Upland High School - School Accountability Report …sarconline.org/SarcPdfs/8/36750693637584.pdf · 2017-01-30 · Upland High School prepares and inspires all students academically

2015-16 School Accountability Report Card for Upland High School Page 1 of 10

Upland High School

565 W. 11th Street • Upland, CA 91785 • 909-949-7880 • Grades 9-12 Pamela Salgado, Principal

[email protected] uplandhigh.schoolloop.com

2015-16 School Accountability Report Card

Published During the 2016-17 School Year

----

----

Upland Unified School District 390 North Euclid Ave.

Upland, CA 91786 (909) 985-1864

www.uplandusd.org

District Governing Board

Linda Angona, President

Wes Fifield, Vice-President

Michael J. Varela, Clerk

P. Joseph Lenz, Member

Jack Young, Member

District Administration

Nancy Kelly, Ed.D. Superintendent

Ellen Lugo Assistant Superintendent,

Elementary Education

Alex Ruvalcaba Assistant Superintendent,

Secondary Education

Donnie Salamanca Assistant Superintendent, Business

Services

Camille Johnson Assistant Superintendent, Human

Resources

-------- School Description Upland High School has something for everyone. From rigorous academics, an award winning visual and performing arts program, to a strong athletic program, our students have opportunities to excel in all aspects of their high school experience. Our programs demonstrate our commitment to serve all of our students. Our educational programs include robust Advanced Placement courses, Health, Engineering, and Video Production pathways, the AVID program, a special education inclusion model, Career Technical Education courses, and APEX online classes. Through these programs, our primary focus is to assure that our students are career and college ready. Our school is a safe and friendly place for students to learn. Student safety and school climate are always a primary concern and our staff has worked to provide numerous programs that foster positive self expression, self discovery, and mutual respect that are at the foundation of school safety. Our staff, students, and families are proud of the work we do and the achievements of our students. Our three year goals are: Provide every student with a feeling of connectedness with someone or something on campus Increase the A-G graduation rate to 55% Improve communication internally and externally Develop and implement a Comprehensive Guidance Program Ensure awareness and implementation of the new state standards Upland High School prepares and inspires all students academically and socially to be responsible and productive members of a changing global society.


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

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 9 894

Grade 10 826

Grade 11 855

Grade 12 816

Total Enrollment 3,391

2015-16 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 9.4

American Indian or Alaska Native 0.5

Asian 5.4

Filipino 2.1

Hispanic or Latino 54.6

Native Hawaiian or Pacific Islander 0.6

White 25.2

Two or More Races 2.1

Socioeconomically Disadvantaged 51.8

English Learners 7.9

Students with Disabilities 12.4

Foster Youth 0.4

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully

credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.

Teacher Credentials

Upland High School 14-15 15-16 16-17

With Full Credential 136 137 141

Without Full Credential 2 4 1

Teaching Outside Subject Area of Competence 0 0 0

Upland Unified School District 14-15 15-16 16-17

With Full Credential ♦ ♦ 495

Without Full Credential ♦ ♦ 15

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School


Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 99.8 0.2

Districtwide

All Schools 99.9 0.1

High-Poverty Schools 99.9 0.1

Low-Poverty Schools 100.0 0.0

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


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Textbooks and Instructional Materials

Year and month in which data were collected: 2016 June

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Adoption Year: 2002 Prentice Hall – Literature “Timeless Voices, Timeless Themes” 9th Grade / Student Edition, Gold 10th Grade / Student Edition, Platinum 11th Grade / Student Edition, The American Experience 12th Grade / Student Edition, The British Experience Adoption Year: 2010 Prentice Hall – Technical Writing Basics Grade Level – 12th grade California State University – Expository Reading and Writing Course: Student Reader Grade Level – 12th grade Adoption Year: 2006 Scholastic - Read 180 (Grades 4-12) Adoption Year: 2006 SRA - Kaleidoscope (SDC) Adoption Year: 2011 National Geographic School Publishing and Hampton Brown – Inside – Language, Literacy and Content

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0

Mathematics Adoption Year: 2008 Glencoe - California Mathematics - California Algebra 1 - Concepts, Skills and Problem Solving Glencoe - California Geometry - Concepts, Skills and Problem Solving Glencoe - California Algebra 2 - Concepts, Skills and Problem Solving Glencoe - Advanced Mathematical Concepts - Precalculus with Applications Pearson - Calculus - Graphical, Numerical, Algebraic 3rd Edition Pearson - Elementary Statistics / Picturing the World 4th Edition Freeman - The Practice of Statistics - T183/84/89 Graphing Calculator Enhanced 3rd Edition



Science Adoption Year: 2007 Prentice Hall - Biology Prentice Hall - Earth Science California Prentice Hall - Chemistry California Prentice Hall - Conceptual Physics Pearson - AP Edition Biology Houghton Mifflin - Chemistry 7th Edition Pearson-Addison Wesley - College Physics Thomson Learning - Living in the Environment McGraw Hill / Glencoe - Anatomy & Physiology Holt, Rinehart & Winston - Environmental Science Adoption Year: 2007 Thomson Del Mar Learning - Animal Agriculture Thomson Brooks/Cole - Oceanography McGraw Hill - Journey to the Cosmic Frontier Mountaineers Books - Mountaineering: Freedom of the Hills




Textbooks and Instructional Materials

Year and month in which data were collected: 2016 June

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

History-Social Science Adoption Year: 2001 Glencoe/McGraw-Hill - Economics Glencoe/McGraw-Hill - West's American Government Glencoe/McGraw-Hill - Street Law Worth Publishing - Exploring Psychology Worth Publishing - Psychology Prentice Hall - Essentials of Sociology: A Down to Earth Approach McDougal-Littell - The Americans: Reconstruction Through the 20th Century McDougal-Littell - Modern World History: Patterns of Interaction McDougal-Littell - The American Pageant: A History of the Republic McDougal-Littell - A History of Western Society McDougal-Littell - American Government: Institutions & Policies Holt, Rinehart - California Politics & Gov't Prentice Hall - American Government: Readings and Cases Adoption Year: 2006 Prentice Hall - Economics: Principles in Action Adoption Year: 2010 Holt-McDougal – The Earth & Its People, 5th Edition



Foreign Language Adoption Year: 2003 McDougall Littell - Discovering French Nouveau McDougal Littell - ¡En espanol! McDougal Littell - Auf Deutsch! Adoption Year: 2008 McDougal Littell - Tu Mundo: La ciberedición 2002" Adoption Year: 2008 McDougal Littell - Nuestro Mundo: La ciberedición



Health Percent of students lacking their own assigned textbook: 0

Visual and Performing Arts Percent of students lacking their own assigned textbook: 0

Science Laboratory Equipment Percent of students lacking their own assigned textbook: 0

School Facility Conditions and Planned Improvements (Most Recent Year) School custodial staff and the district’s maintenance department work together to ensure classrooms and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors. Maintenance and Operations employs an electronic work order system enabling school staff to communicate unscheduled maintenance needs, urgent repairs, or special projects. Most of the site’s repairs, maintenance projects, and work order requests are performed by district maintenance personnel. Emergency situations are immediately resolved by the district maintenance staff or outside contractors, based upon the nature of the problem.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: December 2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: December 2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

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

X

Overall Rating Exemplary Good Fair Poor

---------- X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses

that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

2015-16 CAASPP Results for All Students

Subject

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

School District State

14-15 15-16 14-15 15-16 14-15 15-16

ELA 65 71 48 53 44 48

Math 30 31 36 37 34 36

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Results for All Students - Three-Year Comparison

Subject

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


13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 58 60 59 69 68 66 60 56 54

* 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.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---9--- 19.5 23.8 35.7 * Percentages are not calculated when the number of students tested is ten or

less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 841 780 92.8 58.9

Male 418 390 93.3 62.3

Female 423 390 92.2 55.4

Black or African American 73 65 89.0 46.2

Asian 50 46 92.0 71.7

Filipino 17 17 100.0 82.4

Hispanic or Latino 474 439 92.6 52.2

White 195 185 94.9 75.1

Two or More Races 19 17 89.5 47.1

Socioeconomically Disadvantaged 452 417 92.3 50.1

English Learners 67 57 85.1 19.3

Students with Disabilities 97 86 88.7 29.1

* Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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.

School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 11 824 796 96.6 70.7

Male 11 402 385 95.8 62.4

Female 11 422 411 97.4 78.5

Black or African American 11 72 70 97.2 57.1

Asian 11 51 51 100.0 86.3

Filipino 11 13 13 100.0 100.0

Hispanic or Latino 11 453 438 96.7 66.9

White 11 216 205 94.9 77.5

Socioeconomically Disadvantaged 11 398 387 97.2 65.0

English Learners 11 65 59 90.8 23.7

Students with Disabilities 11 91 86 94.5 12.8

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. 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 all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.


School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 11 823 793 96.3 31.0

Male 11 401 384 95.8 28.5

Female 11 422 409 96.9 33.3

Black or African American 11 72 70 97.2 14.3

Asian 11 51 51 100.0 62.8

Filipino 11 13 13 100.0 61.5

Hispanic or Latino 11 452 433 95.8 23.2

White 11 216 207 95.8 42.6

Socioeconomically Disadvantaged 11 397 385 97.0 23.6

English Learners 11 65 60 92.3 3.5

Students with Disabilities 11 91 86 94.5 2.4

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. 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 all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Parents are actively involved in Upland High School. Parents participate in and attend school events and support booster organizations for athletics and performing arts. Participants provided advice and governance through participation in advisory councils such as the School Site Council, English Language Learners Advisory Committee, Parent Teacher Student Association, and the Highlander Education Foundation. The school website serves as a source of information for parents, students, and the community to learn more about the school and opportunities for involvement and assistance. The school uses direct mail and ConnectEd messaging to inform parents about school activities, and the school newspaper is distributed monthly to parents, community members, staff, and students. Parent emails are available to staff through SchoolLoop, and teachers and parents communicate by phone or email when there is a question or concern. Many staff members maintain web pages with specific information about their courses and programs. Parent volunteers actively participate in registration, Back-to-School Night, freshman orientation, testing, and other workshops. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan Upland High School fosters an environment that is safe and conducive to learning. Upland Unified School District has clear safety guidelines and provides ongoing training for students and staff. I August 2016, the district participate in active shooter training in coordination with the Upland PD, fire department, and the first responders from neighboring cities. The high school staff responds immediately to parent or community safety concerns. The most common offenses are disruption and defiance, and UHS has a zero tolerance policy for drugs and weapons. Efforts to maintain a safe campus environment are evidenced by regular disaster drills, the strategic placement of surveillance cameras, the presence of a School Resource Officer on campus, visitor sign in/sign out procedures, a professionally staffed health office, and safety standards in science, industrial arts, athletics, and other appropriate courses. Clear procedures and policies are documented in a parent-student handbook and online at the school’s website. ConnectEd, an automated phone system provides families with up-to-date announcements and information. The comprehensive school plan is available at the school site in the Office of Student Services.


Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 4.5 4.3 5.1

Expulsions Rate 0.0 0.0 0.1

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16



D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

2016-17 Federal Intervention Program

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2011-2012

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 7

Percent of Schools Currently in Program Improvement 100.0

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 8

Counselor (Social/Behavioral or Career Development) 2

Library Media Teacher (Librarian) 1

Library Media Services Staff (Paraprofessional) 1

Psychologist------- 3

Social Worker------- 0

Nurse------- 2

Speech/Language/Hearing Specialist 2

Resource Specialist------- 0

Other------- 0.1

Average Number of Students per Staff Member

Academic Counselor------- 432 * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

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

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

28 29 29 32 27 27 29 23 23 73 72 72

Mathematics ----------

29 30 30 24 17 17 28 34 34 62 53 53

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

32 30 30 14 14 14 13 30 30 63 49 49

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

30 30 30 18 18 18 15 21 21 61 61 61

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

Professional Development provided for Teachers The Upland Unified School District believes that high quality, research-based professional development is essential to continuous improvement of teaching skills and concepts. The District provides or coordinates on-going training based on needs identified through student performance indicators, including results of the California Assessment of Student Performance and Progress, the California English Language Development Test, district and site based assessments, and input from sites regarding specific needs. Professional development is aligned with our Local Control Accountability Plan and District Strategic Plan, teachers, paraprofessionals and administrators participate in workshops and conferences that allow them to grow professionally and provide opportunities for collegial sharing. Regular meetings of teacher leaders in literacy, mathematics, reading intervention and technology as well as follow-up coaching support full implementation of training. Additionally, each school provides time for teacher collaboration on instructional pedagogy, student achievement data, curriculum development, and review of classroom-based performance measures. Examples of workshops and coaching implemented as the result of analysis of student achievement include: Effective Teaching, Classroom Management, Curriculum Alignment and Mapping, Project GLAD, Project IMPACT, AVID, Thinking Maps, Positive Behavior Intervention Support, 21st Century Classroom Technology, Common Core State Standards, Modeling Academic Language and Positive Behavior Interventions and Supports. Staff members participate in professional development in all-day workshops, after-school workshops and meetings, individual coaching/mentoring, and off-site conferences. The


Induction (formerly BTSA) program provides support to new teachers. The Peer Assistance and Review Program is available to provide support to teachers in the areas of content knowledge and teaching strategies. Currently, the District calendar includes a collaboration day schedule each week to allow for on-going teacher dialogue and collaboration to meet student needs.

FY 2014-15 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $38,813 $44,958

Mid-Range Teacher Salary $69,514 $70,581

Highest Teacher Salary $90,082 $91,469

Average Principal Salary (ES) $103,500 $113,994

Average Principal Salary (MS) $110,994 $120,075

Average Principal Salary (HS) $119,959 $130,249

Superintendent Salary $195,000 $218,315

Percent of District Budget

Teacher Salaries 42% 38%

Administrative Salaries 4% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

6662 2287 4375 77775

District-------

♦ ♦ 6119 76681

State------- ♦ ♦ $5,677 $74,216

Percent Difference: School Site/District -28.5 1.4

Percent Difference: School Site/ State -22.9 4.8

* Cells with ♦ do not require data.

Types of Services Funded

Upland High School receives categorical monies allocated from the district office in the areas of Carl Perkins (federal), EIA-LEP (state), Special Education, and Title III. The School Site Council meets quarterly to review the student achievement data and allocate the available funds to programs and services to improve student performance. Some of those services are reading and math interventions, supplemental instructional materials, instructional aides, and enrichment programs.

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


Dropout Rate 2.00 1.60 4.20

Graduation Rate 97.54 97.73 94.84

Upland Unified School District 2011-12 2013-14 2014-15

Dropout Rate 4.30 5.90 6.60


California 2011-12 2013-14 2014-15

Dropout Rate 11.40 11.50 10.70


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 853

% of pupils completing a CTE program and earning a high school diploma 29%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 53%

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

UC/CSU Course Measure Percent

2015-16 Students Enrolled in Courses Required for UC/CSU Admission 97.48

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 38.3

* Where there are student course enrollments.

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


2015-16 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- 9 ♦

Fine and Performing Arts ♦

Foreign Language 4 ♦

Mathematics 13 ♦

Science------- 5 ♦

Social Science 16 ♦

All courses 47 .9

Completion of High School Graduation Requirements

Group Graduating Class of 2015


All Students 100 93 86

Black or African American 98 87 78

American Indian or Alaska Native 100 100 78

Asian 98 98 93

Filipino 100 100 93

Hispanic or Latino 100 93 83

Native Hawaiian/Pacific Islander 100 86 85

White 98 95 91

Two or More Races 89 90 89

Socioeconomically Disadvantaged 93 88 66

English Learners 93 90 54

Students with Disabilities 52 48 78

Career Technical Education Programs Upland High School offers a full range of CTE courses in the following industry sectors: Arts, Media, & Entertainment, Building Trades, Engineering, Fashion, Hospitality, Marketing Services, and Transportation. Articulation agreements with the community college and the California State University are reviewed and renewed each year. These courses are offered in conjunction with our regular curriculum, Regional Occupation Program, Project Lead the Way, and the National Academy Foundation. Grants and a local bond measure have provided equipment and infrastructure upgrades to support and enhance the programs. Several courses such as video production, multimedia design, and Introduction to Engineering Design meet the UC/CSU VPA requirement and several others meet the elective requirement. A Pathways Advisory Council meets at least twice a year to review the courses, provide technical guidance and industry tours, and offer internships and hands-on opportunities.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Documents

Upland High School - School Accountability Report …sarconline.org/SarcPdfs/8/36750693637584.pdf · 2017-01-30 · Upland High School prepares and inspires all students academically