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2017-18 School Accountability Report Card for Canyon Springs High School Page 1 of 16

Canyon Springs High School

23100 Cougar Canyon Drive • Moreno Valley, CA 92557 • (951) 571-4760 • Grades 9-12 Tamara Kerr, Principal

[email protected] canyonsprings.mvusd.net

2017-18 School Accountability Report Card

Published During the 2018-19 School Year

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Moreno Valley Unified School District

25634 Alessandro Blvd Moreno Valley, CA 92553

(951) 571-7500 www.mvusd.net

District Governing Board

Susan Smith, President

Jesus M. Holguin, Vice-President

Cleveland Johnson, Clerk

Gary E. Baugh. Ed.S., Member

District Administration

Martinrex Kedziora, Ed.D. Superintendent

Maribel Mattox Chief Academic Officer,

Educational Services

Tina Daigneault Chief Business Official, Business

Services

Robert J. Verdi, Ed.D. Chief Human Resources Officer,

Human Resources

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School Description Canyon Springs High School, located east of Riverside in the city of Moreno Valley, is one of four comprehensive grade 9-12 high schools in the Moreno Valley Unified School District. Canyon Springs High School offers a rigorous academic environment focused on achieving college and career readiness for all students. With three California Partnership Academies (Health Careers Academy, Business Academy and Academy of Creative Technologies), sixteen Advanced Placement courses, a thriving Advancement Via Individual Determination (AVID) program, emphasis on academics is always at the forefront. This year marks the first year of implementation for the International Baccalaureate program, furthering the goal of academic excellence. Nearly all courses offered at Canyon Springs High School are a-g approved through the University of California system. These courses are academically challenging and involve substantial reading and writing in various courses and subject matter, must include problems and laboratory work as appropriate and must show serious attention to analytical thinking as well as factual content. Canyon Springs High School has received several awards and honors in recent years. In 2019 CSHS, as a part of MVUSD has received the College-board AP District of the year for a medium sized district. Freshman Seminar, a program for at-risk 9th graders, won the Model of Academic Excellence and Innovation award in 2016. In 2017, the Health Careers Academy was named by the California Department of Education as a Distinguished Academy. Adding to the accolades, the CyberPatriot program received the Model of Academic Excellence and Innovation award in 2018. The school received a Bronze designation in US News and World Report's list of 2018 Best High Schools, and received a Silver award from the California PBIS Coalition for evidence-based interventions. The Mission of Canyon Springs High School is to cultivate lifelong learners in supportive and challenging educational environments which promote the development of the skills necessary to empower students in post-secondary education and/or viable careers paths. The Canyon Springs High School Community is dedicated to ensuring that our students display integrity, act responsibly, collaborate effectively, think critically, and demonstrate strength of character. Our Cougar values will develop high school graduates who are thoroughly prepared to become civic-minded, responsible global citizens. Cougar Values: Responsibility, Integrity, Grit


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

• For more information about the LCFF or LCAP, see the CDE LCFF web page at https://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.

2017-18 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 9 586

Grade 10 557

Grade 11 514

Grade 12 569

Total Enrollment 2,226

2017-18 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 15.0

American Indian or Alaska Native 0.4

Asian 2.5

Filipino 2.5

Hispanic or Latino 64.1

Native Hawaiian or Pacific Islander 0.6

White 12.6

Socioeconomically Disadvantaged 76.4

English Learners 6.2

Students with Disabilities 11.5

Foster Youth 0.8

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (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

Canyon Springs High School 16-17 17-18 18-19

With Full Credential 99 79 101

Without Full Credential 0 0 2

Teaching Outside Subject Area of Competence 0 0 0

Moreno Valley Unified School District 16-17 17-18 18-19

With Full Credential ♦ ♦

Without Full Credential ♦ ♦

Teaching Outside Subject Area of Competence ♦ ♦

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 1 0 0

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

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

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


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19) The District provides all students with high-quality textbooks and instructional resources. Instructional materials are reviewed and approved by State Board of Education(SBE) committees for local adoption in grades K-8; high school grades 9-12 materials are reviewed and approved locally. All core instructional materials are reviewed by District level committees which may be comprised of community members, teachers and administrators and approved by the local MVUSD Board of Education. This textbook adoption process is aligned with the California Department of Education’s seven-year review textbook adoption cycle. Each adoption cycle provides for districts to adopt and purchase texts within a 24-month period. Each school has a library to supplement and enrich the school’s instructional program. In accordance with Education Code Section 60422(a) and 60119, the Governing Board certified on September 25, 2018 that each pupil in the District, including English Learners, in Kindergarten through Grade 12, utilized standards-aligned textbooks or basic instructional materials in each of the areas listed below. The chart below outlines the content areas where textbooks have been adopted and used by Moreno Valley Unified School District. 2004-05 Health 2005-06 History-Social Science 2006-07 Science and Visual & Performing Arts 2014-16 Mathematics 2017-18 Reading-Language Arts 2018-19 World Languages

Textbooks and Instructional Materials

Year and month in which data were collected: 9/25/2018

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts CSU-Expository Reading & Writing Course Binders, CCSESA (Adopted Spring Board, College Board (Adopted 2017) Read 180 Stage C Enterprise Edition, Scholastic (Adopted 2005) Read 180 Stage C Next Generation, Scholastic (Adopted Read 180 Stage C Universal, Scholastic (Adopted Perrine's Literature Structure, Sound and Sense 7th Edition (Adopted Literature an Introduction to Fiction, Poetry, and Drama Frames of Mind, Thompson Learning Steps to Writing Well with Additional Readings 7th Edition, Thompson Learning The Prose Reader, Essay for Thinking, Reading and Writing. , Prentice Hall

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%





Mathematics Pre-Calculus with Limits, Brooks & Cole (Adopted in 2015) Pre-Calculus ,Cengage Learning Calculus: Cengage Learning Calculus: Graphical , Numerical, Algebraic, Prentice Hall AP Calculus, Brooks/Cole AP Calculus 13th Edition, Brooks/Cole Calculus, Larson Hostetler Edwards Contemporary Calculus, Harcourt College Financial Algebra: Advanced Algebra with Financial Applications, Cengage Learning (Adopted in 2015) Integrated Math I, Houghton Mifflin (Adopted 2015) Integrated Math II, Houghton Mifflin (Adopted 2015) Integrated Math III, Houghton Mifflin (Adopted 2015) Introduction to the Practice of Statistics, Freeman Statistics, W.H. Freeman AP Statistics 8th Edition, Barrons







Science Earth Science, Tarbuck & Lutgens-Prentice Hall (Adopted 2005) Lifetime Health, Prentice Hall AP Chemistry, Brooks/Cole Medical Terminology, Delmar Preparing for the AP Chemistry Examination Fast Track to A5 Essentials of Anatomy and Physiology, Benjamin Cummings Introduction to Health Care, Thomson Biology, Miller & Levine- Prentice Hall (Adopted 2008) AP Biology, Campbell & Reece, Prentice Hall Chemistry , Wilbraham, Staley, Matta, Watterman, Prentice Hall (Adopted 2008) Physics, Serway & Faughn, Holt, Rinehart & Winston







History-Social Science Economics: Principles and Tools (AP Economics), Prentice Hall (Adopted in 2007) AP Economics: Macroeconomics and Microeconomics, Pearson/Prentice Hall Economics Principles in Action. Pearson US History: American Anthem, Holt, Rinehart & Winston (Adopted in 2007) Magruder's American Government, Prentice Hall (Adopted in 2007) American Pageant 13 Edition (AP) History, McDougall Littell (Adopted in 2007) The American Pageant AP Edition, Cengage Psychology & You, Glencoe (Adopted in 2000) Psychology (Myers) (AP), BFW Worth World History: The Modern World, Prentice Hall (Adopted in 2007 American Government, 10th Edition, Houghton Mifflin (Adopted in 2007) American Government Readings and Cases 17th Edition, Pearson Human Geography People, Place & Culture, 8th Edition,(AP), John Wiley & Sons Human Geography Student Companion (AP), John Wiley & Sons College Atlas of the World (AP), National Geographic Foundation of Economics AP Edition, Prentice Hall A History of Western Society, Bedford St. Martins







Foreign Language D'accord 2019 Level 1, Vista Higher Learning (Adopted 2018-2019) D'accord 2019 Level 2, Vista Higher Learning (Adopted 2018-2019) D'accord 2019 Level 3 (Adopted 2018-2019) Avancemos Level 1, Houghton Mifflin (Adopted 2018-2019) Avancemos Level 2, Houghton Mifflin (Adopted 2018-20019) Avancemos Level 3, Houghton Mifflin (Adopted 2018-2019)



Health Lifetime Health, Holt, Rinehart & Winston (Adopted in 2005)



Visual and Performing Arts Art Talk, Glencoe (Adopted 2005) Students enrolled in a visual/performing arts class with a textbook or instructional materials to use in class and to take home.



Science Laboratory Equipment Sufficient laboratory science equipment was available for science laboratory classes offered in grades 9-12 inclusive.



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

School Facility Conditions and Planned Improvements (Most Recent Year) General: The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the District office, or on the Internet www.mvusd.net . Listed below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. Age of School Building: This school has 102 classrooms, 80 permanent classes, 22 portables, a multipurpose room, a gym, locker rooms, a library, one swimming pool, and an administration building. The main campus was built in 1988. The school opened in 1988. Maintenance and Repair: District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and all emergency repairs are given the highest priority. Cleaning Process and Schedule:


The District governing board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the District's M and O office. The District Custodial Supervisor works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Improvement Projects: Improvement projects recently completed at the school include Prop 39 electrical upgrades; kitchen renovations, security cameras and a new state-of-the-art stadium currently in construction.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/16/2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

Girls RR- 1 stopped toilet Rm 305- missing supply intake

Interior: Interior Surfaces

XPoor

Rm 133- 3 stained ceiling tiles Rm 106- 1 stained ceiling tile Rm 128- Hole in ceiling tile, dirty intake grill, stained skylight diffuser Library- Loose ceiling component Rm 125-Stained skylight, 4 stained ceiling tiles Rm 123- Dirty intake grill Rm 119-Loose ceiling tile, dirty intake grills Rm 202- Dirty intake grill, missing ceiling tiles Gym- Dirty intake grill Boys Locker Room- Dirty exhaust grill in RR Rm 214- Dirty return grills Pool- Tripping hazard in girls RR Rm P21- 2 holes in ceiling tiles Rm P10- Damaged ceiling tile Rm P13- 8 stained ceiling tiles, 1 missing ceiling tile Rm P8- 1 stained ceiling tile, dirty intake grill Rm 308- Loose/cracked ceiling tile Rm 311 Stained ceiling tile and skylight diffuser Rm 422- 1 stained ceiling tile Rm 423-4 missing supply vents, dirty intake grills Rm 425- Stained skylight diffuser Rm 426- peeling wall paper Rm 412- Stained skylight diffuser, 2 stained ceiling tiles Boys RR- 3 light fixtures out Girls RR-3 light fixtures out

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

Rm 308- Cluttered, webs on work spaces


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/16/2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned

Electrical: Electrical

XPoor

Rm 133- 3 light bulbs out Rm 130- 3 light fixtures out Library- 3 light fixtures out Rm 125- 1 light out Rm 123- cords need protective cover Rm 119- Cord on floor needs protective cover Rm 202- 1 light fixture out Boys Locker Room- 4 light bulbs out, two light covers loose Girls Locker Room- 2 light bulbs out Rm P21- Cords need protective covers, 7 bulbs out Rm P19- 1 bulb out Rm P10- Missing outlet cover Rm P13- 4 bulbs out, cords need protective cover, cover base loose Rm P16- 11 bulbs out, missing light lens Rm 308- 4 light bulbs out Rm 421-2 light bulbs out, missing floor outlet Rm 422- 3 missing floor outlet covers, cord needs protective cover Rm 423- Cords need protective cover Rm 425- 1 bulb out Rm 426- 2 bulbs out, 2 missing floor outlets covers Boys RR- 1 bulb out Girls RR- 1 light fixture out Rm P4- Cords need protective cover

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XFair

Girls RR-No paper towels Rm 422- Low pressure on drinking fountain Boys RR- Broken faucet Girls RR- 1 soap dispenser empty, no paper towels

Safety: Fire Safety, Hazardous Materials

XGood

Nurse- Alarm panel reads trouble at theater Girls Locker Room- Expired extinguisher Pool- Expired extinguisher

Structural: Structural Damage, Roofs

XGood

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

XGood

Overall Rating XFair

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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. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most 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

2017-18 CAASPP Results for All Students

Subject

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

School District State

16-17 17-18 16-17 17-18 16-17 17-18

ELA 53.0 45.0 30.0 31.0 48.0 50.0

Math 19.0 19.0 20.0 22.0 37.0 38.0

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

CAASPP Test Results in Science for All Students

Subject

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


16-17 17-18 16-17 17-18 16-17 17-18

Science N/A N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data. Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The CAST was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19. Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject area of physical education

Grade Level

2017-18 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---9--- 18.7 25.1 34.6 * 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.


School Year 2017-18 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 466 456 97.85 44.96

Male 236 231 97.88 41.99

Female 230 225 97.83 48.00

Black or African American 63 60 95.24 31.67

American Indian or Alaska Native -- -- -- --

Asian 14 14 100.00 50.00

Filipino -- -- -- --

Hispanic or Latino 311 305 98.07 44.59

Native Hawaiian or Pacific Islander -- -- -- --

White 57 56 98.25 57.14

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

Socioeconomically Disadvantaged 340 334 98.24 41.92

English Learners 71 69 97.18 17.39

Students with Disabilities 53 51 96.23 5.88

Foster Youth -- -- -- --

Note: 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. 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. Note: 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 2017-18 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 465 451 96.99 19.07

Male 235 228 97.02 19.74

Female 230 223 96.96 18.39

Black or African American 63 60 95.24 5

American Indian or Alaska Native -- -- -- --

Asian 14 14 100 35.71

Filipino -- -- -- --

Hispanic or Latino 311 302 97.11 18.21

Native Hawaiian or Pacific Islander -- -- -- --

White 56 54 96.43 27.78

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

Socioeconomically Disadvantaged 340 329 96.76 15.5

English Learners 71 68 95.77 4.41

Students with Disabilities 53 48 90.57 2.08

Foster Youth -- -- -- --

Note: 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. 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. Note: 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 State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each school site

Opportunities for Parental Involvement (School Year 2018-19) Student achievement and success are based upon a strong school and community partnership. Canyon Springs High School encourages parental and community involvement and provides a wide variety of activities that allow for participation. At Canyon Springs, parents are actively involved through our School Site Council (SSC). The SSC invites parents' input on curriculum, budget, support programs, special services and other needs. Parents of English Learners participate in the English Learner Advisory Council (ELAC), and parents of African American students have a similar organization, the African American Parent Advisory Council (AAPAC). Both parent groups are dedicated to improving academics and encouraging college and career readiness for their students. The school has several booster clubs, serving athletics, extra-curricular and academy programs. Community relationships include business partnerships, Regional Occupational Programs (ROP), Work Experience programs, and links with local universities and colleges. In addition, community organizations contribute to scholarships and sponsor and contribute prizes and awards for student recognition and activities. The Guidance department offers parent education programs aimed at assisting parents of teens. Coffee with the Counselors is an open forum for discussion on collage and career readiness. The Art of Parenting Today's Teens provides training and advice on raising teens in today's society. For more information on how to become involved parent groups contact Molley Macauley, AAIIAC, at (951) 571-4760, extension 31086. For information regarding athletics contact Ralph Dudley, Athletic Director, at (951) 571-4777. If you would like to volunteer to help on the campus, become involved in the WASC or LCFF process contact Tamara Kerr, Principal, at (951) 571-4760, extension 31010.


State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety.

School Safety Plan The comprehensive School Safety Plan includes, but is not necessarily limited to, assessing the current status of school crime committed on school campuses and at school related functions, identifying appropriate strategies and programs that will provide or maintain a high level of school safety, and addressing procedures for complying with existing laws related to school safety. Fire drills are held at least twice a year at the secondary schools and once a month at the elementary schools. Disaster and earthquake drills are conducted as needed. The School Safety Plan also includes the MVUSD discipline policy, which describes the consequences for student misconduct (such as detention, Saturday School, suspension, and expulsion). The School Safety Plan was last reviewed, updated, and discussed with the school faculty on August 10, 2018.

Suspensions and Expulsions

School 2015-16 2016-17 2017-18

Suspensions Rate 6.2 5.0 4.5

Expulsions Rate 0.2 0.9 0.4

District 2015-16 2016-17 2017-18



State 2015-16 2016-17 2017-18



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.

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 7

Counselor (Social/Behavioral or Career Development)

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional) 2

Psychologist------- 1

Social Worker-------

Nurse------- 0.2

Speech/Language/Hearing Specialist 1.2

Resource Specialist (non-teaching)-------

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 301 * 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 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

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

23.0 24.0 24.0 41 39 35 33 26 34 36 36 29

Mathematics ----------

23.0 26.0 25.0 26 19 21 19 29 36 23 25 25

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

25.0 25.0 26.0 18 23 21 23 25 14 27 22 27

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

24.0 23.0 23.0 30 29 34 22 28 22 31 21 23

* 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 Professional development is a critical and extensive service provided by the Moreno Valley Unified School District (MVUSD) focused on supporting the implementation of the district’s strategic plan which include specific goals and outcomes. The thirteen outcomes are:

1. Increase the meets/exceeds standards rate in grades 3-8 and 11 SBAC ELA and Math by 5% annually. 2. Progressively increase the number of students who meet expected growth as measured by the Achievement Status Growth report in the areas

of Reading and Math on the Interim MAP assessment with 50% or better of your students. 3. Increase the English Learners’ reclassification rate by 5% annually. 4. Increase the percentage of English Learners meeting AMAO 2a and 2b by 5% annually. 5. Ensure all students have access to standards aligned instructional materials as measured by the Williams Report. 6. Progressively increase high school graduation rates to 90% for all students with an emphasis on African American, English Learner and Special

Education subgroups. 7. Decrease high school dropout rate by 2% annually with an emphasis on African American, English Learner and Special Education subgroups. 8. Increase the A-G course completion rate by 5% annually with an emphasis on African American, English Learner and Special Education

subgroups. 9. Attain a 40% AP passage rate of 3+ for all students with an emphasis on African American students. 10. Increase the number of students exceeding standards on grade 11 SBAC ELA and Math (EAP) by 5% annually. 11. Decrease suspension rate for Foster Youth and African American students by 5% annually. 12. Meet or exceed a 95% attendance rate for all students. 13. Decrease the chronic absenteeism rate for all students to 8% or less.

The MVUSD Professional Development and Digital Learning Department develops a wide variety of sessions to support staff members as they grow and extend their skillsets for providing highly-effective instruction to ensure student success and meet the goals and outcomes mentioned above. These sessions include, but are not limited to, initial full-day or half-day trainings, on-site trainings, classroom coaching, classroom observation and feedback, co-planning/co-teaching, webinars, demonstration lessons, and conferences. The department also assists with promoting curriculum understanding, curriculum development, programs focused primarily on grade level academic content standards, highly-effective instructional strategies, assessment (data analysis and content training), review processes, individual school site needs, and addressing special needs students. Further, the department focuses on the analysis of teaching (effectiveness) and student learning, accountability strategies, and the integration of technology. There are twenty-seven Professional Development Specialists who serve all of MVUSD's thirty-nine school sites. They have been trained to coach and support the Professional Learning Communities model and are available for assistance with implementation on all campuses. Additional professional development support areas are as follows:

1. Teachers with preliminary credentials new to Moreno Valley are provided the opportunity to clear their credentials through the Induction Program coordinated by Professional Development and RCOE.

2. Multilingual and Special Education trainings are coordinated through Professional Development. 3. CPR and Instructional Assistant trainings are also coordinated through Professional Development. 4. Local colleges and universities partner with the district and the department to offer a wide variety of professional development coursework.

A new STEAM Certificate Program with UCR has been developed by the Professional Development and Digital Learning Dept. 5. Teachers receive required training for new textbook materials. 6. Teachers are offered extended training beyond the initial training for textbooks. 7. The Professional Development and Digital Learning Department offers comprehensive technology trainings--specifically Google Education

Suite. 8. Other extensive trainings include ELA, Math, Writing(Step Up to Writing), NGSS and STEAM. 9. Of the District's 1,119 TK-12 classroom teachers, over 10,000 instances occurred where teachers participated in Professional Development and

Digital Learning opportunities beginning July 1, 2017 to January 2018. Teachers are compensated for attending professional development during their non-contract time. Substitutes are provided through various funding sources for trainings taking place during the school day.


FY 2016-17 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $51,850 $47,903

Mid-Range Teacher Salary $79,638 $74,481

Highest Teacher Salary $103,707 $98,269

Average Principal Salary (ES) $130,538 $123,495

Average Principal Salary (MS) $143,143 $129,482

Average Principal Salary (HS) $150,271 $142,414

Superintendent Salary $255,160 $271,429

Percent of District Budget

Teacher Salaries 32.0 35.0

Administrative Salaries 4.0 5.0 * For detailed information on salaries, see the CDE Certificated Salaries &

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

FY 2016-17 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

9024.61427275643

1922.55837420225

7102.05589855418

80976.7122863047 District------

- ♦ ♦ $4,321 $83,027

State------- ♦ ♦ $7,125 $80,764

Percent Difference: School Site/District 37.4 -1.6

Percent Difference: School Site/ State -4.1 0.5

* Cells with ♦ do not require data. The California Department of Education issued guidance to LEAs on August 1, 2018, regarding how to calculate school-level per-pupil expenditures that will be reported on 2018-19 report cards.

Types of Services Funded The average daily attendance(ADA)dollars provide services budgeted from the general fund and Local Control Funding Formula(LCFF)including regular classroom instruction and support, special education, counseling, psychology, child welfare, services for English Learners, Gifted and Talented Education (GATE), support for foster youth, support for homeless students and attendance and program assessment. Additional services funded as categorical programs include: Title I, which provides supplemental funds designed to ensure every student is proficient and meets the grade level standards.

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


Dropout Rate 5.2 6.2 3.1

Graduation Rate 89.7 90.8 93.6

Moreno Valley Unified School District 2014-15 2015-16 2016-17



California 2014-15 2015-16 2016-17



Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 207

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

9%

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

23%

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

UC/CSU Course Measure Percent

2017-18 Students Enrolled in Courses Required for UC/CSU Admission

98.1

2016-17 Graduates Who Completed All Courses Required for UC/CSU Admission

44.4

* Where there are student course enrollments.

2017-18 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science 0 ♦

English------- 5 ♦

Fine and Performing Arts 0 ♦

Foreign Language 3 ♦

Mathematics 4 ♦

Science------- 5 ♦

Social Science 13 ♦

All courses 30 21.8

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


Completion of High School Graduation Requirements

Group Graduating Class of 2017


All Students 91.4 86.6 88.7

Black or African American 90.1 81.9 82.2

American Indian or Alaska Native 100.0 100.0 82.8

Asian 89.5 87.5 94.9

Filipino 88.2 93.2 93.5

Hispanic or Latino 89.9 86.7 86.5

Native Hawaiian/Pacific Islander 100.0 100.0 88.6

White 100.0 90.2 92.1

Two or More Races 80.0 85.7 91.2

Socioeconomically Disadvantaged 98.5 89.8 88.6

English Learners 55.0 60.7 56.7

Students with Disabilities 73.9 75.5 67.1

Foster Youth 75.0 53.9 74.1

Career Technical Education Programs

Each high school has career technical education pathways and/or academy programs to choose from. Canyon Springs High School provides a variety of opportunities for students to prepare for college and careers. Students participate in four-year plans to discuss careers, and complete career interest surveys on Californiacolleges.edu. They offer the following Academies: Health Career Academy, Academy of Creative Technology, and Business Academy, and the following CTE pathways: Graphics Technology, Information Support & Services and System Diagnostics, Service and Repair. Including in these CTE pathways are the Riverside County CTE programs. Classes include: Elements of Design, Digital Media Productions, Business and Management & Leadership, Empowering Entrepreneurs, Virtual Business, CIS Microsoft Tools Comp, Cyber Security, Graphics Technology, Intro to Health Careers, Body Systems & Disorders and Advanced Concept for Medical Professions and Maintenance and Light Repair. Each CTE pathway has industry business partners that make up the District CTE Advisory Committee. The roles of the advisory committee are to assist teachers in finding suitable work stations (internships, work-study, cooperative learning and job shadows) for students in industry occupations. The Advisory Committee also evaluates the effectiveness of the CTE program. Programs and classes are Integrated with Academic Courses: Course outlines are becoming aligned with the California CTE Model Curriculum "Foundation Standards" which include English Language Arts, Math, Science, and Social Science integrated within a specific pathway program. The model curriculum standards reinforce rigorous academic concepts within the context of career education. Addressing the Needs of All Students in Career Preparation: All students are encouraged to enroll in CTE courses regardless of gender, ability, grade point average, ethnicity, or primary language. Non-traditional careers are emphasized and promoted. Measurable Outcomes: Most career technical classes or programs are competency based in that students perform to a specific level of industry based proficiency. Students enrolled in District CTE classes are monitored via accountability and assessment data. The data reflects (among other things) program completers who transition to colleges or entry level positions.

DataQuest DataQuest is an online data tool located on the CDE DataQuest web page at https://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.

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

Documents

Canyon Springs High School - 4.files.edl.io · 2017-18 School Accountability Report Card for Canyon Springs High School Page 1 of 16 Canyon Springs High School ... AP Statistics 8th