Wheatland Community Day High School Mrs. Lynne Tafoya, · 2014. 11. 12. · Student Edition Literature & Language Arts, Holt, Rinehart, & Winston 2008 ... Science Physics 2007 Science

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2011-12 School Accountability Report Card — Published During the 2012-13 School Year

Principal’s MessageWheatland Union High School District is a small, rural 9-12 district that serves approximately 730 students. The Community Day School operates with a waiver for a small school and serves an aver-age of about 10 students. The mission of the Community Day School is:

• Maintainaqualitystaff

• Maintainasafe,positiveenvironment

• Help students to learn to the best of their ability

• Create a bridge between the Community Day School and the regular school by a shared com-mitmenttostudentsandaqualityeducation

Wheatland,oneofonlytwoincorporatedcitiesinYubaCounty,islocatedatthegatewayofCalifor-nia’s “Mother Lode” gold rush country, nestled at the northeastern edge of California’s vast central SacramentoValley.Incontrast,YubaCountyisoneofthepoorestcountiesinthestate.Thirty-fourpercent of students at the high school qualify for free and reduced lunch. Beale Air Force Base is located a few miles to the east and is considered part of the Wheatland Union High School District.

Wheatland Union High School is the only comprehensive high school in the Wheatland Union High School District, which also includes a Community Day School. Wheatland Union High School was established in 1907 and has been located at its present site since 1960. As of September 2010, we have an enrollment of 735 in grades 9-12.

District students include 41% from the Wheatland community, 36% from the Plumas Lake communi-ty,5%fromBealeAirForceBaseand18%fromsurroundingcommunitiesoninter-districttransfers.52%ofthestudentpopulationiswhite,25%Hispanic/Latino,7%AmericanIndian/AlaskanNative,6% Black or African American, 5% Asian and 5% “other.”

The Community Day School serves students who have been expelled from Wheatland Union High SchoolDistrict,aswellasotherstudentswhocouldbenefitfromaverysmalllearningenvironment,if space is available. Students may also be referred through the “District Referral Process” for non-mandatory expulsionoffensesor through the SchoolAttendanceReviewBoard. Thedistrict hasadoptedapolicyandprovidedproceduresasperEducationCode48662(a)fortransferringstudents.Studentsattendasmalllearningenvironmentbasedona10-to-1student-to-teacherratiowithaninstructionalaidetoprovideindividualattentionandgreatersupervision.Thesmall,self-containedlearningenvironmentservestheneedsofallstudentsingrades7-12,includingspecialeducationstudents.Teachersutilizeseveralteachingmodalitiestoaccommodatethevarietyoflearningstylesand interest of the students. Student assessment includes learning needs as well as credit status to determine an Individual Learning Plan that allows students to return to their home school or meet districtgraduationrequirements.

All students being referred to the Community Day School are reviewed through the District Referral Process within the Pupil Services department. Students are not sent directly to the Community Day School from the comprehensive high school or middle school. Wheatland Union High School District modifiesitspolicyandregulationsasneededfortheimplementationandsupportoftheCommunityDay School.

Districtassignseligiblestudentsasoutlinedin48662(b)inthefollowingorder:(1)MandatoryExpul-sion48915(d)includingsuspendedmandatoryexpulsion,(2)OtherExpelledincludingsuspendedexpulsion,(3)ProbationReferrals,(4)SARBReferrals,and(5)OtherDistrictReferrals

Coordinationbetweenthedistrict’sCommunityDaySchoolandhighschooloccurduringmeetingsforprofessionaldevelopment.Thesemeetingsfocusonthedistrict’svisionofacademicsuccessforallstudentsandprovidetheopportunitytoengageinjointarticulationofcurriculum,programsandproblem-solving.Inadditiontothesejob-alikemeetings,coordinationisachievedthroughregulardistrict-schoolmeetingsfocusedonimplementationof instructionalprogramsandindividualstu-dent success.

Wheatland Community Day High School

100 Wheatland Park Drive Wheatland, CA 95692Phone:(530)633-3100Fax:(530)633-3109

GRADES 9-12 www.wheatlandhigh.org

Mrs. Lynne Tafoya, Principal

Wheatland Union High School District

Vic Ramos, Superintendent1010 Wheatland Road Wheatland, CA 95692

Phone: (530)633-3100 Fax: (530)633-3109

www.wheatlandhigh.org

In accordance with Stateand federal requirements, theSchool Accountability Report

Card(SARC)isputforthannuallyby all public schools as a tool forparentsandinterestedpartiesto

stay informed of the school’sprogress, test scores and

achievements.

School Accountability Report Card

Vision StatementTo educate and strengthen individual’s knowledge by guiding students in becoming dependable leaders in the community.

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C2Wheatland Community Day High School • 2011-12 SARC

Textbooks and Instructional MaterialsWheatland Union High School District provides all core textbooks and supplemental resources for theinstructionalprogram.TheDistrictfollowsthestate’sseven-yeartextbookadoptionschedule.Departmentteamsreviewandpilotcurriculum,andthenrecommendationsaremadeonthepur-chaseoftextbooksandinstructionalmaterials.Supplementalmaterialsareconsideredandadoptedaspartoftheongoingcurriculumevaluationprocess.Staffmembersshareinthetextbookselectionprocess.Uponselectinganappropriatetextbookforuseinclass,theschoolboardmustapproveitforfinaladoptionbytheDistrict.Eachstudenthasaccesstoanindividualcopyofstandards-alignedtextbooksandinstructionalmaterialsinthecorecurricularareasofreading/languagearts,math,science,history/socialscience,foreignlanguageandsciencelaboratoryequipment.

2012-13 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts LanguageofLiterature9,McDougallLittell 2000



English-Language Arts Elements of Literature, Holt 2000

English-Language Arts StudentEditionLiterature& LanguageArts,Holt,Rinehart,&Winston 2008

English LanguageNetwork,McDougalLittell 2006

English PRIDE Reward Books, Sopris West 2008

Mathematics AlgebraII,McDougallLittell 2003

Mathematics Geometry 2004

Mathematics CalculusofaSingleVariable,HoughtonMifflin 2006

Mathematics Pre-Calculus,Pearson/PrenticeHall 2006

Mathematics GeometryConcepts&Skills,McDougalLittell 2007

Mathematics GettingReadyforAlgebra,SanDiegoOfficeofEducation 2006

Science Physical Science, Holt 2005

Science Life Science, Holt 2005

Science Science Spectrum, Holt 2005

Science PhysicsPrincipals&Problems,Glencoe 2005

Science Biology, Glencoe 2006

Science Chemistry,Pearson/PrenticeHall 2006

Science ConceptualPhysics,Pearson/PrenticeHall 2006

Science Science Spectrum 2007

Science Physics 2007

Science LanguageNetwork,McDougalLittell 2006

Social Science EverydayLifeSkillsStudentText,PearsonPrenticeHall 2008

History-Social Science 21stCentury,HoughtonMifflin 2004

Continued on page 3

Currency of Textbook DataThis table displays the date when the textbookandinstructionalmaterialsinformationwascollectedandverified.

Currency of Textbook

2012-13 School Year

Data Collection Date 9/2012

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooksandinstructionalmaterials.

Percentage of Students Lacking Materials by Subject

2012-13 School Year

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Science Laboratory Equipment 0%

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* Enrollment data was gathered from DataQuest and is accurate as of September 2012.

Enrollment and DemographicsThe total enrollment at the school was 9 students for the 2011-12 school year.*

2011-12 School YearDemographics

Hispanic or Latino44%White

56%

Advanced Placement CoursesAdvanced placement courses are not offeredatWheatlandCommunityDayHigh School.

Class SizeDue to the nature of the school pro-gram,averageclasssizebysubjectisnot available. The school operates one classroom housed on the Wheatland High School campus.

Parental InvolvementParentsarewelcometovisitandparticipateinclassactivitiesandfieldtrips.Administrator,teacherandclassifiedstaffmeetwithparentsandstudentseverysixweeksforindividualizedconference.Parentsparticipatein“BacktoSchool”and“OpenHouse”eveningstwiceayear.

Formoreinformationonhowtobecomeinvolvedattheschool,pleasecontactLynneA.Tafoya,principal,at(530)633-3100ext.126.

Textbooks and Instructional Materials

2012-13 School YearTextbooks and Instructional Materials List

Subject Textbook - Continued from page 2 Adopted

History-Social Science Economics,Pearson/PrenticeHall 2004

History-Social Science WorldHistoryConnectionstoToday,Pearson/PrenticeHall 2005

History-Social Science AmericanGovernment,Pearson/PrenticeHall 2006

Foreign Language DiscoveringFrench,DCHealth&Co.Pub. 2002

Foreign Language Expresate! Holt Spanish 2006

Psychology Psychology,Pearson/PrenticeHall 2005

Accounting FundamentalAccountingCourse 2007

Industrial Technology Ag.Mechanic,RVHerren/LCooper 2002

Industrial Technology WeldingLJeffus,DelmarThompson 2002

Theatre TheatreArtinAction,NationalTextbookCo. 2002

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructionalmaterials.

Quality of Textbooks

2012-13 School Year

Criteria Yes/NoAre the textbooks adopted from the most recent state-approved or local governing board approved list?

No*

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

No*

Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

* English textbooks are from the most recenttextbookadoptionaswellasGeography and Health textbooks. Some disciplines do not have the mostcurrenttextbookadoptiondueto budget restraints. Therefore, they are not all aligned with the most currentStateadoptions.

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School Facility Items Inspected Thetablesshowtheresultsoftheschool’smostrecentinspectionusingtheFacilityInspectionTool(FIT)orequivalentschoolform.Thefollowingisalistofitemsinspected.

• Systems: Gas Systems and Pipes, Sewer, MechanicalSystems(heating,ventilation,andairconditioning)

• Interior:InteriorSurfaces(floors, ceilings,walls,andwindowcasings)

• Cleanliness:Pest/VerminControl,Overall Cleanliness(schoolgrounds,buildings,rooms,andcommonareas)

• Electrical: Electrical Systems (interiorandexterior)

• Restrooms/Fountains: Restrooms, Sinks/DrinkingFountains(interior andexterior)

• Safety: Fire Safety Equipment, EmergencySystems,Hazardous Materials(interiorandexterior)

• Structural: StructuralCondition, Roofs

• External:Windows/Doors/Gates/Fences,Playgrounds/SchoolGrounds

2012-13 School Year

School Facility Good Repair Status Thisinspectiondeterminestheschoolfacility’sgoodrepairstatususingratingsofgoodcondition,faircondition,orpoorcondition.Theoverallsummaryoffacilityconditionsusesratingsofexem-plary,good,fair,orpoorcondition.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Poor Restrooms/Fountains Poor

Interior Poor Safety Poor

Cleanliness Poor Structural Poor

Electrical Poor External Poor

Overall Summary of Facility Conditions Poor

Date of the Most Recent School Site Inspection 7/10/2012

Date of the Most Recent Completion of the Inspection Form 8/8/2012

School FacilitiesWheatland Community Day School is housed on our comprehensive campus, WheatlandUnionHighSchool(builtin1961).Thisprogramhasaseparateandisolatedroomandentrance/exitforthe students. The students also have a startandendtimethatdifferfromthecomprehensive program.

Toensureourstaffandstudentshavea safe and healthy environment, the campus is closed for lunch and also su-pervised. Visitors to the campus must sign in at the front desk.

TheDistrictparticipatesinthestateschool Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis to assist school districts with expenditures for majorrepairorreplacementofexistingschool building components. Typically, thisincludesroofing,plumbing,heat-ing,airconditioning,electricalsystems,interiororexteriorpaintingandfloorsystems. For the 2012-13 school year, the District budgeted $48,846 for the Deferred Maintenance Program. This represents 1% of the District’s general fund budget.

³ TheschoolfirstopenedinJanuary2012.Therefore,nodataisavailablefortheschool.

2012-13 School YearDeficiencies and Repairs

Deficiencies, Action Taken or Planned, and Date of Action

Wehad a new roof in 2007 andA/Cunits are about 8 to 10 years old. Thefire alarmneedstobeupgraded.Anentirewingneedsnewwindows,newpaint,andnewelectricalwiring forclassrooms with computers. The plumbing is in high repair and there is a small gas leak in the main parkinglotthatthedistrictisworkingongettingrepaired.Thedistricthaspassedabond,andisintheprocessofworkingwiththeoversightcommitteetostarttheprocesstoprioritizeprojects.ThiswillhaveanimpactonthehousingfortheCommunityDay School.

Deficiencies and Repairs

Suspensions and ExpulsionsThis table shows the rate of suspen-sionsandexpulsions(thetotalnumberof incidents divided by the school’s totalenrollment)forthemostrecentthree-year period.

Suspensions and Expulsions

Three-Year Data ComparisonSuspension and Expulsion Rates

Wheatland CDHS Wheatland UHSD

09-10 10-11 11-12 09-10 10-11 11-12

Suspension Rate ³ 1.800 6.889 0.411 0.399 0.470

Expulsion Rate ³ 0.100 0.000 0.001 0.015 0.011

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v Scores are not shown when the number of students tested is 10 or less, either because the number of studentstestedinthiscategoryistoosmallforstatisticalaccuracyortoprotectstudentprivacy.

Standardized Testing and Reporting ProgramTheStandardizedTestingandReport-ing(STAR)Programaimstoidentifystrengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the student’s age and individual needs. These tests include: the California StandardsTest(CST),CaliforniaModi-fiedAssessment(CMA),andCaliforniaAlternate Performance Assessment (CAPA).

TheCSTsaremultiplechoicetestsinEnglish-languagearts,mathematics,science, and history-social science for varying grade levels. Some grade levels alsoparticipateinanessaywritingtest. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

TheCMAisamodifiedassessmentforstudentswithdisabilitieswhohaveanindividualizededucationprogram(IEP).It is designed to assess those students whosedisabilitiespreventthemfromachievinggrade-levelproficiencyonanassessment of the content standards withorwithoutaccommodations.

The CAPA is an alternate assessment forstudentswithsignificantcognitivedisabilitieswhoareunabletotaketheCSTwithaccommodationsormodifica-tionsortheCMAwithaccommoda-tions.

FormoreinformationontheSTARprogramincludingtests,participation,groups, and scores by grade level, please visit http://star.cde.ca.gov/.

Three-Year Data Comparison

STAR Results for All StudentsTheStandardizedTestingandReporting(STAR)resultsareevaluatedandcomparedtostatestan-dardsusingthefollowingfiveperformancelevels:Advanced(exceeds state standards);Proficient (meets state standards);Basic;Below Basic;andFar Below Basic.StudentsscoringattheProficientor Advanced level meet state standards in that content area. Please note scores are not shown when the number of students tested is 10 or less, either because the number of students tested istoosmallforstatisticalaccuracyortoprotectstudentprivacy.Therefore,nodataisavailableforWheatland Community Day High School.

Students Scoring at Proficient or Advanced Levels

Wheatland CDHS Wheatland UHSD California

Subject 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12

English-Language Arts ³ ³ v 49% 48% 50% 52% 54% 56%

Mathematics ³ ³ v 15% 11% 18% 48% 50% 51%

Science ³ ³ v 46% 45% 57% 54% 57% 60%

History-Social Science ³ ³ v 40% 32% 45% 44% 48% 49%



California High School Exit Exam ResultsThetabledisplaysthepercentageofstudentsscoringatProficientorAdvancedlevelsforthemostrecentthree-yearperiod.Note:ThescoreastudentmustachievetobeconsideredProficientisdif-ferentthanthepassingscoreforgraduationrequirement.Scoresarenotshownwhenthenumberofstudentstestedis10orless,eitherbecausethenumberofstudentstestedistoosmallforstatisti-cal accuracy or to protect student privacy. Therefore, no data is available for Wheatland Community Day High School.

Students Scoring at Proficient or Advanced Levels

English-Language Arts Mathematics

09-10 10-11 11-12 09-10 10-11 11-12

Wheatland CDHS v v v v v v

Wheatland UHSD 55% 58% 51% 51% 49% 54%

California 54% 59% 56% 54% 56% 58%

2011-12 School Year

District CAHSEE Results: English-Language Arts and MathematicsThis table displays the percentage of students, by subject, achieving at each performance level in English-languageartsandmathematicsforthemostrecenttestingperiodforthedistrict.Schoolscores are not shown when the number of students tested is 10 or less, either because the number ofstudentstestedistoosmallforstatisticalaccuracyortoprotectstudentprivacy.Therefore,onlydistrict scores are displayed.

Students Achieving at Each Performance Levels

All Students in the District

Not Proficient Proficient Advanced

English-Language Arts 49% 25% 26%

Mathematics 46% 43% 11%

California High School Exit Exam ResultsThe table displays the percentage ofstudentsscoringatProficientorAdvanced levels for the most recent three-yearperiod.Note:Thescoreastudent must achieve to be consid-eredProficientisdifferentthanthepassingscoreforgraduationrequire-ment. Scores are not shown when the number of students tested is 10 or less, either because the number of students testedistoosmallforstatisticalaccu-racy or to protect student privacy.

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API Testing Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

API RanksSchools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which information is available.


API Growth by Student GroupThistabledisplays,bystudentgroup,first,the2012GrowthAPIattheschool,district,andstatelevelfollowedbytheactualAPIchangeinpointsadded or lost for the past three years at the school.

2012 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group

2012 Growth API Wheatland CDHS – Actual API ChangeWheatland CDHS Wheatland UHSD California

Number of Students

Growth API

Number of Students

Growth API

Number of Students

Growth API 09-10 10-11 11-12

All Students u u 518 778 4,664,264 788 ³ ³ u

Black or African American u u 12 836 313,201 710 ³ ³ u

American Indian or Alaska Native u u 9 n 31,606 742 ³ ³ u

Asian u u 17 788 404,670 905 ³ ³ u

Filipino u u 9 n 124,824 869 ³ ³ u

Hispanic or Latino u u 148 769 2,425,230 740 ³ ³ u

Native Hawaiian or Pacific Islander u u 3 n 26,563 775 ³ ³ u

White u u 281 779 1,221,860 853 ³ ³ u

Two or More Races u u 39 792 88,428 849 ³ ³ u

Socioeconomically Disadvantaged u u 177 739 2,779,680 737 ³ ³ u

English Learners u u 53 724 1,530,297 716 ³ ³ u

Students with Disabilities u u 42 509 530,935 607 ³ ³ u

Academic Performance IndexTheAcademicPerformance Index (API) is anannualmeasureof theacademicperformanceandprogress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflectstheschool,districtorastudentgroup’sperformancelevel,basedontheresultsofstatewidetesting.ThestatehassetanAPIscoreof800asthestatewidetarget.

TheannualAPIreportingcycleconsistsoftheBaseandGrowthAPI.TheBaseAPIbeginsthereport-ingcycleandtheresultsarereleasedapproximatelyayearaftertestingoccurs(e.g.The2011BaseAPIiscalculatedfromresultsofstatewidetestinginspring2011,buttheresultsarenotreleasedun-tilMay2012).GrowthAPI,calculatestestresultsinthesamefashionandwiththesameindicatorsastheBaseAPIbutfromtestresultsofthefollowingyear(e.g.The2012GrowthAPIiscalculatedfromresultsofstatewidetestinginspring2012andreleasedinSeptember2012).TheyearoftheAPIcorrespondstotheyearoftesting.Therefore,forthe2011-12APIreportingcycle,the2011Baseindicator and 2012 Growth indicator are used. To represent how much a school’s API changed from 2011-12(knownasthe2011-12APIGrowth),the2011BaseAPIissubtractedfromthe2012GrowthAPI. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.

TolearnmoreaboutAPI,visittheAPIinformationguideatwww.cde.ca.gov/ta/ac/ap/documents/in-foguide12.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.

API Ranks

API Ranks

2009 2010 2011

Statewide API Rank ³ ³ ³

Similar Schools API Rank ³ ³ ³

nDataarereportedonlyfornumericallysignificantgroups.³ TheschoolfirstopenedinJanuary2012.Therefore,nodataisavailablefortheschool.

u In2012,thisschoolhadfewerthan11valid2012STARtestscores.NoreliableAPIcanbecalculatedwithsofewscores.

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2012-13 School Year

2011-12 School Year

Adequate Yearly ProgressTheNoChildLeftBehind(NCLB)ActrequiresthatallschoolsanddistrictsmeetAdequateYearlyProgress(AYP)requirements.Californiapublicschoolsanddistrictsarerequiredtomeetorexceedcriteria in these four target areas:

1. ParticipationrateonstatewideassessmentsinEnglish-languageartsandmathematics2. PercentageofstudentsscoringproficientonstatewideassessmentsinEnglish-languagearts

andmathematics3. API scores4. Graduationrateforhighschools

ThetabledisplayswhetherornottheschoolanddistrictmeteachoftheAYPcriteriaandmadeoverallAYPfor2011-12.Formoreinformation,visitwww.cde.ca.gov/ta/ac/ay/.

Federal Intervention ProgramDistrictsandschoolsreceivingTitleIfundingthatfailtomeetAYPovertwoconsecutiveyearsinthesamecontentarea(English-languageartsormathematics)oronthesameindicator(APIorgradua-tionrate)canenterintoProgramImprovement(PI).EachadditionalyearthatthedistrictorschoolsdonotmeetAYPresultsinadvancementtothenextlevelofintervention.Thistabledisplaysthe2012-13ProgramImprovementstatusfortheschoolanddistrict.Formoreinformation,pleasevisitwww.cde.ca.gov/ta/ac/ay/.

Public Internet AccessInternetaccessisavailableatpubliclibrariesandotherlocationsthatarepubliclyaccessible(i.e.,theCaliforniaStateLibrary).AccesstotheInternetatlibrariesandpubliclocationsisgenerallypro-videdonafirst-come,first-servedbasis.Otheruserestrictionsincludethehoursofoperation,thelengthoftimethataworkstationmaybeused(dependingonavailability),thetypesofsoftwareprogramsavailableataworkstation,andtheabilitytoprintdocuments.

Adequate Yearly Progress Criteria


Met Overall AYP Yes No

AYP Criteria English-Language Arts Mathematics English-

Language Arts Mathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes Yes No Yes

API ù Yes

Graduation Rate æ Yes

Federal Intervention Program


Program Improvement Status NotInPI NotInPI

First Year of Program Improvement ² ²

Year in Program Improvement ² ²

Number of Schools Identified for Program Improvement 1

Percent of Schools Identified for Program Improvement 50.00%

Professional DevelopmentTheDistrictprovidestimeandre-sourcesforcollaboration,planningandprofessional development. Professional development days are designed to providecontinuouslearningopportuni-tiesforadministrators,teachersandclassifiedpersonnel.Topicsincludecurriculumrevisionandmeetingstatestandardsforstudentsuccess.Staffparticipatesinavarietyofprofessionaldevelopment workshops and seminars related to their departmental content area.Thesearerelatedtomeetingstate standards and improving instruc-tionalstrategies,benchmarktesting.Holt, AVID and ELA teachers receive coaching as well.

The District has provided professional developmentonSept.20,2012,Oct.1,2012,Nov.5,2012andDec.3,2012with a focus on the new “Common Core” standards.

For the 2009-10 school year, three days were dedicated for professional development. In 2010-11, there were six days, and in 2011-12, there were nine days dedicated for professional development.

² Notapplicable.

æ TheschoolisnotrequiredtomeetthegraduationratecriteriaforAYPbecausetherewerefewerthan50studentsinthegraduationdenominator(graduatesplusdropouts).

ù TheAPIindicatorforAYPcannotbedeterminedwhentherearefewerthan50validtestscores.

California Physical Fitness TestEach spring, all students in grades 5, 7, and9arerequiredtoparticipateintheCaliforniaPhysicalFitnessTest(PFT).The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education.PFTmeasuressixkeyfitnessareas:

1. Aerobic Capacity 2. BodyComposition3. Flexibility4. Abdominal Strength

and Endurance5. Upper Body Strength

and Endurance6. Trunk Extensor Strength

and Flexibility

Encouragingandassistingstudentsinestablishing lifelong habits of regular physicalactivityistheprimarygoalof the Fitnessgram®. For 2011-12, no informationisavailableforWheatlandCommunity Day High School regarding the California PFT. For more detailed in-formationontheCaliforniaPFT,pleasevisit www.cde.ca.gov/ta/tg/pf/.

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Completion of High School Graduation Requirements

Graduating Class of 2012Completion of High School Graduation Requirements

Group Wheatland CDHS Wheatland UHSD

All Students v 96.3%

Black or African American v v

American Indian or Alaska Native v 100.0%

Asian v v

Filipino v v

Hispanic or Latino v 90.3%

Native Hawaiian or Pacific Islander v v

White v 97.5%

Two or More Races v v

Socioeconomically Disadvantaged v 95.3%

English Learners v v

Students with Disabilities v v


Graduates and DropoutsThistabledisplaysthegraduationanddropoutratesforthemostrecentthree-yearperiodforwhichdataisavailable.Pleasenote,anewmethodforcalculatinggraduationanddropoutrateswasimple-mentedstartingwiththeclassof2010.Thenewratesshouldnotbecomparedtodatafrompre-vious years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdfformoreinformation.

Graduation and Dropout Rates

Graduation Rate Dropout Rate

08-09 09-10 10-11 08-09 09-10 10-11

Wheatland CDHS ³ ³ ³ ³

Wheatland UHSD 37.04% 88.57% 13.00% 7.60%

California 74.72% 76.26% 16.6% 14.4%

v Scores are not shown when the number of students tested is 10 or less, either because the number of studentstestedinthiscategoryistoosmallforstatisticalaccuracyortoprotectstudentprivacy.The2008-09graduationanddropoutratesarenotdisplayedbecausetheyarebasedonadifferentmethodofcalculationandcannotbecomparedtothedatausingthenewcohortcalculationmethod.

Admission Requirements for California’s Public UniversitiesUniversity of California: Admission requirements for the University of Cali-fornia(UC)followguidelinessetforthin the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completedspecifiedcollegecoursework, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work.

For general admissions requirements, please visit the UC Admissions Informa-tionWebpageatwww.universityof-california.edu/admissions.(Outsidesource)

California State University: Eligibility for admission to the California State University(CSU)isdeterminedbythreefactors: • Specifichighschoolcourses• Gradesinspecifiedcoursesand

test scores• Graduationfromhighschool

Some campuses have higher standards forparticularmajorsorstudentswholive outside the local campus area. Because of the number of students who apply, a few campuses have higher standards(supplementaryadmis-sioncriteria)forallapplicants.MostCSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission,application,andfeeinfor-mationseetheCSUWebpageatwww.calstate.edu/admission/admission.shtml.(Outsidesource)

2010-11 and 2011-12 School YearsUC/CSU Admission

Wheatland CDHS

Percentage of Students Enrolled in Courses Required for UC/CSU Admission in 2011-12 16.70%

Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission in 2010-11 ±

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of California(UC)and/orCaliforniaStateUniversity(CSU)admissionforthemostrecentyearforwhichdataisavailable.Formoredetailedinformation,visithttp://dq.cde.ca.gov/dataquest/.

Completion of High School Graduation RequirementsThis table shows the percentage of students(whobeganthe2011-12schoolyearinthe12thgrade)whometalllocalgraduationrequirementsfor receiving a high school diploma including having passed both the English-languageartsandmathematicsportionsoftheCAHSEEorreceivedalocalwaiverorstateexemption.Pleasenote state results are not available. For moreinformation,pleasevisitwww.cde.ca.gov/ta/tg/hs.


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Teacher QualificationsThistableshowsinformationaboutteachercredentialsandteacherqualifications.Moreinforma-tioncanbefoundbyvisitinghttp://data1.cde.ca.gov/dataquest/.

Teacher Credential Information

Wheatland UHSD Wheatland CDHS

Teachers 11-12 09-10 10-11 11-12

With Full Credential 33 ³ 1 1

Without Full Credential 10 ³ 0 0

Teaching Outside Subject Area of Competence ³ 0 0


Teacher Misassignments and Vacant Teacher PositionsThistabledisplaysthenumberofteachermisassignments(teachersassignedwithoutproperlegalauthorization)andthenumberofvacantteacherpositions(notfilledbyasingledesignatedteacherassignedtoteachtheentirecourseatthebeginningoftheschoolyearorsemester).Pleasenote:To-tal teacher misassignments includes the number of misassignments of teachers of English Learners.

Teacher Misassignments and Vacant Teacher Positions

Wheatland CDHS

Teachers 10-11 11-12 12-13

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

2011-12 School Year

No Child Left Behind Compliant TeachersNCLBrequiresthatallteachersofcoreacademicsubjectareasbe“highlyqualified.”Ingeneral,fora teacher tobeconsideredhighlyqualified, theymusthaveabachelor’sdegree,anappropriateCaliforniateachingcredential,andhavedemonstratedcompetenceforeachcoresubjectheorsheteaches.ThetabledisplaysdataregardingNCLBcompliantteachersfromthe2011-12schoolyear.FormoreinformationonteacherqualificationsrelatedtoNCLB,visitwww.cde.ca.gov/nclb/sr/tq.

No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

Wheatland CDHS 94.23% 5.77%

All Schools in District 94.23% 5.77%

High-Poverty Schools in District ² ²

Low-Poverty Schools in District ² ²

²Notapplicable.

NCLB NoteHigh-povertyschoolsaredefinedasthoseschoolswithstudentparticipationofapproximately40%or more in the free and reduced priced meals program. Low-poverty schools are those with student participationofapproximately25%orlessinthefreeandreducedpricedmealsprogram.

Academic Counselors and School Support StaffThistabledisplaysinformationaboutacademiccounselorsandsupportstaffattheschoolandtheirfull-timeequiva-lent(FTE).

Academic Counselors and School Support Staff Data

2011-12 School Year

Academic Counselors

FTE of Academic Counselors 0.2

Ratio of Students Per Academic Counselor 45:1

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.2

Library Media Teacher (Librarian) 0.0

Library Media Services Staff (Paraprofessional) 0.2

Psychologist 0.1

Social Worker 0.0

Nurse 0.0

Speech/Language/Hearing Specialist

Per IEP

Resource Specialist (non-teaching) 0.2

Other FTE

Health Aide6 hrs per day


2011

-12

SAR


Dataforthisyear’sSARCwasprovidedbytheCaliforniaDepartmentofEducation(CDE),schoolanddistrictoffices.ForadditionalinformationonCaliforniaschoolsanddistricts,pleasevisitDataQuestathttp://data1.cde.ca.gov/dataquest. DataQuest is an online resource thatprovides reports foraccountability, testdata,enrollment, graduates,dropouts, courseenrollments, staffing,anddata regarding English Learners. Additionally, Ed-Data in partnershipwith theCDE, provides extensive financial, demographic,and performance information about California’s public kindergarten through grade twelve school districts and schools.Moreinformationcanbe foundatwww.ed-data.k12.ca.us/Pages/Home.aspx. Per Education Code Section35256,eachschooldistrictshall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.AlldataaccurateasofNovember29,2012.

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expendi-tures per pupil from unrestricted and restricted sources.

School Financial Data

2010-11 Fiscal Year

Total Expenditures Per Pupil $27,026

Expenditures Per Pupil From Restricted Sources $27,026

Expenditures Per Pupil From Unrestricted Sources $0

Annual Average Teacher Salary $41,722

Types of Services FundedTobacco-usePrevention(TUPE)moneyprovidesforacounselortoworkwithstudentsfor1to2hours per week.

Financial Data ThefinancialdatadisplayedintheSARCisfromthe2010-11fiscalyear.Themostcurrentfiscalinfor-mationavailableprovidedbythestateisalwaystwoyearsbehindthecurrentschoolyear,andoneyearbehindmostotherdataincludedinthisreport.Formoredetailedfinancialinformation,pleasevisit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

2010-11 Fiscal Year

District Financial DataThistabledisplaysdistrictteacherandadministrativesalaryinformationandcomparesthefigurestothestateaveragesfordistrictsofthesametypeandsizebasedonthesalaryschedule.Notethedistrictsalarydatadoesnotincludebenefits.

District Salary Data

Wheatland UHSD Similar Sized District

Beginning Teacher Salary $35,283 $40,582

Mid-Range Teacher Salary $54,418 $58,876

Highest Teacher Salary $67,117 $77,129

Average Principal Salary $108,419 $103,206

Superintendent Salary $140,000 $134,165

Teacher Salaries — Percent of Budget 37% 30%

Administrative Salaries — Percent of Budget 6% 6%

2010-11 Fiscal Year

Financial Data ComparisonThe following table displays the school’s per pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

Financial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

Annual Average Teacher

Salary

Wheatland CDHS $0 $41,722

Wheatland UHSD $7,095 $60,000

California $5,455 $62,010

School and District — Percent Difference Ù -43.8%

School and California — Percent Difference Ù -48.6%

School SafetyOursafetyplanisorganizedintosixsections.Theyareasfollows:• Section1:Overview• Section2:Emergency

Preparedness;definingrolesandresponsibilities

• Section3&4:Seriesofinitialresponses for many types of emergencies

• Section5:Detailedagencyresponses

• Section6:Supplementalemergencyinformation

The School Safety Plan was last re-viewed, updated and discussed with the school faculty in March 2012.

Career Technical Education Programs Wheatland Community Day High School does not have a formal career technicaleducationprogram.Ù Apercentagecannotbecalculatewhenoneofthenumberis0(siteunrestrictedsourcesperpupil).

Documents

Wheatland Community Day High School Mrs. Lynne Tafoya, · 2014. 11. 12. · Student Edition Literature & Language Arts, Holt, Rinehart, & Winston 2008 ... Science Physics 2007 Science