Windsor Oaks Academy High School · sor Schools. 2 2011-12 SARC • Windsor Oaks Academy High School ... Cleanliness (school grounds, buildings, rooms, and common areas)

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

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Director’s Message

Windsor Oaks Academy, located on the southwest corner of the Windsor High School campus, is an alterna ve school that serves students in grades 10-12. Students apply to Windsor Oaks Academy for its small classes and an environment that adapts to individual learning styles.

The success of the Academy con nues to be its ability to grow (we hope to move to a larger campus in the next few years) while maintaining a personalized approach to learning. Crea ve classroom ac vi es and unique outdoor learning programs provide students with the opportunity to apply California Content Standards in meaningful ways.

The Western Associa on of Schools and Colleges (WASC) accorded Windsor Oaks Academy a six-year accredita on following their visit in the spring of 2011. Six years is the longest accredita on that a school can receive from WASC. Windsor Oaks Academy also was recognized by the California Con nua on Educa on Associa on as a Model Con nua on High School in March 2011.

Students work with the school counselor to develop an Individualized Learning Plan that outlines personal goals and the course credits they will need to graduate. A suppor ve school-home partner-ship helps make Windsor Oaks Academy a comfortable place to learn and succeed.

Windsor Oaks Academy High School

8695 Windsor Road Windsor, CA 95492Phone: (707) 837-7767

GRADES 9-12 www.wusd.org/pages/AltEd

Marc Elin, Director

Windsor Unifi ed School District

Tammy J. Gabel, Ed.D., Superintendent

9291 Old Redwood Highway, Building 500 Windsor, CA 95492

Phone: (707) 837-7700Fax: (707) 838-4031

www.wusd.org

In accordance with Stateand federal requirements, theSchool Accountability Report

Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested par es to

stay informed of the school’sprogress, test scores and

achievements.

School Accountability Report Card

“Over 150 Years of Excellence”

Board of Trustees

Oscar Chavez: Oscar Chavez was appointed to the Board in June of 2012. He believes that inves ng in our children is the single most important decision we can make to preserve our democracy and strengthen our economic security. In these mes of economic uncertainty and con nued cuts to our educa on system, we need to engage our broader community and make inves ng in the educa on of our students our top priority. Now more than ever our students need leaders who will advocate for their educa onal, health, and economic wellbeing.

Oscar is an experienced execu ve director of one of the largest non-profi ts in the county and serves on numerous county-wide boards and commissions. As a parent of four boys a ending schools in the district he is commi ed to making sure that they and their peers have the best quality educa on to achieve their full poten al.

Katy Dillwood: Katy Dillwood has held many leadership roles over the years. She served on the Windsor Schools PTA Board from 2002-2006 - as Treasurer, then President. She served on the school superintendent's Financial Advisory Commi ee from 2004-2006. Katy is an accoun ng consultant and has three children a ending the Windsor schools. She intends to con nue taking an ac ve role in the ongoing improvement of our local educa onal system by serving on the school board.

Sandy Dobbins: Sandy Dobbins volunteers in her daughters’ classrooms and has served on school site council and the District-wide Board Budget Advisory Commi ee. In 2002, she was elected to the Board. She is commi ed to the Board's eff orts toward the protec on and enhancement of the academic experience for all of Windsor students. She believes that a Board member’s governance role requires vision, personal integrity, honesty, and foremost, a strong focus on students in the policy-making process.

Billy Forrest: Billy Forrest believes that a well-func oning school district is essen al to the vitality of our community. As a father of two children in the district, he has served as President and Vice President of the Ma e Washburn and Windsor Creek School Site Councils. He has also served as a member of the WUSD Superintendent’s Financial Advisory Commi ee and the Bond Oversight Com-mi ee. Billy is a licensed architect who has designed master plans and buildings in New York City, Connec cut, New Mexico, and California. He is proud to serve as a member of the Board of Directors for the local U.S. Green Building Council and as a LEED Accredited Professional. As a board member he looks forward to bringing his unique background to serve the school community.

George Valenzuela: Prior to his elec on to the Board, George Valenzuela was employed as an elementary/middle schoolteacher for eleven years. He has three children who a end Windsor Schools. He believes in the Board's accountability to parents, teachers, and community members. Moreover, he believes that all children have the right to a quality and meaningful educa on in Wind-sor Schools.

2 2011-12 SARC • Windsor Oaks Academy High School

Three-Year Data Comparison


Class Size

The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Enrollment and Demographics

The total enrollment at the school was 86 students for the 2011-12 school year.*

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

Class Size Distribution — Average Class Size

09-10 10-11 11-12

Class Size Distribution — Number of Classrooms by Size

09-10 10-11 11-12

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

English-Language Arts 3 3 9

Mathema cs 3 3 6

Science 3 2 3

History-Social Science 3 5 2

2011-12 School YearDemographics

Hispanic or Latino66%

Black or African American

1%White32%

Two or More Races

1%

20 20 20 2021

15 1512

1013 13

English-Language Arts Mathematics Science History-Social ScienceSchool Safety

Windsor Oaks Academy teachers and support staff follow a schoolwide pos-i ve-behavior support model. School staff members work to develop close rela onships with students, both inside and outside the classroom, throughout the school day. By emphasizing posi ve behavior and maintaining close contact with students, Windsor Oaks Academy experiences very few student behavior problems.

We share a campus supervisor for break and lunch with the high school. In addi on, support staff and adminis-tra ve staff at Windsor Oaks Academy monitor the campus. The campus is a closed campus. Visitors sign in at the main offi ce. For the 2012-13 school year, one campus supervisor/student advisor was moved to offi ce space at Windsor Oaks Academy. This created a greater presence of supervision and al-lowed the advisor to work more closely with the assistant principal on site.

We con nue the tradi on of having a Student-Parent Orienta on prior to the start of the school year to bring all parents and students together to review the Student-Parent Handbook. Copies are provided to students during a schoolwide assembly within the fi rst few weeks of school.

We partner with Windsor High School, the comprehensive high school with which we share a campus, to rou nely prac ce emergency procedures, includ-ing fi re, earthquake, and intruder drills. We take inventories of classrooms to ensure teachers and students have the proper supplies for disasters, such as an emergency bag or fi re ex nguisher. Our School Safety Plan is revised per District requirements on an annual basis.

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

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C3Windsor Oaks Academy High School • 2011-12 SARC

School Facilities

The Windsor Oaks Academy campus was established in 2000 and is located on the southwest corner of Windsor High School. The campus features fi ve portable classrooms and a small, walled offi ce located inside one of the classrooms. In 2005-06, an addi onal portable classroom was added to the site to house the district’s independent study program and resource specialist teacher. In 2006-07, we established portable bathrooms and provided food service outside the window of the coun-selor’s offi ce. Growth for the program is limited to the current size of the facility.

In September 2008, the school board voted to move Windsor Oaks Academy and the alterna ve programs to another site to provide for growth. We also added an awning outside for inclement weather as well as addi onal picnic tables for students to sit at for break and lunch. In August 2009, an addi onal portable was added to serve more students in the alterna ve educa on programs.

Con nued on sidebar

School Facility Items Inspected

The tables show the results of the school’s most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (hea ng, ven la on, and air condi oning)

• Interior: Interior Surfaces (fl oors, ceilings, walls, and window casings)

• Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

• Electrical: Electrical Systems(interior and exterior)

• Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

• Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Structural: Structural Condi on,Roofs

• External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

2012-13 School Year

School Facility Good Repair Status

This inspec on determines the school facility’s good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exem-plary, good, fair, or poor condi on.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/Fountains Good

Interior Poor Safety Good

Cleanliness Good Structural Good

Electrical Fair External Poor

Overall Summary of Facility Condi ons Good

Date of the Most Recent School Site Inspec on 07/19/2012

Date of the Most Recent Comple on of the Inspec on Form 07/19/2012

2012-13 School Year

Defi ciencies and Repairs

The table lists the repairs required for all defi ciencies found during the school site inspec on. Re-gardless of each item’s repair status, all defi ciencies are listed.

Defi ciencies and Repairs

Items Inspected Defi ciencies, Ac on Taken or Planned, and Date of Ac on

Interior Bookcases and cabinets more than 4 feet tall not secured. Work order to secure. (In progress)

Electrical Ligh ng replacement ongoing district project (In progress)

External Missing signage (In progress)

School Facilities

Con nued from le Windsor Oaks Academy does not have a library as an independent building. Most of the textbooks used are housed in the Windsor High School library, where students and teachers can check out books. Current classroom book-shelf space is limited to required core textbooks. Videos and supplemental texts are available for check out in the main offi ce.

We are in the beginning stages of purchasing classroom libraries. Space limita ons of the campus prevent the construc on of a library build-ing, though we hope to have one established with our move to a larger campus in the coming years.

Windsor Oaks Academy purchased technology (hardware and so ware) so teachers can deliver specially designed so ware for reading, wri ng, and math. These types of standards-based so ware (such as Accelerated Reader and Accelerated Math) can be used to assess student learning and suc-cess. Student computers and printers are available in every classroom. All students have logins so they can access and use computers and so ware. We also off er students courses through Insight School on a part- me basis to make up credit or for enrichment.

With the school housed in portable buildings, they show normal wear and tear for these structures. The custodial staff of one, shared with the adjacent Windsor High, cleans regularly in the a ernoon/evening hours and teachers and staff are careful to maintain an or-ganized, clean, and safe environment. Necessary repairs are coordinated through the district’s work-order sys-tem or a technology fi x-it system, and the Maintenance or Technology staff respond to needs as appropriate.

The District par cipates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of exis ng school building components. Typically, this includes roofi ng, plumbing, heat-ing, air condi oning, electrical systems, interior or exterior pain ng, and fl oor systems. For the 2012-13 school year, the District budgeted $158,310.33 for the Deferred Maintenance Program. This represents .469% of the District’s general fund budget.


2012-13 School Year

Textbooks and Instructional Materials

Textbooks are chosen from lists that have already been approved by state educa on offi cials. The Windsor Unifi ed School District follows the State-adop on guidelines and adop on cycles for text-books in reading, math, social studies, science, and English language development (ELD). All instruc- onal materials are aligned to state content standards, present a broad spectrum of knowledge, and

enhance the use of mul ple teaching strategies. Materials for grades K-8 are chosen from the State-adopted list. Materials for grades 9-12 are evaluated and recommended by subject area teachers. Recommenda on for adop on of textbooks is made through a District commi ee comprised of teachers (subject or grade level) and administrators. Input from school staff members is vital to making the recommenda on. Selec ons are presented to the Board of Trustees for fi nal approval. Every student is assigned textbooks and instruc onal materials in the core subjects for class and home use.

Textbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts An American Tragedy 2003

English-Language Arts Chronicle of a Death Foretold 2002

English-Language Arts Death of a Salesman 2003

English-Language Arts Exploring Literature 2004

English-Language Arts Jude the Obscure 2002

English-Language Arts Language of Literature 2003

English-Language Arts Life of Pi 2003

English-Language Arts Reader's Handbook 2002

English-Language Arts The Things They Carried 2003

English-Language Arts Writer's Cra 2002

English-Language Arts Wri ng for a Change 2002

Mathema cs Holt Algebra 1 2008

Mathema cs Math 2 Geometry College Prep Math 2001

Mathema cs Holt Algebra 2 2008

Mathema cs Math 4 Analysis 2001

Mathema cs Math 87 2004

Mathema cs Pre-Algebra Special Programs 2004

Science Biology 2002

Science Chemistry 2002

Science Conceptual Physical Science 2002

Science Earth Science 2002

Science Life, Earth and Physical Science 1999

Science Physics 2004

History-Social Science American Government 2003

History-Social Science Challenge of Democracy 2003

History-Social Science History of the World 2003

History-Social Science The American People 2003

History-Social Science The Americans 2002

History-Social Science World Geography and Cultures 2002

History-Social Science World History 2002

Availability of Textbooks and Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instruc onal materials.

Percentage of Students Lacking

Materials by Subject

2012-13 School Year

Reading/Language Arts 0%

Mathema cs 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Science Laboratory Equipment 0%

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instruc onal materials.

Quality of Textbooks

2012-13 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board approved list?

Yes

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

Yes

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

Yes

Currency of Textbook Data

This table displays the date when the textbook and instruc onal materials informa on was collected and verifi ed.

Currency of Textbook

2012-13 School Year

Data Collec on Date 10/2012

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Spring 2012 Results


STAR Results by Student Group: English-Language Arts,Mathematics, Science, and History-Social Science

Students Scoring at Profi cient or Advanced Levels

Group English-Language Arts Mathema cs Science History-

Social Science

All Students in the District 59% 46% 61% 51%

All Students at the School 4% 8% 0%

Male 4% 0% 0%

Female 5% 18% 0%

Black or African American

American Indian or Alaska Na ve

Asian

Filipino

Hispanic or La no 3% 13% 0%

Na ve Hawaiian or Pacifi c Islander

White 7% 0% 0%

Two or More Races

Socioeconomically Disadvantaged 0% 0%

English Learners 0% 0%

Students with Disabili es

Students Receiving Migrant Educa on Services

Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.

Standardized Testing and Reporting Program

The Standardized Tes ng and Report-ing (STAR) Program aims to iden fy strengths 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 Standards Test (CST), California Modi-fi ed Assessment (CMA), and California Alternate Performance Assessment (CAPA).

The CSTs are mul ple choice tests in English-language arts, mathema cs, science, and history-social science for varying grade levels. Some grade levels also par cipate in an essay wri ng test. 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.

The CMA is a modifi ed assessment for students with disabili es who have an individualized educa on program (IEP). It is designed to assess those students whose disabili es prevent them from achieving grade-level profi ciency on an assessment of the content standards with or without accommoda ons.

The CAPA is an alternate assessment for students with signifi cant cogni ve disabili es who are unable to take the CST with accommoda ons or modifi ca- ons or the CMA with accommoda- ons.

For more informa on on the STAR program including tests, par cipa on, groups, and scores by grade level, please visit h p://star.cde.ca.gov/.

STAR Results for All Students

The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state stan-dards using the following fi ve performance levels: Advanced (exceeds state standards); Profi cient(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Profi cient or Advanced level meet state standards in that content area. The tables show the percentage of stu-dents that scored at Profi cient or Advanced levels in English-language arts, mathema cs, science, and history-social science.


Windsor Oaks Academy Windsor USD California

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

English-Language Arts 4% 7% 4% 54% 56% 59% 52% 54% 56%

Mathema cs 0% 0% 8% 45% 47% 46% 48% 50% 51%

Science 0% 53% 62% 61% 54% 57% 60%

History-Social Science 0% 0% 0% 44% 43% 51% 44% 48% 49%


API Testing

Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant 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 Ranks

Schools 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” refl ects how a school compares to 100 sta s cally matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa on is available.

API Testing

Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant 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 Ranks

Schools 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” refl ects how a school compares to 100 sta s cally matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa on is available.


API Growth by Student Group

This table displays, by student group, fi rst, the 2012 Growth API at the school, district, and state level followed by the actual API change in points added 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 Windsor Oaks Academy – Actual

API ChangeWindsor Oaks Academy Windsor USD CaliforniaNumber

of StudentsGrowth

APINumber

of StudentsGrowth

APINumber

of StudentsGrowth

API 09-10 10-11 11-12

All Students 24 483 3,911 789 4,664,264 788 -68 -54 66

Black or African American 0 46 759 313,201 710

American Indian or Alaska Na ve 0 78 735 31,606 742

Asian 0 80 851 404,670 905

Filipino 0 23 882 124,824 869

Hispanic or La no 16 443 1,636 720 2,425,230 740

Na ve Hawaiian or Pacifi c Islander 0 15 826 26,563 775

White 8 2,002 843 1,221,860 853

Two or More Races 0 20 866 88,428 849

Socioeconomically Disadvantaged 10 1,580 716 2,779,680 737

English Learners 14 395 1,131 691 1,530,297 716

Students with Disabili es 2 614 634 530,935 607

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score refl ects the school, district or a student group’s performance level, based on the results of statewide tes ng. The state has set an API score of 800 as the statewide target.

The annual API repor ng cycle consists of the Base and Growth API. The Base API begins the report-ing cycle and the results are released approximately a year a er tes ng occurs (e.g. The 2011 Base API is calculated from results of statewide tes ng in spring 2011, but the results are not released un- l May 2012). Growth API, calculates test results in the same fashion and with the same indicators

as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated from results of statewide tes ng in spring 2012 and released in September 2012). The year of the API corresponds to the year of tes ng. Therefore, for the 2011-12 API repor ng cycle, the 2011 Base indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from 2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth API. 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.

To learn more about API, visit the API informa on guide at www.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

Similar Schools API Rank

Data are reported only for numerically signifi cant groups.


Informa on not available.

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Public Internet Access

Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally pro-vided on a fi rst-come, fi rst-served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.

2011-12 School Year

Adequate Yearly Progress

The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas:

1. Par cipa on rate on statewide assessments in English-language arts and mathema cs2. Percentage of students scoring profi cient on statewide assessments in English-language arts

and mathema cs3. API scores4. Gradua on rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Criteria

Windsor Oaks Academy Windsor USD

Met Overall AYP Yes No

AYP Criteria English-Language Arts Mathema cs English-

Language Arts Mathema cs

Par cipa on Rate Yes Yes Yes Yes

Percent Profi cient Yes Yes No No

API Yes

Gradua on Rate No

2012-13 School Year

Federal Intervention Program

Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English-language arts or mathema cs) or on the same indicator (API or gradua- on rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools

do not meet AYP results in advancement to the next level of interven on. This table displays the 2012-13 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/.

Federal Intervention Program

Windsor Oaks Academy Windsor USD

Program Improvement Status Not In PI In PI

First Year of Program Improvement 2011-2012

Year in Program Improvement Year 2

Number of Schools Iden fi ed for Program Improvement 2

Percent of Schools Iden fi ed for Program Improvement 20.00%

Professional Development

Windsor Oaks Academy provides teach-ers with professional development. These ac vi es include developing profi ciency with Data Director, revision of the School Plan or upda ng the school’s mission statement and vision. Teachers and administra on work together to iden fy and plan staff train-ing needs.

We evaluate teachers on a regular basis. We evaluate proba onary teach-ers who are in their fi rst two years of teaching with formal classroom observa ons using the six California Standards for the Teaching Profession. These include engaging and suppor ng all students in learning, crea ng and maintaining eff ec ve learning environ-ments, understanding and organizing subject ma er for student learning, planning learning experiences for all students, assessing student learn-ing, and developing as a professional educator.

Tenured teachers may opt for an alterna ve evalua on method whereby they develop a project under the supervision of an administrator that is designed to meet a specifi c area of professional growth.

For the previous three school years, no full days were dedicated to staff and professional development.

Not applicable.

The school is not required to meet the gradua on rate criteria for AYP because there were fewer than 50 students in the gradua on denominator (graduates plus dropouts).

The API indicator for AYP cannot be determined when there are fewer than 50 valid test scores.

Parental Involvement

Parents are an integral part of our school. We communicate regularly to keep them informed about grades, behavior, and a endance. We hold a Student-Parent Orienta on annually before school begins. At this orien-ta on, we describe our programs, introduce our staff , and explain our expecta ons about student behav-ior and rights. We invite parents to support students on a regular basis through our Six-Week Achievement Team luncheons, Thanksgiving Feast, Back-to-School Night and First Friday breakfast celebra on.

Our school’s annual plan is established and maintained by our School Site Council, which includes parent mem-bers. We’re thankful we can always rely on parents to donate me and materi-als toward worthy projects.

For more informa on on how to become involved at the school, please contact Susie Mar nez, WOA Adminis-tra ve Assistant, at (707) 837-7771.


Gradua ng Class of 2012

Completion of High School Graduation Requirements

This table shows the percentage of students (who began the 2011-12 school year in the 12th grade) who met all local gradua on requirements for receiving a high school diploma including having passed both the English-language arts and mathema cs por ons of the CAHSEE or received a local waiver or state exemp on. Please note state results are not available. For more informa on, please visit www.cde.ca.gov/ta/tg/hs.

Completion of High School Graduation Requirements

Group Windsor Oaks Academy Windsor USD

All Students 53.7% 88.5%

Black or African American 84.6%

American Indian or Alaska Na ve 100.0%

Asian

Filipino

Hispanic or La no 45.9% 81.0%

Na ve Hawaiian or Pacifi c Islander

White 68.8% 93.0%

Two or More Races

Socioeconomically Disadvantaged 61.8% 80.9%

English Learners 73.0%

Students with Disabili es 76.8%

Advanced Placement Courses

No informa on is available for Windsor Oaks Academy High School regarding advanced placement (AP) courses off ered.

Types of Services Funded

Windsor Oaks Academy uses its limited funds to support the goals outlined in the School Plan. We give priority to building our resources(both textbooks and technology) and upgrading sup-plies and materials. Some funding is also used to support professional growth for teachers and personal de-velopment for students.

In addi on to general fund money from the State of California and lo ery funds for instruc onal materials, the school receives Economic Impact Aid funding to support its programs and staff . Addi- onal funding in 2011-12 was provided

by Title II and SB 847 as well as local dona ons.


Graduates and Dropouts

This table displays the gradua on and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calcula ng gradua on and dropout rates was imple-mented star ng with the class of 2010. The new rates should not be compared to data from pre-vious years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more informa on.

Graduation and Dropout Rates

Gradua on Rate Dropout Rate

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

Windsor Oaks Academy 83.04%* 79.53%* 12.50%* 13.40%*

Windsor USD 83.04% 79.53% 12.50% 13.40%

California 74.72% 76.26% 16.6% 14.4%


The 2008-09 gradua on and dropout rates are not displayed because they are based on a diff erent method of calcula on and cannot be compared to the data using the new cohort calcula on method.

* Alterna ve Schools Accountability Model (ASAM) schools who are not Direct Funded Charters and not County Offi ce of Educa on administrated receive the district-wide rate.

California Physical Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to par cipate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Educa on. PFT measures six key fi tness areas:

1. Aerobic Capacity 2. Body Composi on3. Flexibility4. Abdominal Strength

and Endurance5. Upper Body Strength

and Endurance6. Trunk Extensor Strength

and Flexibility

Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram®. To protect student privacy, scores are not shown when the number of students tested is 10 or less. Therefore, no data is available for Windsor Oaks Academy High School. For more detailed informa on on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.

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California High School Exit Exam Results

The table displays the percentage of students scoring at Profi cient or Advanced levels for the most recent three-year period. Note: The score a student must achieve to be considered Profi cient is dif-ferent than the passing score for gradua on requirement. Scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for sta s- cal accuracy or to protect student privacy. Therefore, no group data is available for Windsor Oaks

Academy High School.


English-Language Arts Mathema cs

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

Windsor Oaks Academy 45% 0%

Windsor USD 59% 69% 66% 51% 61% 58%

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

2011-12 School Year

District CAHSEE Results: English-Language Arts and Mathematics

This table displays the percentage of students, by subject, achieving at each performance level in English-language arts and mathema cs for the most recent tes ng period for the district. School scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for sta s cal accuracy or to protect student privacy. Therefore, only district scores are displayed.

Students Achieving at Each Performance Levels

All Students in the District

Not Profi cient Profi cient Advanced

English-Language Arts 34% 26% 40%

Mathema cs 42% 44% 14%

Admission Requirements for California’s Public Universities

University of California: Admission requirements for the University of California (UC) follow guide-lines set forth in 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 completed specifi ed college course work, 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 on Web page at www.universityofcalifornia.edu/admissions. (Outside source)

California State University: Eligibility for admission to the California State University (CSU) is deter-mined by three factors:

• Specifi c high school courses• Grades in specifi ed courses and test scores• Gradua on from high school

Some campuses have higher standards for par cular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU 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, applica on, and fee informa on see the CSU Web page at www.calstate.edu/admission/admission.shtml. (Outside source)

Course Enrollment for UC/CSU Admission

The table displays two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission for the most recent year for which data is available. For more detailed informa on, visit h p://dq.cde.ca.gov/dataquest/.

UC/CSU Admission Data

2010-11 and 2011-12 School Years

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

76.20%

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

0.00%


“The success of the Academy continues to be its ability to grow while maintaining a personalized approach to learning.”

Windsor School District is at its best when:

• Educa on is a shared, community partnership

• Students are engaged in learning• Schools and facili es are

state-of-the-art• Specialized programs foster

student success • A suppor ve social network is in

place• Fiscal integrity is maintained


Career Technical Education Participation

This table displays informa on about par cipa on in the school’s Career Technical Educa on (CTE) programs.

Career Technical Education Data

2011-12 Par cipa on

Number of Pupils Par cipa ng in CTE

Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma

Percentage of CTE Courses that are Sequenced or Ar culated Between a School and Ins tu ons of Postsecondary Educa on

“Students work with the school

counselor to develop an Individualized Learning Plan that

outlines personal goalsand the course credits

they will need to graduate.”

Informa on not available at this me.

Career Technical Education Programs

During the school year, students take a career assessment and explore diff erent career pathways. In addi on, guest speakers come o en to discuss career op ons. Many students have jobs and receive elec ve credits by enrolling in the Work Experience Program, which is supervised by the counselor. Our high school off ers courses intended to help students prepare for the world of work. These Career Technical Educa on (CTE) courses, formerly known as voca onal educa on, are open to all students and off ered through the Sonoma County Offi ce of Educa on (SCOE) or the adjacent Windsor High School (WHS).

Agricultural and Natural Resources (off ered through SCOE):• Agricultural Mechanics• Agricultural Science• Landscape Design• Agriculture Field Experience• Small Engines• Welding 1• Welding 2

Culinary Arts and Hospitality (off ered through WHS):• Culinary Arts 1• Hospitality• Business Accoun ng and Management• Hotel Management 1• Culinary Arts 2• Event Planning/Travel

Educa on, Health, and Protec ve Services (off ered through WHS):• Biotechnology

Educa on, Health, and Protec ve Services (off ered through SCOE):• Public Safety• Health Care

Informa on Services (off ered through SCOE):• Cisco Networking• Computer Repair

Manufacturing (off ered through SCOE):• Robo cs

Media and Communica ons (off ered through SCOE):• Digital Video and Broadcas ng

Media and Communica ons (off ered through WHS):• Graphic Design

Below is a list of advisors of our CTE programs: • Agriculture and Natural Resources – Stephen Jackson• Welding – Greg Lands• Culinary Arts and Hospitality – Marie Ganister• Educa on, Health, and Protec ve Services – Chris Vetrano & Michelle Berry• Informa on Services – Stephen Jackson• Media and Communica ons – Paul Kinunen

Windsor Oaks Academy students are able to take classes on the WHS campus as elec ves, including the campus-based Regional Occupa onal Program (ROP) courses, aff ording them the opportunity to select career-technical classes that may not otherwise be available at a small alterna ve school. Stu-dents who par cipate in ROP courses at Windsor High or through SCOE receive the cer fi ca on(s) associated with those programs, many of which ar culate to career pathways/cer fi ca ons at the local community college.

Students at Windsor Oaks Academy par cipate in visits to career sites through a partnership with the Rotary Club where they receive tours and informa on sessions with business and industry lead-ers in the local area.

2011

-12

SAR

C20

1112

SAR


2011-12 School Year



Teacher Qualifi cations

This table shows informa on about teacher creden als and teacher qualifi ca ons. More informa- on can be found by visi ng h p://data1.cde.ca.gov/dataquest/.

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not fi lled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: To-tal teacher misassignments includes the number of misassignments of teachers of English Learners.

No Child Left Behind Compliant Teachers

NCLB requires that all teachers of core academic subject areas be “highly qualifi ed.” In general, for a teacher to be considered highly qualifi ed, they must have a bachelor’s degree, an appropriate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. For more informa on on teacher qualifi ca ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Teacher Credential Information

Windsor USD Windsor Oaks Academy

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

With Full Creden al 246 9 8 4

Without Full Creden al 2 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Windsor Oaks Academy

Teachers 10-11 11-12 12-13

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Posi ons 0 0 0

No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

Windsor Oaks Academy 100.00% 0.00%

All Schools in District 100.00% 0.00%

High-Poverty Schools in District 100.00% 0.00%

Low-Poverty Schools in District

Not applicable.

NCLB Note

High-poverty schools are defi ned as those schools with student par cipa on of approximately 40% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.

Academic Counselors and School Support Staff

This table displays informa on about academic counselors and support staff at the school and their full- me equiva-lent (FTE).

Academic Counselors

and School Support Staff Data

2011-12 School Year

Academic Counselors

FTE of Academic Counselors 0.50

Ra o of Students Per Academic Counselor 172:1

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.00

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (Paraprofessional) 0.00

Psychologist 0.00

Social Worker 0.00

Nurse 0.00

Speech/Language/Hearing Specialist 0.00

Resource Specialist (non-teaching) 0.67

Other FTE

Administra ve Assistant 1.00

A endance and Welfare 0.50

Paraeducator 1.00


Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offi ces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffi ng, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive fi nancial, demographic, and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educa on Code Sec on 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.All data accurate as of November 29, 2012.

Suspensions and Expulsions

This table shows the rate of suspen-sions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three-year period.

Suspension and Expulsion Rates

Windsor Oaks Academy

09-10 10-11 11-12

Suspension Rates 0.354 0.205 0.372

Expulsion Rates 0.000 0.000 0.000

Windsor USD

09-10 10-11 11-12

Suspension Rates 0.012 0.010 0.118

Expulsion Rates 0.000 0.000 0.001

School Financial Data

The 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 ExpendituresPer Pupil $5,785

Expenditures Per Pupil From Restricted Sources $943

Expenditures Per Pupil From Unrestricted Sources $4,842

Annual Average Teacher Salary $46,375

Financial Data

The fi nancial data displayed in the SARC is from the 2010-11 fi scal year. The most current fi scal infor-ma on available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed fi nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

2010-11 Fiscal Year

District Financial Data

This table displays district teacher and administra ve salary informa on and compares the fi gures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefi ts.

District Salary Data

Windsor USD Similar Sized District

Beginning Teacher Salary $40,634 $38,725

Mid-Range Teacher Salary $57,159 $59,717

Highest Teacher Salary $71,544 $77,957

Average Principal Salary (Elementary School) $90,334 $95,363

Average Principal Salary (Middle School) $92,515 $98,545

Average Principal Salary (High School) $98,817 $107,031

Superintendent Salary $152,000 $149,398

Teacher Salaries — Percent of Budget 38% 37%

Administra ve Salaries — Percent of Budget 4% 6%

2010-11 Fiscal Year

Financial Data Comparison

The 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

AnnualAverage Teacher

Salary

Windsor Oaks Academy $4,842 $46,375

Windsor USD $5,837 $58,016

California $5,455 $62,892

School and District — Percent Diff erence -17.0% -20.1%

School and California — Percent Diff erence -11.2% -26.3%

Documents

Windsor Oaks Academy High School · sor Schools. 2 2011-12 SARC • Windsor Oaks Academy High School ... Cleanliness (school grounds, buildings, rooms, and common areas)