San Leandro Unified School District L incoln High School

1Lincoln High School Published: January 2012

Principal’s MessageThe purpose of Lincoln High School is to provide an alternative education setting for San Leandro Unified School District students to earn a diploma in ways markedly different than the comprehensive high school. Credit deficiency is the main reason students enroll in our continuation high school. We recognize that students have different reasons for being behind in credits (family problems, truancy, relocating, etc.) and that we must provide them with a non-traditional way of earning credits towards graduation. The staff at Lincoln High School works with students individually as young adults to help them gain academic focus, to gear them towards graduating and to prepare them for future scholarly and occupational aspirations. We have high academic and social expectations for all of our students and we encourage them to aspire to greatness.

District Vision StatementThe mission of the San Leandro Unified School District is to educate students to achieve and demonstrate academic excellence and become confident, collaborative and competitive in a global society, by utilizing state-of-the-art technologies and innovative teaching strategies within a well-maintained, secure learning environment, in a region rich in heritage and diverse in culture, where we value our traditions while welcoming change.

School Mission StatementThe mission of Lincoln High School is to provide an alternative educational setting where all students receive individualized support and experience success in a nurturing, comfortable environment that promotes respect, integrity and academic excellence.

PhilosophyWe believe that everyone is capable of greatness and that is our responsibility to do whatever it takes to ensure the academic, social and emotional success of each student.

District & School ProfileLincoln High School is located in the City of San Leandro which is situated 20 miles southeast of San Francisco. San Leandro is a friendly and diverse city with a colorful heritage and numerous cultural amenities including a 450-berth Marina, two golf courses and a large community library center. San Leandro is well-known for its quiet, well-defined neighborhoods full of charming and unique older houses on tree-lined streets. San Leandro residents are proud of both their neighborhoods and their city which can be seen in their active involvement in the city’s numerous neighborhood and homeowner’s associations.

The school district has an enrollment of 8,822, with 12 schools (eight elementary schools, two middle schools, one comprehensive high school and one continuation high school). For the 2010-11 school year, 100 students were enrolled at Lincoln High School. Student body demographics are shown in the chart.

Student Enrollment by Ethnic Group2010-11

Percentage

African American 24.0%

American Indian 3.0%

Asian 3.0%

Filipino 6.0%

Hispanic or Latino 51.0%

Pacific Islander 2.0%

White 5.0%

Two or More 6.0%

None Reported -

Serving GradesTen through Twelve

2600 Teagarden Street

San Leandro, CA 94577

(510) 618-4460www.sanleandro.k12.ca.us/

Principal

Alex Harp

District Superintendent

Cindy M. Cathey

Board of Trustees

Hermy B. Almonte, Area 1

Lance James, Area 2

Carmen M. Sullivan, Area 3

Mike Katz-Lacabe, Area 4

Diana J. Prola, Area 5

Ron Carey, Area 6

Morgan Mack-Rose, At Large

L incoln

High

School

2010-2011 School Accountability Report Card

San Leandro Unified School District


Discipline & Climate for LearningThe students, staff, and community of Lincoln High School believe that every student has a right to learn. School rules and policies are distributed at the beginning of each year in the District Handbook. Throughout the school year, school rules and policies are reviewed in phone calls to parents, parent/teacher/principal conferences, one-on-one conferences, new student orientation, student newsletters, classroom visits, and discipline conferences.

The Suspensions and Expulsions table reflects total cases (not students suspended, as students may have been suspended on more than one occasion), as well as percentages of total enrollment. Expulsions occur only when required by law or when all other alternatives are exhausted.

Extracurricular Activities Students are encouraged to participate in the school’s additional academic and extracurricular activities that are an integral part of the educational program. Lincoln High School offers numerous volunteer opportunities for students who wish to participate in extracurricular/enrichment activities. The school also offers the following after-school programs:

• Enrichment Classes • Credit Recovery• Career Prep • College Prep

Student RecognitionLincoln High School’s student recognition program helps to contribute to the positive environment of the school. Students are recognized for achievements in academics, behavior, and attendance. Students are recognized for their academic achievement through the use of an Honor Roll system, as well as with the selection of Students of the Month. An end-of-the-year barbecue is held to celebrate and recognize all the students’ achievements throughout the year.

School Enrollment & AttendanceSchool districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement. Student attendance is carefully monitored to identify those students exhibiting excessive absences. The chart illustrates the trend in enrollment for the last three years.

Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Lincoln High School uses the Autodialer system for the communication of students’ attendance.

The school monitors daily student attendance very closely and places calls home to parents whenever a student is absent. Students’ monthly attendance records are closely reviewed, with letters sent home to those with excessive absences.

Students are referred to SARB when they have persistent attendance and behavior problems in school, and when the normal avenues of classroom, school, and district counseling are not effective. The members of the SARB, the referred students, and their parents or guardians meet regularly to evaluate the student’s situation and recommend alternative solutions to alleviate circumstances that contribute to specific truancy, attendance, or behavior problems.

Dropout & Graduation RatesSeveral programs are utilized to discourage dropouts, including an after-school online credit recovery system, student phone calls, conferences with parents, and conferences with students to discuss their educational options. The table displays the school’s one-year dropout and graduation rates for the most recent three-year period for which data is available.

Class SizeLincoln High School maintained a school-wide class size average of 8.5 and a pupil-to-teacher ratio of 14.3 for the 2010-11 school year. The table indicates the average class size per subject area, as well as the number of classes offered in reference to their enrollment.

Counseling & Support StaffLincoln High School provides a wide variety of programs to support students in the classroom and in the community. Teachers and parents are the primary agents for meeting the needs of students in their personal and social development. The counselor to pupil ratio is 100:1. The resources are available to all students at Lincoln High School.

Curriculum DevelopmentAll curriculum development at Lincoln High School revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. The school’s curriculum guides are updated regularly to align with the state standards, district goals, and the statewide assessment program. The staff at Lincoln High School meets regularly to analyze how instruction impacts students’ learning. Additionally, Lincoln High School sends one representative to the Districtwide Curriculum Council to discuss the school’s findings. Lincoln High School added an independent study program in 2008-09.

Instructional MaterialsSan Leandro Unified School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Counselor 1 1.0

Intervention Specialist 1 0.4

Psychologist 1 0.2

Resource Teacher 1 1.0

Enrollment Trend by Grade Level2008-09 2009-10 2010-11

10th 2 2 1

11th 11 15 22

12th 69 82 77

Graduation & Dropout Rates07-08 08-09 09-10

Dropout Rate 18.90% 34.10% 27.30%

Graduation Rate 81.70% 83.59% 82.89%

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

09 10 11 09 10 11 09 10 11 09 10 11

By Subject Area

English 15 11 11 8 5 3 - - - - - -

Mathematics 11 8 7 3 2 3 - - - - - -

Science 12 9 7 3 3 4 - - - - - -

Social Science 16 11 7 7 7 8 - - - - - -

Suspensions & ExpulsionsSchool District

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

Suspensions 12 20 34 2167 1260 1404

Suspension Rate 14.6% 20.2% 34.0% 24.6% 14.3% 15.9%

Expulsions 0 0 1 15 27 27

Expulsion Rate 0.0% 0.0% 1.0% 0.2% 0.3% 0.3%


San Leandro Unified School District held a public hearing on September 20th, 2011 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, and science lab equipment pursuant to the settlement of Williams vs. The State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home.

Textbooks are adopted by the Board of Trustees after review by teachers and parents according to the timeline established by the State of California. All district-adopted textbooks are State Board adopted and aligned to the Academic Content Standards established by the California Board of Education. The most recent textbooks as of January 2012 are illustrated in the chart.

Library InformationLincoln High School’s small library is stocked with numerous books and reference materials, as well as videotapes and DVDs. Students have access to the library during their English class.

Science Lab EquipmentThe school stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and Bunsen burners. For more information, please call the school office at (510) 618-4460.

Computer ResourcesAll classrooms at Lincoln High School are connected to the Internet with one computer in each classroom. In addition to the classroom computers, the school has a computer lab with 17 computers. Students are trained on the Microsoft Office, Auto CAD, and Reason software programs.

Additional Internet Access/Public LibrariesIn addition to the computers at the school, students have access to the Internet and computers at the San Leandro Public Library and its branches throughout the city. For library hours, branch locations, and other information please call (510) 577-3971 or visit the library’s website at www.ci.san-leandro.ca.us./sllibrary.html.

Advanced Placement ClassesLincoln High does not currently offer advanced placement classes.

UC/CSU Course CompletionStudents at Lincoln High (Continuation) are encouraged to take University of California/California State University (UC/CSU) preparatory courses if they plan to attend a four-year university. All students must pass each course with a grade no lower than a ‘C’.

Parent & Community InvolvementParents and the community are very supportive of the education program at Lincoln High School. Parents may participate in orientation activities at the start of the new school year or as their student enrolls during the course of the year.

Lincoln High School has a school site council that meets periodically throughout the year to review the site plan and to discuss pertinent issues, curriculum and policies. Lincoln High School students also benefit from outside speakers making presentations about issues that are important to their lives. Lincoln High School holds monthly parent workshops to involve families more in the education of their children.

Contact InformationParents who wish to participate in Lincoln High School’s leadership teams, school committees, school activities, or become a volunteer may contact the main office at (510) 618-4460.

Data SourcesData within the SARC was provided by San Leandro Unified School District, retrieved from the 2010-11 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a dynamic system that provides reports for accountability. It includes Academic Performance (API), Adequate Yearly Progress (AYP), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

Student Achievement & TestingA comprehensive assessment and accountability plan has been developed to ensure that information regarding student performance is used to continuously improve the instructional program and to communicate with parents about their child’s achievement. The STAR (Standardized Testing and Reporting) program, the district’s performance assessments, and classroom tests are utilized to determine whether each student is performing below, at, or above grade level standards.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

10th-12th ELD Heinle & Heinle 2010 Yes 0.0%

10th-12thEnglish/

Language Arts

Holt, Rinehart

& Winston2003 Yes 0.0%

10th-12th Foreign Language

Holt, Rinehart

& Winston2003 Yes 0.0%


McDougal Littell 2003 Yes 0.0%


Prentice Hall 2003 Yes 0.0%

10th-12th Health Glencoe 2006 Yes 0.0%

10th-12th Mathematics McDougal Littell 2008 Yes 0.0%

10th-12th MathematicsPearson/Addison Wesley

2008 Yes 0.0%

10th-12th Mathematics W.H. Freeman 2008 Yes 0.0%

10th-12th Reading Intervention

Hampton Brown 2011 Yes 0.0%

UC/CSU Course EnrollmentPercentage

2010-11 Student Enrolled in Courses Required for UC/

CSU Admission2.5%

2009-10 Graduates Who Completed All Courses Required for UC/CSU

Admission

-

* Duplicated Count (one student can be enrolled in several courses).


California Standards Test (CST)The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Federal Intervention ProgramSchools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

Alternative Schools Accountability Model (ASAM)The Alternative Schools Accountability Model (ASAM) was developed to provide an alternative accountability system. The ASAM will provide accountability based on a system of multiple indicators of growth for alternative schools. Schools that have registered for the ASAM, select indicators of growth and collect data on those indicators throughout the school year. The 2003-04 school year was the first year for data collection at Lincoln High School to establish a baseline for the indicators selected by the school. The baseline indicators include: Indicator Two (Suspension), Indicator Six (Attendance), and Indicator 13B (Credit Completion). For information regarding the ASAM results, please see Data Quest.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 45 36 53 39

School 2 * * *

African American/Black * * * *

American Indian * * * *

Asian * * * *

Filipino * * * *

Hispanic or Latino 5 * * *

Pacific Islander * * * *

White * * * *

Males * * * *

Females 5 * * *

Socioeconomically Disadvantaged * * * *

English Learners * * * *

Students with Disabilities * * * *

Migrant Education * * * *

Two or More Races * * * *

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subject School District State

2009 2010 2011 2009 2010 2011 2009 2010 2011

English/Language Arts 3 5 2 40 44 45 49 52 54

Mathematics 3 2 * 33 35 36 46 48 50

Science * * * 42 50 53 50 54 57

History/Social Science * * * 37 38 39 41 44 48

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2009-2010

Year in PI (2011-12) - Year 3

# of Schools Currently in PI - 7

% of Schools Identified for PI - 58.33%


Academic Performance Index (API)The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the most recent Growth API at the school, district, and state level.

B - Lincoln High is an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law.

Adequate Yearly Progress (AYP)No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal.

The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in English/language arts (ELA) and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator.• Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide transportation to the new site. Results of school and district performance are displayed in the chart.

Completion of High School Graduation RequirementsBeginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Exam (CAHSEE) to receive a high school diploma. For students who began the 2010-11 school year in the 12th grade as evidenced by that school year’s October CBEDS enrollment, the table below displays by student group the percentage of 12th grade students who met all state and local graduation requirements for grade twelve completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE web site at http://www.cde.ca.gov/ta/tg/hs.

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes Yes No No

API School Results N/A Yes

Graduation Rate No No

Growth APISchool District State

Number of

Students

Growth Score

Number of

Students

Growth Score

Number of

Students

Growth Score

All Students at the School 18 483 6,412 738 4,683,676 778

API School Results2008 2009 2010

Statewide B B B

Similar Schools B B B

Group 08-09 09-10 10-11All Students at the School

Actual API Change -104 26 -42

Completion of High School Graduation RequirementsSchool District State

All Students 74.0% 81.2% *

Socioeconomically Disadvantaged 77.5% 83.8% *

African American/Black 66.7% 84.6% *

American Indian * 33.3% *

Asian 75.0% 83.1% *

Filipino 120.0% 87.3% *

Hispanic or Latino 66.0% 79.9% *

Pacific Islander 50.0% 66.7% *

White 150.0% 72.7% *

English Learners 43.3% 43.6% *

Students with Disabilities 112.5% 54.0% *

Two or More Races 112.5% 92.3% *

* Data was not available at the time of publication.


California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. In order to protect student privacy, testing data is not disclosed when there are fewer than 10 students tested.

Admission Requirements for California’s Public Universities

University of CaliforniaAdmission requirements for the University of California (UC) follow guidelines 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 specified 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 Information Web page at http://www.universityofcalifornia.edu/admissions/.

California State UniversityEligibility for admission to the California State University (CSU) is determined by three factors:

• Specific high school courses• Grades in specified courses and test scores• Graduation from high school

Some campuses have higher standards for particular 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, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml.

Workforce PreparationLincoln High School strives to provide its students with an understanding of how to apply subject learning in their future employment. The school’s program focuses on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Curriculum and instructional strategies foster critical thinking, problem solving, leadership, and academic skills. Students are exposed to a broad array of career opportunities and counselors facilitate selection of a career path based on individual interests, goals, strengths, and abilities. Current workforce preparation programs include ROP classes, offered through the ROP Center, in culinary arts, graphic arts, auto technology, computer maintenance and repair, criminal justice, medical career, cosmetology, and after-school college and career prep classes. Work experience and school-to-work classes are offered at the school. For more information about Career Technical Education and/or the district’s Regional Occupation Program, please contact Linda Granger.

Career Technical Education ParticipationLincoln High School’s Career Technical Education programs provide a sequence of courses that furnish individuals with the academic, technical knowledge, and skills individuals need to prepare for further education and for careers in current or emerging employment sectors. The table displays questions and answers about student participation in Lincoln High School’s Career Technical Education (CTE) programs.

Teacher Professional DevelopmentTeachers may receive assistance through the Peer Assistance and Review (PAR) Program. The PAR program uses exemplary teachers to assist permanent and beginning teachers in the areas of subject matter knowledge and teaching strategies.

Staff development is supported for classroom implementation through BTSA (Beginning Teachers Support and Assessment) Support Providers and District Literacy Coaches.

The district supports staff development through three Professional Growth Days each year.

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participate in CTE? 4

What percent of the school’s pupils complete a CTE program and earn a high school diploma?

4.2

What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

20.0


Teacher AssignmentSan Leandro Unified School District recruits and employs the most qualified credentialed teachers available. For the 2010-11 school year, Lincoln High School had seven six credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential.Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2011-12 school year, the most current available data are reported.

Highly Qualified TeachersThe Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

School Facilities & SafetyThe safety of students and staff is a primary concern at Lincoln High School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan is updated annually in March by teachers and classified staff. The key elements of the School Site Safety Plan include how to handle an emergency, staffing in an emergency, emergency procedures, and student/staff safety.

To ensure student safety, staff members supervise students at all times before and after school, and during breaks. Visitors are not allowed on campus without prior permission from the principal.

Age & Condition of FacilitiesLincoln High School was originally constructed in 1991 and is currently comprised of five portable classrooms, a mini-library, a staff lounge, a computer lab, and administrative offices. Upgrades and additions to the campus occurred in 1997 and 1998.

Cleaning ProcessOne part-time custodial staff member works daily to ensure that the cleaning of the school is maintained to provide a clean and safe school.

Maintenance & RepairDistrict maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority to emergency repairs. At the time of publication 100% of Lincoln High School’s restrooms were in good working order. The chart displays the results of the most recent school facilities inspection provided by the district. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been scheduled for repair or are in the process of remediation. With the passage of Measure B, modernization and renovation of the San Leandro schools has begun. For more information about Measure B, please visit the district’s web site: www.sanleandro.k12.ca.us.

Deferred Maintenance BudgetThe State School Deferred Maintenance Budget Program provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating/air conditioning, interior/exterior painting, electrical systems, flooring. For the 2011-12 school year the district allocated $130,000 for the deferred maintenance program. This represents 0.2% of the district’s general fund budget. The district’s complete deferred maintenance plan is available for review at the district office. During 2011-12, the San Leandro Unified School District did approved any deferred maintenance projects for Lincoln High School.

Teacher Credential StatusSchool District

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

Fully Credentialed 9 5 6 410

Without Full Credentials 1 1 1 1

Working Outside Subject 0 0 0 0

Misassignments/Vacancies09-10 10-11 11-12

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 97.5% 2.5%

High-Poverty Schools in District 97.4% 2.6%

Low-Poverty Schools in District 100.0% 0.0%

School Facility ConditionsDate of Last Inspection: 10/18/2011

Overall Summary of School Facility Conditions: Good

Items InspectedFacility

Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

RM 4 & 5 - Split room has only one

stat for two separate rooms.

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

RM 6 - No HW to the sink. Lighthouse

Offices - Lounge fountain doesnt

work.

Safety (Fire Safety, Hazardous Materials) X

Lighthouse Offices - Household chemicals under sink

including amonia.

Structural (Structural Damage, Roofs) X

Lincoln Admin - Rotting outside wall

above rear door frame.

External (Grounds, Windows, Doors, Gates, Fences) X


Teacher & Administrative SalariesThe table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website http://www.ed-data.k12.ca.us/welcome.asp.

School Site Teacher SalariesState law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the California Department of Education has provided average salary data from unified school districts having between 5,000 to 9,999 average daily attendance throughout the state. The following information is based upon data from the 2009-10 school year. The table illustrates the average teacher salary at the school and compares it to district and state levels.

District ExpendituresSan Leandro Unified School District spent an average of $7,709 to educate each student (based on 2009-10 audited financial statements). The figures shown in the following table reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and compared with other districts statewide.

In addition to general state funding, San Leandro Unified School District receives state and federal funding for the following categorical, special education, and support programs:

• Federal, ECIA/ESEA/IASA • K-5 Class Size Reduction • Economic Impact Aid (EIA) • Peer Assistance & Review• Federal, Special Education, Discretionary Grants • Instructional Materials• Vocational and Applied Technology Education Act • Special Education Master Plan• ROC/P Entitlement • Tenth Grade Counseling• Gifted & Talented Pupils • School Improvement Program• Federal, Special Education, Entitlement per UDC • Drug/Alcohol/Tobacco Funds• Special Education Transportation • School Safety & Violence Prevention• Title II Teacher Quality • Title III English Learners• Title IV Safe & Drug Free Schools & Communities

Expenditures per PupilSchool

Total Expenditures Per Pupil $7,951

From Restricted Sources $2,562

From Unrestricted Sources $5,389

District


Percentage of Variation between School & District -

State


Percentage of Variation between School & State -1.21%

Average Salary InformationTeachers - Principal - Superintendent

2009-10 District State

Beginning Teachers $49,098 $41,284

Mid-Range Teachers $68,225 $65,173

Highest Teachers $90,568 $83,460

Elementary School Principals $104,912 $102,834

Middle School Principals $111,456 $108,953

High School Principals $129,298 $118,384

Superintendent $204,399 $179,397

Salaries as a Percentage of Total Budget

Teacher Salaries 49.7% 40.8%

Administrative Salaries 7.0% 6.0%

Average Teacher SalariesSchool & District

School $62,705

District $72,261

Percentage of Variation -13.23%

School & State

All Unified School Districts $66,511

Percentage of Variation -5.73%

San Leandro Unified School District L incoln High School

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Transcript of San Leandro Unified School District L incoln High School