School Accountability Report Card - Credo High … High SARC... · School Accountability Report Card ... School Name Credo High Street 1290 Southwest Blvd. City, State, Zip Rohnert

Credo High

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Mr. Chip Romer, Executive DirectorPrincipal, Credo High

In 2015-16 Credo High School is in its fifth year of offering a public, Waldorf, college-prep program for all students. Inaddit ion to rigorous academics meeting the University of California admission requirements, all students study four years ofart, music and sustainability educat ion. Credo is accredited by the Western Associat ion of Schools and Sciences (WASC)and attained an API score of 853. Core academic courses are approved by the University of California. In the 2014-15school year, Credo graduated its first twelfth grade class. Please visit www.credohigh.org for more information.

Credo High1290 Southwest Blvd.Rohnert Park, CA 94928-5636

Phone: 707-996-0600E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

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

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

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

mailto:[email protected]

Last updated: 2/1/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Cotat i-Rohnert Park Unified

Phone Number (707) 792-4722

Superintendent Robert Haley

E-mail Address [email protected]

Web Site www.crpusd.org

School Contact Information - Most Recent Year

School Name Credo High

Street 1290 Southwest Blvd.

City, State, Zip Rohnert Park, Ca, 94928-5636

Phone Number 707-996-0600

Principal Mr. Chip Romer, Execut ive Director

E-mail Address [email protected]

Web Site www.credohigh.org

County-District-School (CDS) Code

49738820123786

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Credo High School is a public charter school that calls on the proven principles of Waldorf educat ion to deliver a rigorous college-prep program that advancescrit ical thinking, creat ivity, responsibility, and init iat ive in public school students. We help students develop the capacit ies, compassion and values to becomeeffect ive leaders ready to address tomorrow ’s challenges. Credo is a public high school that gives more, that asks for more, and that prepares its students toachieve more.

Our mission is to offer a college preparatory high school program that: cont inues the educat ion of graduates of the North ay's Alliance for Public WaldorfEducat ion grade schools; is committed to the core principles of public Waldorf educat ion; and teaches and models social, environmental, agricultural, economic andpersonal sustainability.

Founded in 2011 to complete the K-8 educat ion offered by our region’s six exemplary Waldorf charter schools, Credo is raising the bar for public high schools inSonoma County—and establishing a replicable new model for public high schools nat ionwide.

The Waldorf High School curriculum has a powerful track record of preparing students for college and beyond. Now, at Credo High, this opportunity is available forthe first t ime to North Bay public school students.

Credo intends that one hundred percent of graduates w ill meet A-G qualificat ions to apply to the University of California.

A full offering of fine and pract ical arts—including media arts, draw ing, printmaking, paint ing and sculpt ing—and of pract ical skills—such as financial literacy,basic carpentry, blacksmithing, farming and food literacy—complements our rigorous academics.

All students study music and world language (Spanish or Mandarin) for all four years.

A core value around sustainability teaches students to be responsible stewards of the earth.

A rich social-emotional curriculum teaches all students to communicate, collaborate, resolve conflict , build consensus and support one another.

2014-15 SARC - Credo High

Page 2 of 34


www.crpusd.org


www.credohigh.org



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

Grade Level Number of Students

Grade 9 40

Grade 10 36

Grade 11 27

Grade 12 29

Total Enrollment 132

Grade 9 Grade 10 Grade 11 Grade 120

5

10

15

20

25

30

35

40

45

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 4.7 %

American Indian or Alaska Nat ive 3.1 %

Asian 1.5 %

Filipino 1.0 %

Hispanic or Lat ino 20.0 %

Native Hawaiian or Pacific Islander 0.0 %

White 69.8 %

Two or More Races 4.3 %

Socioeconomically Disadvantaged 28.0 %

English Learners 0.0 %

Students w ith Disabilit ies 1.0 %

Foster Youth 0.0 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

4%3%1%1%

20%

69%

4%

28%

1%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 14 15

Without Full Credent ial 3 4

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 1

2013-14 2014-15 2015-160.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 4 of 34

Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 99.0% 1.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

98.0% 2.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?Percent Students Lacking

Own Assigned Copy

Reading/LanguageArts Credo uses primary sources and not textbooks in ELA classes. All students have access

to assignments and source material.

0.0 %

MathematicsAlgebra I: Algebra 1, 2001 Edit ion McDougal Lit tell

Algebra II: Algebra 2, 2001 Edit ion McDougal Lit tell

Geometry: Geometry 2001 Edit ion McDougal Lit tell

Supplemental Instructional Materials:

Finding the Path: Themes and Methods for Teaching of Mathematics in a WaldorfSchool

Interact ive Mathematics Program by Dan Fendel

Pre-Calculus: Precalculus: An Invest igat ion of Funct ions, Edit ion 1.4

MyOpenMath.com

Calculus: Calculus: Single Variable w ith Vector Funct ions First Edit ion 2007

Supplemental Instructional Materials:

Interact ive Mathematics Program: "Small World" Unit , year 3

Calculus Made Easy, Second Edit ion Sylvanus P. Thompson; McMillan

Finding the Path Bingt Ulin; AWSNA Publicat ions 1991

0.0 %

ScienceScience teachers at Credo use primary sources and not textbooks. All students have

access to assignments and source material.

0.0 %

History-SocialScience History teachers at Credo use primary sources and not textbooks. All students have


0.0 %

Foreign LanguageSpanish teachers at Credo use primary sources and not textbooks. All students have


0.0 %

HealthHealth teachers at Credo use primary sources and not textbooks. All students have


0.0 %

Visual andPerforming Arts Visual and performing arts teachers at Credo use primary sources and not textbooks. All

students have access to assignments and source material.

0.0 %


Page 5 of 34


Science Lab Eqpmt(Grades 9-12) Lab science teachers at Credo use primary sources and not textbooks. All students have


0.0 %2014-15 SARC - Credo High

Page 6 of 34



School Facility Good Repair Status - Most Recent YearYear and month in which data were collected:

Overall Facility Rate - Most Recent YearYear and month in which data were collected:

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Credo High School is inspected on a yearly basis by the governing fire and health agencies, as well as the school’s insurance carriers. When improvements arenoted, they are quickly addressed by the maintenance staff. Credo High is serviced and maintained by on-site custodial staff, as well as supported by the DistrictMaintenance and Operat ions Dept. Handicap accessibility needs and improvements are cont inually reviewed.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


Page 7 of 34


B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

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 forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

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

School District State

English Language Arts / Literacy (grades 3-8 and 11) 56.0% 40.0% 44.0%

Mathematics (grades 3-8 and 11) 44.0% 29.0% 33.0%


Page 8 of 34


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 stat ist icalaccuracy 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 tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA)

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

ELA - Grade 3ELA - Grade 3

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --

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

American Indian or Alaska Nat ive -- -- -- -- -- -- --

Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --

Hispanic or Lat ino -- -- -- -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- -- -- -- --

White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --

Socioeconomically Disadvantaged -- -- -- -- -- -- --

English Learners -- -- -- -- -- -- --

Students w ith Disabilit ies -- -- -- -- -- -- --

Students Receiving MigrantEducat ion Services

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

Foster Youth -- -- -- -- -- -- --


Page 9 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 10 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 11 of 34





ELA- ELA- Grade 6Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 12 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 13 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 14 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 31 27 87.1% 22.0% 19.0% 37.0% 19.0%

Male 31 16 51.6% 31.0% 13.0% 44.0% 13.0%

Female 31 11 35.5% 9.0% 27.0% 27.0% 27.0%

Black or African American 31 1 3.2% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 31 4 12.9% -- -- -- --

Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 31 17 54.8% 29.0% 6.0% 47.0% 12.0%

Two or More Races 31 1 3.2% -- -- -- --

Socioeconomically Disadvantaged 31 7 22.6% -- -- -- --

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 31 1 3.2% -- -- -- --


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 15 of 34





CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics

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

Mathematics - Grade 3Mathematics - Grade 3

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 16 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 17 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 18 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 19 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 20 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





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

Foster Youth -- -- -- -- -- -- --


Page 21 of 34






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 31 27 87.1% 44.0% 11.0% 37.0% 7.0%

Male 31 16 51.6% 38.0% 19.0% 38.0% 6.0%

Female 31 11 35.5% 55.0% 0.0% 36.0% 9.0%

Black or African American 31 1 3.2% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 31 4 12.9% -- -- -- --

Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 31 17 54.8% 35.0% 18.0% 35.0% 12.0%

Two or More Races 31 1 3.2% -- -- -- --

Socioeconomically Disadvantaged 31 7 22.6% -- -- -- --

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 31 1 3.2% -- -- -- --


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 22 of 34



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 stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

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

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 stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia 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) -- 84.0% 76.0% 53.0% 54.0% 53.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 53.0%

All Students at the School 76.0%

Male 89.0%

Female 65.0%

Black or African American --

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino --

Nat ive Hawaiian or Pacific Islander --

White 77.0%

Two or More Races --

Socioeconomically Disadvantaged 71.0%

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


Page 23 of 34



Career Technical Education Programs (School Year 2014-15)Career Technical Education Programs (School Year 2014-15)

All Credo students are on a college-preparatory track.

Career Technical Education Participation (School Year 2014-15)Career Technical Education Participation (School Year 2014-15)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 0.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%

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

UC/CSU Course Measure Percent

2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 100.0%

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 96.0%


Page 24 of 34



State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion


California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)

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 80.0% 79.0% 81.0% 62.0% 29.0% 32.0% 57.0% 56.0% 58.0%

Mathematics 63.0% 69.0% 58.0% 62.0% 30.0% 29.0% 60.0% 62.0% 59.0%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

80

90

Mathematics Percent of Students Scoring at Proficient or Advanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

80


Page 25 of 34




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 forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 42.0% 30.0% 28.0% 47.0% 36.0% 17.0%

All Students at the School 19.0% 33.0% 47.0% 42.0% 39.0% 18.0%

Male 16.0% 32.0% 53.0% 47.0% 26.0% 26.0%

Female 24.0% 35.0% 41.0% 37.0% 53.0% 11.0%

Black or African American 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Nat ive 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Native Hawaiian or Pacific Islander 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

White 21.0% 36.0% 43.0% 38.0% 41.0% 21.0%

Two or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

English Learners 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students Receiving Migrant Educat ionServices

0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

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


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Credo High School pract ices open communicat ion w ith our parents, community members, business and civic leaders. To achieve this goal we invite parents andcommunity members to serve on our Board of Directors and administrat ive committees, and to part icipate in numerous enrichment and informational eventsthroughout the school year. Parents are also act ively involved in attending many of our co-curricular and extra-curricular act ivit ies, including concerts, Club Credo,plays and musical product ions. Our Parent Ambassadors program is act ively involved in creat ing and support ing student culture. Parent Ambassadors alsopart icipate in open houses and outreach events. Credo welcomes parents and community members to visit our school in order to observe the quality ofinstruct ion offered in the classrooms.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


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

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 13.1% 11.4% 11.5%

Graduat ion Rate 0.00 0.00 0.00 79.20 83.70 80.60 78.87 80.44 80.95

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


Page 27 of 34

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2014


All Students -- 81 84

Black or African American -- 100 76

American Indian or Alaska Nat ive -- 83 78

Asian -- 104 92

Filipino -- 91 96

Hispanic or Lat ino -- 80 81

Native Hawaiian or Pacific Islander -- 133 83

White -- 91 89

Two or More Races -- 80 82

Socioeconomically Disadvantaged -- 74 81

English Learners -- 30 50

Students w ith Disabilit ies -- 72 61

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 0.0 3.7 5.7 5.9 7.3 5.5 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.4 0.1 0.2 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

1

2

3

4

5

6

7

8School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45School Expulsions

District Expulsions

State Expulsions

The site-w ide school safety plan is reviewed and updated regularly. Emergency drills, including fire and lock-down drills, are held regularly. Staff includes a director,educat ion director, fifteen cert ificated faculty members, four clerical support staff, six part-t ime instruct ional assistants and one maintenance supervisor. Theschool establishes clear expectat ions for student behavior and communicates its expectat ions to each student and parents at the t ime that the student enrolls inthe school. Harassing or int imidat ing behaviors are not permitted at the school. Staff maintains a careful watch over student behavior. Due to the small size of thestudent body, staff members are well-acquainted w ith the students and are able to intervene on and address problematic behavior when it occurs. Counselingservices are offered to students on an as needed basis. Referrals to outside agencies are made as needed. Rohnert Park Public Safety is always available asneeded.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

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

AYP Criteria School District State

Made AYP Overall Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

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

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2010-2011

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 3

Percent of Schools Current ly in Program Improvement N/A 100.0%

2012-13 2013-14 2014-15

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other


Page 30 of 34




* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2014-15)

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

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 24.0 3 1 2 32.0 0 1 1 33.0 0 2 2

Mathematics 25.0 3 1 0 32.0 4 33.0 2 2 2

Science 30.0 0 8 0 32.0 2 33.0 0 2 2

Social Science 25.0 0 8 0 32.0 1 33.0 0 2 2

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 1.5 88.0

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

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist 0.2 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.1 N/A

Resource Specialist (non-teaching) 0.6 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $9676.0 $1874.0 $7802.0 $46970.0

District N/A N/A $0.0 $57823.0

Percent Difference – School Site andDistrict

N/A N/A -- -0.2%

State N/A N/A $5348.0 $69257.0

Percent Difference – School Site and State N/A N/A -- --


Page 31 of 34


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

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

Credo provides sutdents support services for all students, including:

Two Administrators

Student Success Team and 504 Coordinator

Speech and Language Pathologist

Special Educat ion Coordinator and Resource Specialist

School Psychologist

Academic Mentoring

After School Tutoring

Student Leadership Advisors

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $38,779 $42,315

Mid-Range Teacher Salary $54,890 $66,451

Highest Teacher Salary $71,726 $85,603

Average Principal Salary (Elementary) $95,431 $105,079

Average Principal Salary (Middle) $97,898 $111,005

Average Principal Salary (High) $103,728 $121,310

Superintendent Salary $145,000 $189,899

Percent of Budget for Teacher Salaries 34.0% 39.0%

Percent of Budget for Administrat ive Salaries 5.0% 6.0%

Teacher Salary Chart

80000

Principal Salary Chart

120000


Page 32 of 34

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


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000


Page 33 of 34




*Where there are student course enrollments.

Note : AP means Advanced Placement.

Professional Development – Most Recent Three Years

Advanced Placement Courses (School Year 2014-15)Advanced Placement Courses (School Year 2014-15)

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

Computer Science N/A

English N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics N/A

Science N/A

Social Science N/A

All Courses --

Credo teachers spend ten days annually in staff development and, in addit ion, spend two hours weekly in professional development. The foci of staff trainings andeducat ion is student achievement. Student achievement data form standardized test ing, school grading rubrics and qualitat ive teacher reports are all reviewed toensure appropriate teacher support and educat ion is offered. Teachers are observed in class and mentored by Credo's Educat ion Director.


Page 34 of 34

Documents

School Accountability Report Card - Credo High … High SARC... · School Accountability Report Card ... School Name Credo High Street 1290 Southwest Blvd. City, State, Zip Rohnert