Degree to which teachers are appropriately assigned and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned Instructional materials and school facilities are maintained in good repair. Covered in Teacher Assignment, including the Teacher Credentials & Misassignments chart; Instructional Materials, including the Textbooks chart; and School Facilities & Maintenance, including the Campus Description and School Facility Good Repair Status charts.

Conditions of Learning (Implementation of State Standards) –State Priority 2: Implementation of academic content and performance standards adopted by the state board for all pupils. Not covered in the School Accountability Report Card.

Parental Involvement – State Priority 3: Efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. Covered in Parent Involvement.

Pupil Achievement – State Priority 4: Performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with a 3 or higher, and share of pupils determined prepared for college by the Early Assessment Program. Covered in California Assessment of Student Performance and Progress, including the CAASPP charts.

Engagement (Pupil Engagement) – State Priority 5: School attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, and high school graduation rates. Covered in Dropout Rates, including the Dropout chart; and Graduation Rates, including the Graduation Rate chart for high schools only.

School Climate – State Priority 6: Pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, and parents and teachers on the sense of safety and school connectedness. Covered in Discipline & Climate for Learning, including Suspension & Expulsion chart; and School Site Safety Plan.

Conditions of Learning (Course Access) – State Priority 7: Pupil enrollment in a broad course of study that includes all of the subject areas. Not covered in the School Accountability Report Card.

Other Pupil Outcomes – State Priority 8: Pupil outcomes in the subject areas. Covered in Physical Fitness, including the Physical Fitness Test chart.

Parent InvolvementParents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events.

Parents stay informed on upcoming events and school activities through automated telephone messages, the school marquee, the school website, Twitter, and Facebook. Contact the PTSA President at (951) 736-3241 for more information on how to become involved in your child's learning environment.


Opportunities to VolunteerChaperone Field TripsFundraising ActivitiesLibrary AssistantOffice HelperSpecial EventsDancesNorco Educational Support Team (NEST)AVID Site Team

CommitteesEnglish Learner Advisory CouncilParent Teacher Student AssociationSchool Site CouncilBooster ClubsDepartment Advisory Committee

School ActivitiesBack to School NightOpen HouseSports EventsStudent OrientationStudent PerformancesScholarship Awards BanquetFinancial Aid NightsStudent Youth Organizations9th & 10th Grade Parent/Student Support

School Facilities & MaintenanceThe district takes great efforts to ensure that all schools areclean, safe, and functional through proper facilities maintenanceand campus supervision. Norco High School's original facilitieswere built in 1967; ongoing maintenance and campusimprovements ensure facilities remain up to date and provideadequate space for students and staff. District maintenance andsite custodial staff ensure that the repairs necessary to keep theschool in good condition are completed in a timely manner. Awork order process is used by school and district staff tocommunicate non-routine maintenance requests. Emergencyrepairs are given the highest priority. In the last 12 months, thefollowing improvements have been completed:

• Expansion of the wood shop• Pre-construction of classrooms to create new labs

Every morning before school begins, the custodians inspectfacilities for safety hazards or other conditions that needattention prior to students and staff entering school grounds.Four day custodians and seven evening custodians are assignedto Norco High School. The day custodians are responsible for:

• Classroom cleaning• Cafeteria setup/cleanup• General grounds maintenance• Office area cleaning• Restroom cleaning• Trash removal

Restrooms are checked regularly throughout the day forcleanliness and subsequently cleaned as needed. The eveningcustodians are responsible for:

• Classroom cleaning• Cafeteria cleanup• Office area cleaning• Restroom cleaning• Trash removal

The principal communicates with custodial staff daily concerningmaintenance and school safety issues.

Campus DescriptionYear Built 1967

Acreage 43.16

Square Footage 199569Quantity

Permanent Classrooms 94

Portable Classrooms 2

Restrooms (sets) 6

Agriculture Classroom(s) 3

Auto Shop(s) 1

Band Room(s) 1

Choir Room(s) 1

Graphic Art(s) 1

Gymnasium(s) 1

Library 1

Manufacturing & CAD 1

Multipurpose Room(s) 1

Performing Arts Center(s) 1

ROTC 1

Science Lab(s) 14

Woodshop(s) 1

Facilities InspectionThe district's maintenance department inspects Norco HighSchool on an annual basis in accordance with Education Code§17592.72(c)(1). Norco High School uses a school siteinspection survey to identify unsafe or hazardous conditions andfacility improvement needs. The most recent school inspectiontook place on Wednesday, November 15, 2017. Deficienciesnoted in the school inspection survey were correctedimmediately by the district's maintenance department. Duringfiscal year 2017-18, all restrooms were fully functional andavailable for student use at the time of the inspection.

School Facility Good Repair StatusMost Recent Inspection: Wednesday, November 15, 2017

Item Inspected Repair StatusGood Fair Poor

1. Gas Leaks

2. Mechanical Systems

3. Windows/ Doors/ Gates (Interiorand Exterior)

4. Interior Surfaces (Walls, Floors,& Ceilings)

5. Hazardous Materials (Interior &Exterior)

6. Structural Damage

7. Fire Safety

8. Electrical (Interior & Exterior)

9. Pest/ Vermin Infestation

10. Drinking Fountains (Interior &Exterior)

11. Restroom

12. Sewer

13. Playgrounds/ School Grounds

14. Roofs

15. Overall Cleanliness


Repair Needed and Action Taken or Planned

Section Number Comment(2) Wing D Room 7 - HVAC needs replacement; Wing J

Industrial Arts 22 - Repair dust collector; Wing K Room 3-4 -Room K4 HVAC needs to be checked for proper operation;Wing K Room 8 - HVAC needs to be checked for properoperation

(3) Wing B Room 9 - Door closure needs repair; Wing B Room37 - Door hardware needs repair; North Hall Science Room103 - Door lock needs repair; Wing G Gym - Boys coachesoffice door closure not working

(4) Wing B Room 22 - Replace stained ceiling tiles(8) Wing B Room 25 - Restroom near room 25 light ballast

needs replacement; Wing K Room 5 - Outlet needsreplacement

(11) North Hall Science 1st Floor Girls Restroom - Water pressureis low in restroom

(12) North Hall Science Room 109 - Classroom sink leaks; NorthHall Science Room 110 - Science lab faucets need repair

Overall Summary of School Facility Good Repair Status

Exemplary Good Fair Poor

Rating DescriptionExemplary: The school meets most or all standards of good repair. Deficienciesnoted, if any, are not signifcant and/or impact a very small area of the school.

Campus SupervisionSchool administration and teaching staff place a high priority onproviding adequate adult supervision on campus before, during,and after school. As students arrive on campus each morning,administrators and campus security officers patrol the campus,entrance areas, and designated common areas. Campussecurity officers and security monitor lunch time activity in thecafeteria and common student activity areas. At the end of theday when students are dismissed, administrators, campussecurity officers, and security monitor student behavior andensure students either leave campus or travel to after-schoolactivities in a safe and orderly manner.

Norco High School is a closed campus. During school hours, allvisitors must have their government issued ID scanned into theRaptor Visitor Management System which then prints out acustomized identification badge to wear while on school grounds.

School Site Safety PlanThe Comprehensive School Site Safety Plan was developed forNorco High School in collaboration with local agencies and thedistrict office to fulfill Senate Bill 187 requirements. Componentsof this plan include child abuse reporting procedures, teachernotification of dangerous pupil procedures, disaster responseprocedures, procedures for safe arrival and departure fromschool, sexual harassment policy, and dress code policy. Theschool's most recent school safety plan was reviewed, updated,and discussed with school staff in October 2017.

Classroom Environment

Discipline & Climate for LearningNorco High School's discipline practices and behaviormanagement strategies comply with approved board policies andare designed to create effective learning environments andminimize classroom disruptions. Progressive discipline andproactive measures are employed in the classroom for thosestudents experiencing difficulty following school rules anddemonstrating positive behavior. Disciplinary intervention ismanaged by school administrators in a fair, firm, and consistentmanner based upon the nature of each situation.

Suspensions & Expulsions14-15 15-16 16-17

NHS% Students Suspended 4.6 4.9 4.4

% Students Expelled 0.3 0.4 0.2

CNUSD% Students Suspended 2.4 2.7 2.9


California% Students Suspended 33.0 32.5 30.7


Teaching LoadThe Teaching Load Distribution table in this report illustrates thedistribution of class sizes by subject area, the average classsize, and the number of classes that contain 1-22 students,23-32 students, and 33 or more students. Calculations excludeclassrooms of 50 or more students.

Teaching Load DistributionDepartmentalized Instruction

2014-15Avg.Class Number of Classrooms

Subject Size 1-22 23-32 33+English 28.0 29 14 42

Mathematics 29.0 21 14 37

Science 30.0 20 9 34

Social Science 31.0 14 5 41




Science 23.0 32 21 26





Science 28.0 18 19 23


*Number of classes indicates how many classrooms fall into each size category (arange of total students per classroom). At the secondary level, this information isreported by subject area rather than grade level.

DropoutsNorco High School's teachers and administrative staff practicethe early identification of and intervention on behalf of studentswho exhibit warning signs and/or behavioral traits that may leadto dropping out of school. Intervention strategies used topromote attendance and reduce dropout rates include parentconferences, counseling, academic intervention classes, andPLC for 9th graders on Wednesdays before school.Understanding that the needs of each student are different,administrators, counselors, and teaching staff continue theirefforts to discover successful solutions to help students completetheir high school program.

In the following Dropout & Graduation Rates table, 2014-15 datais the most current information available, since statecertification/release dates for dropout data occur too late for


inclusion in this report. Detailed information about dropout ratesand graduation rates can be found on the DataQuest Web pageat http://dq.cde.ca.gov/dataquest/.

Dropout & Graduation Rates (Four-Year Cohort Rate)

NHS13-14 14-15 15-16

Dropout Rate 2.1% 1.9% 1.6%

Graduation Rate 97.1% 97.3% 98.0%

CNUSD13-14 14-15 15-16

Dropout Rate 4.3% 4.1% 2.6%


California13-14 14-15 15-16

Dropout Rate 11.5% 10.7% 9.7%


Graduation RequirementsStudents must accumulate 220 course credits and earn apassing grade in Integrated Math 1 to receive a high schooldiploma from Norco High School. Alternative methods ofacquiring a diploma are available through the continuationschool, adult school, and alternative school for those studentswho have been unsuccessful in a high school environment orhave exhausted their opportunities to remain at Norco HighSchool. The following table illustrates the percentage of studentsgraduating from Norco High School who have met districtgraduation requirements.

Completion of High School Graduation RequirementsGraduating Class of 2016

Group NHS CNUSD StateAll Students 97.65% 93.06% 87.11%

African-Amer. 75.00% 94.75% 79.19%

Amer. Indian or AlaskanNative

100.00% 100.00% 80.17%

Asian 93.33% 100.00% 94.42%

Filipino 100.00% 96.75% 93.76%

Hisp. or Latino 98.04% 90.59% 84.58%

Pacific Islander 100.00% 86.36% 86.57%

Caucasian 98.81% 94.80% 90.99%

Multi-Racial 100.00% 89.80% 90.59%

English Learners 80.00% 65.95% 55.44%

SocioeconomicallyDisadvantaged

98.31% 91.28% 85.45%

Students with Disabilities 92.98% 80.63% 63.90%

Curriculum & Instruction

Staff DevelopmentAll training and curriculum development activities at Norco HighSchool revolve around the California State Standards. During the2016-17 school year, Norco High School held staff developmenttraining devoted to:

• AVID Strategies• Best Practices• Common Core State Standards• CTE Development• Data Analysis• Expository Reading and Writing Intervention• Instructional Leadership Team• Professional Learning Communities (PLC)• Sheltered Instructional Observations Protocol (SIOP)

Decisions concerning selection of staff development activitiesare performed by all staff using tools such as teacher input anddata analysis to determine the areas in which additional teachertraining may enhance classroom instruction and increase studentachievement levels. Norco High School supports ongoingprofessional growth throughout the year during ProfessionalCollaboration Time (PCT) on late start Wednesdays. Teachersmeet in both grade level and department level teams to conductdata analysis to identify areas of need. Teaching staff areprovided the opportunity to participate in district-sponsored staffdevelopment workshops or training session as 1) a supplementto site-based staff development, 2) for reinforcement of orfollow-up on previous training, or 3) follow-up training for newlyimplemented programs/curricula.

During the 2016-17 school year, Norco High School's teachershad the opportunity to attend the following events hosted by theCorona-Norco Unified School District:

• 21st Century Learning Design: SAMR• Active Shooter• Benchmark Planning• AP Euro Pilot Teacher Training• AP Physics Collaboration• AP Science Collaboration• Application of Instructional Shifts in Lesson Design• Assessment Building• Autism CPI Training• Advancement Via Individual Determination Training• Blended Learning• BreathTaking Mindfulness• Canvas Training• California Alternative Assessment Training• Evidence Based Practices• World Language Training• Positive Behavior Intervention and Support (PBIS)• Close Reading• Classroom Management Skills• Digital Citizenship• Dual Language Immersion• Educational Technology Training• ELD Textbook Adoption• Engaging in Challenging Conversations• AP Spanish Language Curriculum• ERWC Writing• Integrated Math 1, 2 & Math 3• ERWC Diagnostic Assessment Scoring and Calibration• Introduction to Restorative Practices• Math Training• Next Generation Science Standards (NGSS)• Number Talks• SBAC Boot Camp• SchoolMessenger• Shelter Instruction Observation Protocol (SIOP)• Step Up to Writing• Social Studies• Writing for the 21st Century Student

Norco High School offers support to new and veteran teachersthrough peer coaching and mentoring. Instructional aides areprovided targeted training focused on teaching strategies andcurriculum content. Substitute teachers are invited to participatein designated staff development activities. All staff areencouraged to attend professional workshops and conferences.Classified support staff receive job-related training fromdepartment supervisors and district representatives.


Staff Development DaysThree-Year Trend

2014-15 2015-16 2016-173 5 2

Instructional MaterialsAll textbooks used in the core curriculum at Norco High Schoolare aligned to the California State Standards. Standards-basedinstructional materials are approved by the district's Board ofEducation following district review of the materials to ensure theiralignment with state content standards as required by CCR, Title5, Section 9531.

On Tuesday, August 15, 2017, the Corona-Norco Unified SchoolDistrict's Board of Education held a public hearing to certify theextent to which textbooks and instructional materials have beenprovided to students. The Board of Education adoptedResolution No. 46 which certifies as required by Education Code§60119 (1) that textbooks and instructional materials wereprovided to all students, including English learners, in the districtto the extent that each pupil has a textbook or instructionalmaterials, or both, to use in class and to take home, (2) sufficienttextbooks and instructional materials were provided to eachstudent, including English learners, that are aligned to theacademic content standards and consistent with the cycles andcontent of the curriculum frameworks in math, science,history-social science, and English/language arts, (3) sufficienttextbooks or instructional materials were provided to each pupilenrolled in foreign language or health classes, and (4) sufficientlaboratory science equipment was available for sciencelaboratory classes offered in grades 9-12 inclusive.

In addition to core subject areas, districts are required to disclosein their SARCs the sufficiency of instructional materials used fortheir visual/performing arts curricula. During the 2017-18 schoolyear, Corona-Norco Unified School District provided eachstudent, including English learners, enrolled in avisual/performing arts class with a textbook or instructionalmaterials to use in class and to take home. These materialscomplied with the state's content standards and curriculumframeworks.

Textbooks

Adoption Year Publisher & SeriesPupils Lacking

TextbooksEnglish Language Arts

2008 Bedford Fremont and Worth, The Languageof Composition: Reading, Writing, RhetoricStudent

0 %

2004 Cengage Learning, High Point 0 %2007 McGraw Hill-Wright Group, Achieving English

Language Arts Success in California0 %

2008 National Geographic / Hampton Brown, EDGE

0 %

2017 Pearson, myPerspectives 0 %2008 Peoples Education, Measuring UP 0 %1997 Prentice Hall, AP Literature and Composition 0 %2002 Prentice Hall, Timeless Voices, Timeless

Themes The British Tradition0 %

Foreign Languages2012 Cheng & Tsui Company, Beyond the Basics:

Integrated Chinese0 %

2010 Cheng & Tsui Company, Integrated ChineseLevel 1

0 %

2011 Cheng & Tsui Company, Integrated ChineseLevel 2

0 %

2002 EMC Paradigm, C'est A Toi! Levels 1, 2 & 3 0 %2002 Holt, Kaleidoskop 0 %2002 Holt, Komm Mit! Levels 1, 2 & 3 0 %2003 Holt, Ven Conmigo! Level 1, 2 & 3 0 %

2013 Houghton Mifflin Harcourt, Bowen, Abriendopuertas: Ampliando perspectivas

0 %

2013 Pearson, Abriendo Paso (AP Spanish) 0 %2013 Pearson, Abriendo Paso, Gramatica 0 %2013 Pearson, Abriendo Paso, Temas y lecturas 0 %2013 Prentice Hall, Allons Au Dela 0 %2002 Prentice Hall, Sendas Literarias 1 & 2 0 %2016 Vista Higher Learning, Imagina 3e 0 %

Health2006 Glencoe, Foundation of Personal Fitness 0 %2008 Holt, Lifetime Health 0 %

History-Social Science2010 Bedford/St. Martin's, Ethics for Modern Life 0 %2016 Cengage Learning, Western Civilization:

Since 1300 (AP Edition)0 %

2006 Glencoe/McGraw-Hill, The American Vision:Modern Times

0 %

2006 Glencoe/McGraw-Hill, World History: ModernTimes

0 %

2006 McDougal Littell, California Edition, WorldGeography

0 %

2006 McDougal Littell, Modern World History:Patterns of Interaction

0 %

2010 McDougal Littell, World Geography 0 %2007 McGraw Hill, Bentley, Traditions &

Encounters: A Global Perspective on thePast

0 %

2015 McGraw Hill, McConnell AP Economics 0 %2015 MPS Bedford/St. Martin, America's History

for the AP Course0 %

2017 Pearson, Human Geography (AP Course) 0 %2006 Pearson Prentice Hall, Economics Principles

in Action0 %

2006 Pearson Prentice Hall, Magruder's AmericanGovernment

0 %

2006 Prentice Hall-Longman, AmericanGovernment Continuity & Change (APCourse)

0 %

2006 VHPS, Psychology 1A-1B 0 %Mathematics

2008 Haese and Harris Publictions, Mathematicsfor the International Student: Mathematics HL(Core), 2nd Edition

0 %

2008 HOLT Thompson Learning, Calculus-SingleVariable with Vector Functions

0 %

2008 HOLT Thompson Learning, Precalculus:Mathematics for Calculus

0 %

2008 Math Teachers Press, Math StandardMastery

0 %

2008 McDougal Littell, Algebra 1 0 %2008 McDougal Littell, Geometry 0 %2008 McDougal Littell, PreCalculus with Limits, A

Graphing Approach0 %

2007 Peoples Education, Measuring UP 0 %2008 Prentice Hall, Algebra 2 0 %2008 Prentice Hall, Calculus: Graphical,

Numerical, Algebraic0 %

2008 Prentice Hall, CME Integrated Math I, II & III 0 %2008 Prentice Hall, Elementary Statistics Picturing

the Wolrd0 %

2008 Prentice Hall, Stats: Modeling the World 0 %2008 Prentice Hall, Trigonometry 0 %2012 VHPS-Bedford Fremont Worth Publishing,

Statistical Reasoning in Sports0 %

Science2007 Glencoe, Integrated Principles of Zoology 0 %2007 Glencoe, Physics: Principles and Problems 0 %2007 Holt, Chemistry 0 %2007 Holt, Earth Science 0 %2007 Holt, Modern Biology 0 %2007 Holt, Modern Chemistry 0 %2007 HOLT Thompson Learning, Astronomy 0 %


2007 HOLT Thompson Learning, Living in theEnvironment: Principles, Connections, andSolutions

0 %

2007 HOLT Thompson Learning, Physics forScientists/Engineers

0 %

2015 Pearson, Chemistry: The Central Science 0 %2011 Pearson, Environmental Science: Your

World, Your Turn0 %

2007 Prentice Hall, Biology, California Edition 0 %2014 Prentice Hall, Campbell: Biology in Focus

(AP Edition)0 %

2015 Prentice Hall, College Physics: A StrategicApproach

0 %

2007 Prentice Hall, Essentials of Oceanography 0 %2007 Prentice Hall, Fundamental of Anatomy &

Physiology0 %

2014 Prentice Hall, Higher Level Biology 0 %Science Laboratory Equipment 0 %

College Preparation & Work Readiness

College Preparation CoursesStudents are encouraged to take required courses if they plan onattending a four-year college or university. The adjacent tableillustrates the proportion of courses taken and successfullycompleted in relation to the number of course enrollments (sumof total enrollment in all classes).

Admission Requirements for California Public Universities

University of CaliforniaAdmission requirements for the University of California (UC)follow guidelines set forth in the Master Plan, which requires thatthe top one-eighth of the state's high school graduates, as wellas those transfer students who have successfully completedspecified college work, be eligible for admission to the UC.These requirements are designed to ensure that all eligiblestudents are adequately prepared for University-level work. Forgeneral admission requirements please visit the University ofCalifornia Website athttp://www.universityofcalifornia.edu/admissions/general.html.

California State UniversityAdmission requirements for the California State University (CSU)use three factors to determine eligibility. They are specific highschool courses; grades in specified courses, and test scores;and graduation from high school. Some campuses have higherstandards for particular majors or students who live outside thelocal campus area. Because of the number of students whoapply, a few campuses have higher standards (supplementaryadmission criteria) for all applicants. Most CSU campuses utilizelocal admission guarantee policies for students who graduate ortransfer from high schools and colleges that are historicallyserved by a CSU campus in that region. For general admissionsrequirements, please visit the California State University Websiteat http://www.calstate.edu/admission/.

Courses for UC/CSU Admission

%2016-17 Students enrolled in courses required for UC/CSUadmission

97.6

2015-16 Graduates who completed all courses required forUC/CSU admission

49.3

Advanced PlacementIn 2016-17, Norco High School offered advanced placementcourses for those students seeking to qualify for college credit.Sophomores, juniors, and seniors achieving a score of three,four, or five on the final AP exams qualify for college credit atmost of the nation's colleges.

Number of Advanced Placement Courses Offered2016-17

No. of CoursesOffered*

% of Studentsin AP Courses

Computer Science 1 N/A

English 0 N/A

Fine and Performing Arts 1 N/A

Foreign Language 3 N/A

Mathematics 3 N/A

Science 4 N/A

Social Science 4 N/A

All Courses 16 25.6

Note: Cells with N/A values do not require data.* Where there are student course enrollments of at least one student.

Workforce PreparationStudents in grades nine through twelve receive counseling fromschool personnel regarding career paths and courses of study.During their freshman year, students meet with the CareerCenter advisor to discuss their four-year academic plan and areintroduced to Norco High School's technical and careereducation programs; the Career Center advisor meets at leastonce a year with each student to follow-up on their progress inmeeting graduation requirements and career objectives. Allcareer and technical education (CTE) courses comply withstate-adopted content standards and are integrated into thestudent's four-year academic plan as elective courses. NorcoHigh School offers the following programs that promoteleadership, develop job-related skills, provide on-the-jobexperience, and increase interest in school:

• Work Experience• Workability• Career Pathways• California Colleges

Individual student assessment of work readiness skills takesplace through:

• End of course exams• Completion of course-required projects• On-the-job observation• Classroom observation• Receipt of skills certifications in industry standard

Work experience students are partnered with local communityorganizations that provide on-the-job training and mentoring forstudents 16 years of age or older. Work experience studentsreceive guidance and supervision designed to ensure maximumeducational benefit from part-time job placement. For moreinformation, students should contact the Career Center advisor.

Workability provides work experience opportunities outside theschool day that meet the students' interests and aptitudes whileproviding real-world job experience prior to graduation. Theprogram is available to all students with disabilities who have anIndividualized Education Plan.

California Colleges is an online, interactive career resource thatprovides students with interest inventories, matches studentswith careers they might find interesting, and provides college andcareer planning tools that integrate the 15 California CareerTechnical Education industry sectors. Centennial High Schoolstudents create individual Learning Plans and complete onlineportfolios demonstrating college and career readiness.

During the 2016-17 school year, Norco High School offered thefollowing career technical education programs as electivecourses:


• Agriculture Mechanics Pathway• Agriculture Science Pathway• Architectural Design Pathway• Cabinet Making and Wood Products Pathway• Engineering Design Pathway• Machining and Forming Technologies Pathway• Ornamental Horticulture Pathway• CTE Sports Medicine

Norco High School receives funds from the Carl D. PerkinsVocational and Technical Education Act (Perkins). This grantenables Norco High School to provide its students with theacademic and technical skills needed to succeed in aknowledge- and skills-based economy and helps provideprograms that prepare students for both postsecondaryeducation and the careers of their choice. CTE table in thisreport shows the total number of students participating in thedistrict's CTE courses and regional occupational programs andprogram completion rates. For more information on careertechnical programs, ROP, workability, partnership academies,and work experience, contact the Career Center advisor or visitthe state's career technical website athttp://www.cde.ca.gov/ci/ct/.

Professional Staff

Counseling & Support StaffNorco High School provides professional, highly qualified staffthat provide additional services and support centered on thewhole student academically, physically, and mentally. TheCounseling and Support Services table in this report illustratesthe availability of non-instructional support staff to Norco HighSchool's students. Full-time equivalent (FTE) is a standardmeasurement used to identify an employee's regular work loadon a weekly basis. For example, an FTE of 1.0 designates afull-time position and the employee is on campus and availableall day every day of the week; an FTE of 0.5 indicates that thestaff member is available and on campus a portion (50%) of theweek.

Counselors & Support Personnel(Nonteaching Professional Staff)

2016-17

No. ofStaff FTE

Academic Counselor 6 6.0

Security Personnel 7 6.5

Health Clerk(s) 1 1.0

Library Media Technician(s) 1 1.0

Nurse(s) 1 *

Psychologist(s) 1 0.5

Speech & Language Pathologist(s) 1 0.3Counselor-to-Student Ratio: 1:347

* as neededNote: One Full Time Equivalent (FTE) equals one staff member working full time;one FTE could also represent two staff members who each work 50% of full time.

Teacher AssignmentDuring the 2016-17 school year, Norco High School had 98teachers who met all credential requirements in accordance withstate guidelines. The chart below identifies the number ofteachers at both the school and district who are 1) fullycredentialed; 2) without full credentials; 3) teaching outsidesubject area of competence; 4) misassignments for Englishlearners; 5) total teacher misassignments; and 6) vacant teacherpositions. The term "misassignments" refers to the number ofpositions filled by teachers who lack legal authorization to teachthat grade level, subject area, student group, etc.

Teacher Credentials & Assignments

NHS CNUSD15-16 16-17 17-18 17-18

Total Teachers 100 98 94 2272

Teachers with full credentials 100 98 94 2272

Teachers without full credentials 0 0 0 0

Teachers teaching outsidesubject area of competence(with full credential)

9 9 0 0

Teacher misassignments forEnglish learners

0 0 0 0

Total teacher misassignments 0 0 0 0

Vacant teacher positions 0 0 0 0

Note: “Misassignments” refers to the number of positions filled by teachers wholack legal authorization to teach that grade level, subject area, student group, etc.

*Total teacher misassignments includes the number of misassignments of teachersof English learners.

District Expenditures

Salary & Budget ComparisonState law requires comparative salary and budget information tobe reported to the general public. For comparison purposes, theState Department of Education has provided average salary datafrom school districts having similar average daily attendancethroughout the state. (Note: 2015-16 salary comparison data wasthe most recent data available at the time this report waspublished.)

Teacher and Administrative Salaries2015-16

CNUSD

State Average ofDistricts in Same

CategoryBeginning Teacher Salary $61,018 $47,808Mid-Range Teacher Salary $92,697 $73,555Highest Teacher Salary $114,075 $95,850Superintendent Salary $342,244 $264,457Average Principal Salaries:

High School $136,331 $138,175Percentage of Budget:

Teacher Salaries 44% 35%Administrative Salaries 5% 5%

For detailed information on salaries, see the CDE Certificated Salaries & BenefitsWeb page at http://www.cde.ca.gov/ds/fd/cs/.

Expenditures Per StudentFor the 2015-16 school year, Corona-Norco Unified SchoolDistrict spent an average of $9,901 of total general funds toeducate each student (based on 2015-16 audited financialstatements and in accordance with calculations defined inEducation Code §41372). The table in this report 1) comparesthe school's per pupil expenditures from unrestricted (basic) andrestricted (supplemental) sources with other schools in thedistrict and throughout the state, and 2) compares the averageteacher salary at the school site with average teacher salaries atthe district and state levels. Detailed information regardingsalaries can be found at the CDE website atwww.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (Thefigures shown in the table below reflect the direct cost ofeducational services, per ADA, excluding food services, facilitiesacquisition and construction, and certain other expenditures.)

In addition to general fund state funding, Corona-Norco UnifiedSchool District receives state and federal categorical funding forspecial programs. For the 2015-16 school year, the districtreceived categorical, special education, and support programsfunds for:


• After School Education & Safety (ASES)• Agricultural Career Technical Education Incentive• California Career Pathways Trust• California Clean Energy Jobs Act• Department of Rehabilitation• Education Protection Account• Lottery: Instructional Materials• Medi-Cal Billing Option• Other ARRA Programs• Other Federal Funds• Special Education• State Lottery• STRS On-Behalf Pension Contributions• Teacher Recruitment/Incentives• Title I• Title II• Title III• Tobacco-Use Prevention Education• Vocational Programs

Expenditures Per Pupil and School Site Teacher Salaries2015-16

Dollars Spent per Student

NHS CNUSD

% Diff.School &

Dist.

State Avg.,Dist. Same

Size &Type

% Diff.School &

StateTotal** $8,730 N/A N/A N/A N/ARestricted $1,516 N/A N/A N/A N/AUnrestricted $7,214 $6,293 114.64 $6,574 109.74AverageTeacher Salary

$96,546 $95,613 100.98 $79,228 121.86

Note: Cells with N/A values do not require data.

SARC DataDataQuestDataQuest is an online data tool located athttp://dq.cde.ca.gov/dataquest/ that contains additionalinformation about Norco High School and comparisons of theschool to the district, the county, and the state. DataQuestprovides reports for school accountability, including but notlimited to, CAASPP results, Physical Fitness results,Suspensions and Expulsions, Dropout & Graduation Rates,enrollment, and staffing statistics.

Public Internet Access LocationParents may access Norco High School's SARC and access theinternet at any of the county's public libraries. The closest publiclibrary to Norco High School is Norco Branch Library, a branch ofRiverside County Library System.

Address: 3954 Old Hamner, NorcoPhone Number: (951) 735-5329WebSite: http://rivlib.comNumber of Computers Available: 6

DisclosureThe statistical information disclosed in this report is obtainedfrom the California Department of Education and theCorona-Norco Unified School District. At the time of publication,this report met all SARC-related state and federal requirements,using the most current data available. Data to prepare theinstructional materials section were acquired in November 2017. Data to prepare the school facilities section were acquired inDecember 2017.

Documents

Norco High School - Corona-Norco Unified School · PDF fileNorco High School 1 2014-15 School Accountability Report Card ... website . ... Filipino 8 1.5 -- --