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2014-15 School Accountability Report Card for Mountain Heights Academy of 12

Mountain Heights Academy

1000 North Ramona Blvd • San Jacinto, CA 92582-2576 • (951) 487-7710 • Grades 1-12 Clifford Weaver, Principal

[email protected] http://mha.sanjacinto.k12.ca.us/

2014-15 School Accountability Report Card

Published During the 2015-16 School Year ---- ----

San Jacinto Unified School District 2045 South San Jacinto Ave. San Jacinto, CA 92583-5626

(951) 929-7700 www.sanjacinto.k12.ca.us

District Governing Board

John I. Norman

Willie Hamilton

Deborah Rex

Jasmin Rubio

Trica Ojeda

District Administration

Diane Perez Superintendent

Seth Heeren Assistant Superintendent

Business Services

Matthew Hixson Assistant Superintendent

Personnel Services

Sherry Smith Assistant Superintendent

Educational Services

---- ----

School’s Mission Statement The mission of Mountain Heights Academy is to provide a flexible and student-centered educational experience that facilitates learning and nurtures students to become productive members of society.

Expected-Schoolwide-Learning-Results (ESLRS) G – Goal Setting; Students will develop educational, vocational and personal goals and create plans to achieve them

• Students create a graduation plan with academic advisement. • Students develop a post graduation plan with a portfolio. • Students generate personal and social plans to reflect self-direction.

P – Proactive, Self Directed Learners: Students will be persistent and resourceful in making decisions and becoming self-directed, life-long learners.

• Students select from a range of educational programs. • Students demonstrate perseverance through regular course completion. • Students work independently and seek help when necessary.

A – Academic Achievement; Students will demonstrate positive academic achievement through standards based curriculum and data driven assessments.

• Students use standardized curriculum guide-sheets for all courses. • Students take credit and benchmark tests for all core courses. • Students utilize study guides for all assessments.

Principal’s Message This report card will give the staff at Mountain Heights Academy the opportunity to inform parents of achievements of the preceding year, of areas for improvement, and of strengths to be built upon. Mountain Heights Academy serves students from grades 1 through 12 through a variety of independent study learning opportunities. The traditional program requires weekly meetings with a teacher. Another program requires weekly meetings but also encourages drop-in meetings for additional support. The on-line program provides the flexibility of submitting assignments on-line and getting feedback electronically. Special education support is provided as needed to resource and SDC students enrolled in the school. Before any student is admitted to Mountain Heights Academy or any alternative school in the San Jacinto Unified School District, the student and his/her parent/guardian are required to attend a meeting with the counselor or administrator. At this meeting, their request is reviewed and they are given a brief orientation to the alternative programs. In May of 2011, Mountain Heights Academy began the process of becoming fully accredited by the Western association of Schools and Colleges (WASC). A preliminary report and WASC site visit took place in spring of 2012. Mountain Heights Academy received a three-year preliminary term of accreditation. This is the longest possible term for a preliminary accreditation. The campus also houses the Mountain View Continuation High School and the Adult School. This expands the educational opportunities available to students.


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 Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

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

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

• For additional information about the school, parents/guardians and community members should contact the school at (951) 487-7710 or the district office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 5 1

Grade 6 1

Grade 7 2

Grade 8 6

Grade 9 7

Grade 10 15

Grade 11 35

Grade 12 75

Total Enrollment 142

2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 11.3

American Indian or Alaska Native 3.5

Asian 1.4

Hispanic or Latino 60.6

Native Hawaiian or Pacific Islander 1.4

White 19.7

Two or More Races 2.1

Socioeconomically Disadvantaged 70.4

English Learners 9.9

Students with Disabilities 6.3

Foster Youth 1.4

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

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

Teacher Credentials

Mountain Heights Academy 13-14 14-15 15-16

With Full Credential 3 2 3

Without Full Credential 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

San Jacinto Unified School District 13-14 14-15 15-16

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 0 0 0

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

Core Academic Classes Taught by Highly Qualified Teachers

2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 100.0 0.0

Districtwide

All Schools 99.4 0.6

High-Poverty Schools 99.4 0.6

Low-Poverty Schools 0.0 0.0

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


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. The adoption of the resolution regarding sufficiency of instructional and supplemental instructional materials for fiscal year 2015-2016 pursuant to Education Code Sections 60119, 60422(b) and 60451 was done on October 19, 2015. Mountain Heights Academy provides all students, including English Learners, with textbooks which meet state adoption criteria. Quality, highly motivating instructional materials are provided to fulfill and reinforce the district’s outlined curriculum.

Textbooks and Instructional Materials

Year and month in which data were collected: October 19, 2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Houghton Mifflin – Language Arts (Adoption 2003) (K-6) Houghton Mifflin Harcourt – Language Arts (Medallions) (Adoption 2009) Holt, Reinhart & Winston - Language Arts Course 1,2,3,4,5 and 6 (7-12) Holt, Reinhart & Winston – Language Arts (Adoption 2003) Units of Study (Novels) purchased 2013, 2014 and 2015 Scholastic READ 180 & System 44 Next Generation (Adoption 2015)

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0

Mathematics enVision Math – Scott Foresman Wesley Addison (Adoption 2014) McGraw-Hill – Common Core, California Math (Adoption 2014) Pearson Education, Inc. - Algebra 1 / Geometry / Integrated Math 1 & 2 / Mathematics for Business (Adoption 2009) Holt McDougal - California Algebra 2 (Adoption 2009) MVP Math Online Program (Adoption 2014)



Science MacMillan-California Science (K-5) (Adoption 2007) Pearson Education, Inc. – California Science (Earth, Physical, Life) Pearson Education, Inc. (Adoption 2007) (Grades 6-7) Holt, Reinhart & Winston - California Biology & California Chemistry Holt, Reinhart & Winston (Adoption 2007) Pearson Education, Inc. Physics, Fundamentals of Physics (Adoption 2007) McDougal Littell—Earth Science (Adoption 2005) Glencoe-McGraw Hill—Life Science (Adoption 2008) Holt - Physical Science (Adoption 2007) McGraw Hill Hole’s Essential Human Anatomy & Physiology (Adoption 2015)



History-Social Science Scott Foresman—California Social Studies (K-5) (Adoption 2006) Holt, Reinhart & Winston – California Social Studies (6-8) (Adoption 2006) McDougal Littell—Modern World History (Adoption 2006) Glencoe-McGraw Hill - US History, American Vision, Government Democracy in Action, Economics – Principals & Practices (Adoption 2006)



Foreign Language Pearson Education, Inc. Realidades (Spanish 1) (Adoption 2011) D’Accord (French 1, 2, & 3) TEMAS (Spanish-Vista Higher Learning)




School Facility Conditions and Planned Improvements (Most Recent Year) Mountain Heights Academy shares the school site with Mountain View high School and the Adult School. Most areas are utilized by multiple schools. There are sixteen classrooms with individually controlled air-conditioning/heating units. Overhead projector units were installed in all classrooms. In addition, the school has a media/testing center with materials available for checkout, a multi-purpose room, food service facility, and student store. Every classroom has adequate space and all the materials needed to ensure student success. 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 that emergency repairs are given the highest priority. Regular and corrective maintenance is handled on a priority daily basis and emergencies are handled immediately. Cleaning Process and Schedule Our campus is clean, safe, and structurally sound. The campus is checked daily by staff for safety and a monthly site inspection checklist is completed by site staff. Students share the responsibility of maintaining the cleanliness of the campus. All rooms are cleaned daily, with major repairs completed as necessary. The District makes great effort 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 school office or at the District Office Maintenance & Operations Office. School Facility Good Repair Status (School Year 2014-15) To determine the condition of our facilities, our district sends experts from our facilities team to inspect them. They use a survey, called the Facilities Inspection Tool, issued by the Office of Public School Construction. Based on that survey, we’ve answered the questions you see on this report. Please note that the information reflects the condition of our buildings as of the date of the report. Since that time, those conditions may have changed. The inspection took place on July 14, 2015.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: July 14, 2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X No deficiencies found at the time of inspection.

Interior: Interior Surfaces


Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation


Electrical: Electrical


Restrooms/Fountains: Restrooms, Sinks/ Fountains


Safety: Fire Safety, Hazardous Materials


Structural: Structural Damage, Roofs


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


Overall Rating Exemplary Good Fair Poor

---------- X


B. Pupil Outcomes

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

Performance and Progress [CAASPP], Science California Standards Tests); and

• The percentage of pupils 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

2014-15 CAASPP Results for All Students

Subject

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

School District State

ELA 18 28 44

Math 0 17 33

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

CAASPP Results for All Students - Three-Year Comparison

Subject

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


12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 9 16 8 50 55 49 59 60 56

* Results are for grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

All Students in the LEA 49

All Student at the School 8

Male 0

Female 18

Black or African American --

American Indian or Alaska Native --

Asian --

Hispanic or Latino 11

White --

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students with Disabilities 5

Foster Youth --

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

School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not

Met Standard

Nearly Met Standard

Met Standard Exceeded

All Students 5 2 0 0.0 -- -- -- --

6 2 0 0.0 -- -- -- --

7 5 3 60.0 -- -- -- --

8 13 9 69.2 -- -- -- --

11 60 21 35.0 29 19 14 5

Male 5 0 0.0 -- -- -- --

6 0 0.0 -- -- -- --

7 2 40.0 -- -- -- --

8 3 23.1 -- -- -- --

11 6 10.0 -- -- -- --

Female 5 0 0.0 -- -- -- --

7 1 20.0 -- -- -- --

8 6 46.2 -- -- -- --

11 15 25.0 20 27 20 7


School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Met Standard

Nearly Met Standard


Black or African American 7 1 20.0 -- -- -- --

8 3 23.1 -- -- -- --

11 0 0.0 -- -- -- --

American Indian or Alaska Native 11 1 1.7 -- -- -- --

Asian 8 1 7.7 -- -- -- --

Filipino 7 0 0.0 -- -- -- --

Hispanic or Latino 5 0 0.0 -- -- -- --

7 1 20.0 -- -- -- --

8 3 23.1 -- -- -- --

11 18 30.0 28 17 11 6

White 6 0 0.0 -- -- -- --

7 1 20.0 -- -- -- --

8 1 7.7 -- -- -- --

11 1 1.7 -- -- -- --

Two or More Races 8 1 7.7 -- -- -- --

11 1 1.7 -- -- -- --

Socioeconomically Disadvantaged 5 0 0.0 -- -- -- --

6 0 0.0 -- -- -- --

7 2 40.0 -- -- -- --

8 8 61.5 -- -- -- --

11 17 28.3 35 18 6 6

English Learners 8 0 0.0 -- -- -- --

11 2 3.3 -- -- -- --

Students with Disabilities 6 0 0.0 -- -- -- --

7 0 0.0 -- -- -- --

8 0 0.0 -- -- -- --

11 0 0.0 -- -- -- --

Foster Youth 5 -- -- -- -- -- --

6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

11 -- -- -- -- -- --

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; 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 students with scores.


School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Met Standard

Nearly Met Standard


All Students 3 1 1 100.0 -- -- -- --

5 2 0 0.0 -- -- -- --

6 2 1 50.0 -- -- -- --

7 5 4 80.0 -- -- -- --

8 13 8 61.5 -- -- -- --

11 60 13 21.7 62 15 0 0

Male 5 0 0.0 -- -- -- --

6 0 0.0 -- -- -- --

7 2 40.0 -- -- -- --

8 2 15.4 -- -- -- --

11 5 8.3 -- -- -- --

Female 3 1 100.0 -- -- -- --

5 0 0.0 -- -- -- --

6 1 50.0 -- -- -- --

7 2 40.0 -- -- -- --

8 6 46.2 -- -- -- --

11 8 13.3 -- -- -- --

Black or African American 6 1 50.0 -- -- -- --

7 2 40.0 -- -- -- --

8 3 23.1 -- -- -- --

11 0 0.0 -- -- -- --

American Indian or Alaska Native 11 0 0.0 -- -- -- --

Asian 8 1 7.7 -- -- -- --

Filipino 7 0 0.0 -- -- -- --

Hispanic or Latino 5 0 0.0 -- -- -- --

7 1 20.0 -- -- -- --

8 2 15.4 -- -- -- --

11 12 20.0 58 17 0 0

White 6 0 0.0 -- -- -- --

7 1 20.0 -- -- -- --

8 1 7.7 -- -- -- --

11 0 0.0 -- -- -- --

Two or More Races 3 1 100.0 -- -- -- --

8 1 7.7 -- -- -- --

11 1 1.7 -- -- -- --


School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Met Standard

Nearly Met Standard


Socioeconomically Disadvantaged 3 1 100.0 -- -- -- --

5 0 0.0 -- -- -- --

6 1 50.0 -- -- -- --

7 3 60.0 -- -- -- --

8 7 53.8 -- -- -- --

11 12 20.0 58 17 0 0

English Learners 8 0 0.0 -- -- -- --

11 2 3.3 -- -- -- --

Students with Disabilities 6 0 0.0 -- -- -- --

7 0 0.0 -- -- -- --

8 0 0.0 -- -- -- --

11 0 0.0 -- -- -- --

Foster Youth 3 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

11 -- -- -- -- -- --

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; 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 students with scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Contact Person: Denise Leonard Phone Number: (951) 487-7710 There are a variety of ways for parents to be involved with their students’ educational opportunity at Mountain Heights Academy. Each year the parents, students, and staff are asked to choose representatives to serve on the School Site Council (SSC). Once the council has been selected, members of all constituent groups are encouraged to attend and to provide input even if not “official” members. Each year the constituent groups of the School Site Council review the school budget at their first meeting. The budget is monitored at each meeting thereafter. Parents interested in participating in the English Learner Advisory Committee (ELAC) may contact the school for details and meeting dates. Every year Mountain Heights Academy hosts two evening parent open houses where parents/guardians are encouraged to come and meet with the staff. One meeting is usually in October and the second in April.

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. School Safety Plan Date the plan was last updated: 11/16/2015 Date the plan was last reviewed with staff: 1/27/2016


The Comprehensive Safe School Plan includes data regarding crime, safe school procedures and compliance with laws including: (1) child abuse reporting, (2) disaster response, (3) suspension and expulsion policies, (4) notification of teachers of dangerous pupils, (5) sexual harassment, (6) school-wide dress codes prohibiting gang-related apparel, (7) procedures for safe ingress and egress from school, (8) procedures to ensure a safe and orderly environment conducive to learning, (9) rules and procedures on school discipline adopted pursuant to Ed Code Sections 35291 and 35291.5, and (10) lock-down procedures. A copy of the plan is available for inspection by the public at each school. Our school and grounds are very safe. Staff members monitor the campus before school, after school, and during breaks. Our discipline policies curtail fighting and bullying. Mountain Heights Academy yearly updates its Site Disaster Plan and staff is regularly in-serviced as to their duties in emergency situations.

Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 0.52 1.00 0.00

Expulsions Rate 0.26 0.00 0.00

District 2012-13 2013-14 2014-15



State 2012-13 2013-14 2014-15



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.

2014-15 Adequate Yearly Progress Overall and by Criteria

AYP Criteria School District State

English Language Arts

Met Participation Rate No Yes Yes

Met Percent Proficient N/A N/A N/A

Mathematics

Met Participation Rate No Yes Yes

Met Percent Proficient N/A N/A N/A

Made AYP Overall No Yes Yes

Met Attendance Rate N/A Yes Yes

Met Graduation Rate Yes Yes Yes

2015-16 Federal Intervention Program

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 6

Percent of Schools Currently in Program Improvement 100.0

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English 9 9 9 16 21 17 3 1 2 3 2

Math--- 6 6 5 24 28 28 1 1

Science

5 5 7 15 16 14 1

SS----- 6 7 6 21 26 25 2 1 1 1

* 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.


Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- split

Counselor (Social/Behavioral or Career Development) 0

Library Media Teacher (Librarian) 0

Library Media Services Staff (Paraprofessional) .5

Psychologist------- split

Social Worker------- 0

Nurse------- split

Speech/Language/Hearing Specialist split

Resource Specialist------- 0

Other------- 0

Average Number of Students per Staff Member

Academic Counselor------- 146 * 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.

Professional Development provided for Teachers The San Jacinto Unified School District provides all certificated and classified staff members with ongoing professional development in order to enhance employee knowledge and skills. Administrators, teachers, counselors, and classified staff are provided with research-based professional development activities based on student performance data and the needs of employees. Professional development activities for administrators and teachers focus primarily on implementation of the Common Core State Standards (CCSS) in both English/Language Arts and mathematics as well as on increased student literacy expressed through writing. The ELA staff has been involved in a multi-year process involving a deep understanding of the new CCSS ELA standards, the assessment process that accompanies them and effective instructional practice that provides high levels of student engagement. A major emphasis has been on the use of cross-curricular materials in the ELA classroom. A significant component of the professional development plan is the collaboration and planning sessions. This has provided the opportunity for teachers to share good practice and revisit/refine units of study.

Training focused on CCSS mathematics is also ongoing. The teachers have adopted specific curricula for each grade level, i.e. elementary, middle school and high school. Training in those materials have been provided to all teachers. Additionally, teachers benefit from an incremental professional development plan to introduce the Standards for Mathematical Practice (SMP) at all grade levels. Collaboration time and planning time are priorities. Support for increased student writing is an important part of the common core design. Writing instruction for core content teachers encompasses Thinking Maps, co-teaching, and small group instruction. Consultants have been retained to provide explicit writing instruction to all teachers with an emphasis on expository reading and writing. Professional development for school administrators includes monthly Leadership Team meetings (3-hours), weekly coaching visits by district administrators, and facilitated training on writing, the district academic focus area. Particular attention is given to supporting the principals as academic and instructional leaders at the school sites. All teachers engage in ongoing professional growth through school and district workshops or meetings on Fridays (minimum/modified day schedule), during quarterly grade-level department meetings, and during after school staff meetings. Teachers engage in professional growth activities as they analyze student benchmark test scores and discuss instructional strategies during grade-level department meetings on Fridays or during after school staff meetings. New teachers participate in the Beginning Teacher Support and Assessment (BTSA) program and Peer Assistance and Review (PAR) is available for veteran teachers. Teachers also participate in webinars or attend specialized conferences in subject/content-specific areas such as the AVID Summer Institute, Career Technical Education (CTE), and International Baccalaureate (IB) at the high school. Teachers receive support during the implementation of instructional strategies by their administrators, their colleagues, and by the district Instructional Coaches and TOSAs. School administrators meet with teachers after observing their classrooms and provide feedback and support on specific instructional focus areas. Teachers are committed to the Professional Learning Community model that emphasizes interdependent work, a focus on student learning, and immediate intervention when students are not successful. Instructional coaching support includes consultation, in-class coaching, co-planning/co-teaching sessions during the school day, and demonstration lessons. Teachers participate on Instructional Review Teams to monitor the implementation of the school and district focus areas.


FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $44,362 $42,315

Mid-Range Teacher Salary $69,117 $66,451

Highest Teacher Salary $90,105 $85,603

Average Principal Salary (ES) $104,936 $105,079

Average Principal Salary (MS) $113,810 $111,005

Average Principal Salary (HS) $130,537 $121,310

Superintendent Salary $176,460 $189,899

Percent of District Budget

Teacher Salaries 42% 39%

Administrative Salaries 7% 6% * For detailed information on salaries, see the CDE Certificated Salaries &

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

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

7740 2087 5652 79242

District-------

♦ ♦ 5789 $71,702

State------- ♦ ♦ $5,348 $69,257

Percent Difference: School Site/District

Percent Difference: School Site/ State

* Cells with ♦ do not require data.

Types of Services Funded

Specialized Services English Learner Program: Students not yet fluent in English participate in the English Language Development program which includes reading remediation and supplemental instructional materials. Special Education Programs: Students with moderate to severe learning differences are sometimes entitled to individual education plans and extra attention. Students enrolled in Special Education meet regularly with a Special Education teacher who provides specialized individual and small-group instruction based on the student’s Individualized Education Plan (IEP).

2014-15 California High School Exit Examination Grade Ten Results by Student Group

Group English-Language Arts Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the LEA 55 26 20 44 38 19

All Students at the School 81 8 12 82 18

Male 91 9

Female 73 7 20 77 23

Hispanic or Latino 82 6 12 85 15

Socioeconomically Disadvantaged 86 5 10 82 18


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


CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced


English-Language Arts 17 31 19

Mathematics 15 27 18




California 2012-13 2013-14 2014-15




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


Dropout Rate 27.30 25.00 24.10

Graduation Rate 48.44 48.33 53.45


Dropout Rate 8.20 5.60 4.70


California 2011-12 2012-13 2013-14

Dropout Rate 13.10 11.40 11.50


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 0

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

0

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

0

Completion of High School Graduation Requirements

Group Graduating Class of 2014


All Students 50 74.39 84.6

Black or African American 25 63.49 76

American Indian or Alaska Native 50 73.33 78.07

Asian 100 100 92.62

Filipino 87.5 96.49

Hispanic or Latino 55.93 73.87 81.28

Native Hawaiian/Pacific Islander 66.67 83.58

White 56.25 81.25 89.93

Two or More Races 56.25 82.8

Socioeconomically Disadvantaged 75 43.75 61.28

English Learners 57.14 42.48 50.76

Students with Disabilities 46.43 70.65 81.36

Foster Youth -- -- --

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

UC/CSU Course Measure Percent

2014-15 Students Enrolled in Courses Required for UC/CSU Admission

0

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

0

2014-15 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- ♦

Fine and Performing Arts ♦

Foreign Language ♦

Mathematics ♦

Science------- ♦

Social Science ♦

All courses

* Where there are student course enrollments.

Career Technical Education Programs

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. 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.

Mountain Heights Academy€¦ · are given a brief orientation to the alternative programs. In May...

Documents

Transcript of Mountain Heights Academy€¦ · are given a brief orientation to the alternative programs. In May...