SARC Report for Piedmont High 2012-13.pdf · the district, the county, and the state. Specifically,...

Piedmont High

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Brent Daniels, PrincipalPrincipal, Piedmont High

Piedmont High School is a small comprehensive high school established in 1921 and located in the East Bay hills of the SanFrancisco Bay Area. The single high school in the Piedmont Unified School District , it has one feeder Middle School locatedon an adjoining campus. Piedmont, city of about 10,000 residents, sustains a strong sense of community. There is asteady priority to maintain educat ional programs and services and to upgrade or expand school facilit ies. Parentpart icipat ion in school act ivit ies is extensive; parents and community members have developed a variety of supportorganizat ions for academies, athlet ics, visual arts, performing arts, Special Educat ion and a community-w ide educat ionalfoundat ion. The educat ional programs at the school are tailored to meet the needs of students in a changing society andare designed to ensure the academic success of every student through a comprehensive educat ional experience.

800 Magnolia Ave. Piedmont, CA94611-4029

Phone: 510-594-2626E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

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https://maps.google.com/maps?q=800+Magnolia+Ave.%2cPiedmont%2cCA&t=m&z=16

mailto:[email protected]

Data and AccessEvery school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information aboutthe condit ion and performance of each California public school.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page.For addit ional information about the school, parents and community members should contact the school principal or the district office.

DataQuest

Internet Access

Additional Information

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic PerformanceIndex [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regardingEnglish learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guidelocated on the CDE API Web page.

2012-13 SARC - Piedmont High

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

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

http://www.cde.ca.gov/ta/ac/ap/

Last updated: 3/17/2014


About This School

Contact Information (School Year 2012-13)Contact Information (School Year 2012-13)

School

School Name Piedmont High

Street 800 Magnolia Ave.

City, State, Zip Piedmont, Ca, 94611-4029

Phone Number 510-594-2626

Principal Brent Daniels, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

01612750136515

District

District Name Piedmont City Unified

Phone Number (510) 594-2600

Web Site www.piedmont.k12.ca.us

SuperintendentFirst Name

Constance

SuperintendentLast Name

Hubbard

E-mail Address [email protected]

School Description and Mission Statement (School Year 2012-13)School Description and Mission Statement (School Year 2012-13)

Piedmont High School is a small comprehensive high school established in 1921 and located in the East Bay hills of the San Francisco Bay Area. The single highschool in the Piedmont Unified School District , it has one feeder Middle School located on an adjoining campus. Piedmont, city of about 10,000 residents, sustainsa strong sense of community. There is a steady priority to maintain educat ional programs and services and to upgrade or expand school facilit ies. Parentpart icipat ion in school act ivit ies is extensive; parents and community members have developed a variety of support organizat ions for academies, athlet ics, visualarts, performing arts, Special Educat ion and a community-w ide educat ional foundat ion. The educat ional programs at the school are tailored to meet the needs ofstudents in a changing society and are designed to ensure the academic success of every student through a comprehensive educat ional experience.

Opportunities for Parental Involvement (School Year 2012-13)Opportunities for Parental Involvement (School Year 2012-13)

Parent part icipat ion in school act ivit ies is extensive: parents and community members have developed a variety of support organizat ions for academic, athlet ic,visual arts, performing arts, Special Educat ion and a community-w ide Educat ional Foundat ion. The Parent ’s Club: Supports staff development, student act ivityprograms, the college and career center, and a variety of course offerings. School Site Council: Develops the Single Plan for Student Achievement and supportsintervent ion strategies for all students. CHIME (Cit izens Highly Interested in Music Educat ion): Funds and supports performing arts educat ion, includinginstrumental, vocal, dramatic and dance for Piedmont’s students. PAINTS (Promote Art in the Schools): A non-profit membership organizat ion of parents andcommunity members whose mission is to promote visual arts by providing a forum for parents, teachers, and administrators to focus a coordinated art curriculumthroughout the district . PAAC (Piedmont Asian American Club): A non-profit membership organizat ion of parents and community members whose mission is tosponsor educat ional programs aimed at promoting cultural awareness, encouraging diversity, and providing a forum for Asian American issues in Piedmont. TheAthlet ic Boosters Club: Supports the interscholast ic athlet ic program w ith finances and parent volunteers. School Nutrit ion Advisory committee: Supports theschool nutrit ion program by recommending menu changes, developing educat ional programs, awareness campaigns, and conduct ing research and surveys. ThePiedmont Diversity Committee: Promotes awareness, understanding, and appreciat ion of both differences and commonalit ies among students, staff, andcommunity. The committee offers grants to teachers, students, and staff for school programs and produces free community events and a bi-monthly film series.PRAISE (Piedmonters for Resources, Advocacy, Information in Special Educat ion0: Supports and funds educat ion for students, parents, teachers, and specialistsinvolved w ith special educat ion. Their mission is to promote awareness, understanding, and appreciat ion of learning differences among students, educators,parents, administrators, and the community. The Piedmont Educat ional Foundat ion: Promotes educat ional excellence in schools through grants made by theBoard in response to requests from individual teachers, school sites, and the district using individual donat ions, income from the Endowment Fund,, corporatematches, and Dress Best For Less. 2 College and Career Center: The College and Career Center is an information resource center of Piedmont High School’sCounseling Office. Created in the late 1960’s by a volunteer group of interested parents, the Center Director and supplies are funded by the PHS Parent ’s Club.Volunteerism extends to the daily staffing of the College and Career Center and the Food Service Program. Parents voice high expectat ions for a collegepreparatory educat ion program and a w ide range of extra-curricular programs, part icularly including the performing and visual arts, athlet ics and community service.


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www.piedmont.k12.ca.us


Student Performance

Standardized Testing and Reporting Program

The Standardized Test ing and Report ing (STAR) Program consists of several key components, including:

California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, andnine through eleven; and history-social science in grades eight, and nine through eleven.California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven;mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designedto assess those students whose disabilit ies preclude them from achieving grade-level proficiency on an assessment of the California content standards w ith orw ithout accommodations.Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. TheCAPA is given to those students w ith significant cognit ive disabilit ies whose disabilit ies prevent them from taking either the CSTs w ith accommodations ormodificat ions or the CMA w ith accommodations.

The assessments under the STAR Program show how well students are doing in relat ion to the state content standards. On each of these assessments, student scoresare reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STARResults Web site.

Note: 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 stat ist icalaccuracy or to protect student privacy.

Standardized Testing and Reporting Results for All Students - Three-YearStandardized Testing and Reporting Results for All Students - Three-Year

ComparisonComparison

Subject

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

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 86% 88% 87% 88% 90% 88% 54% 56% 55%

Mathematics 64% 57% 53% 82% 80% 81% 49% 50% 50%

Science 90% 91% 87% 89% 93% 89% 57% 60% 59%

History-Social Science 89% 89% 88% 84% 88% 86% 48% 49% 49%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0

20

40

60

80

100

Math Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

10

20

30

40

50

60

70


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http://star.cde.ca.gov




Science Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

20

40

60

80

100

History Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

20

40

60

80

100

Standardized Testing and Reporting Results by Student Group – Most Recent YearStandardized Testing and Reporting Results by Student Group – Most Recent Year

Group

Percent of Students Scoring at Proficient or Advanced

English-Language Arts Mathematics Science History-Social Science

All Students in the LEA 88% 81% 89% 86%

All Students at the School 87% 53% 87% 88%

Male 85% 57% 89% 94%

Female 90% 48% 84% 82%

Black or African American N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A

Asian 93% 70% 94% 96%

Filipino N/A N/A N/A N/A

Hispanic or Lat ino 80% 20% N/A 55%

Native Hawaiian or Pacific Islander N/A N/A N/A N/A

White 87% 50% 88% 88%

Two or More Races N/A N/A N/A N/A

Socioeconomically Disadvantaged N/A N/A N/A N/A

English Learners N/A N/A N/A N/A

Students w ith Disabilit ies 54% 26% 55% 60%

Students Receiving Migrant Educat ion Services N/A N/A N/A N/A


Page 6 of 28 of 25


The California High School Exit Examinat ion (CAHSEE) is primarily used as a graduat ion requirement. However, the grade ten results of this exam are also used to establishthe percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designat ions required by thefederal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.


California High School Exit Examination Results for All Grade Ten Students –California High School Exit Examination Results for All Grade Ten Students –

Three-Year ComparisonThree-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 96% 93% 94% 94% 89% 91% 59% 56% 57%

Mathematics 95% 90% 92% 90% 87% 87% 56% 58% 60%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0

20

40

60

80

100

Mathematics Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

20

40

60

80

100


Page 7 of 28 of 25



California High School Exit Examination Grade Ten Results by Student GroupCalifornia 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 9% 21% 70% 13% 27% 60%

All Students at the School 6% 20% 74% 8% 27% 64%

Male 6% 29% 65% 6% 20% 74%

Female 5% 9% 86% 11% 37% 52%

Black or African American N/A N/A N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian 5% 21% 74% 3% 11% 87%

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino N/A N/A N/A N/A N/A N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White 5% 20% 75% 8% 32% 60%

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged N/A N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies 19% 35% 46% 26% 31% 43%

Students Receiving Migrant Educat ion Services N/A N/A N/A N/A N/A N/A


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Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000,w ith a statew ide target of 800. For detailed information about the API, see the CDE API Web page.

This table displays the school’s statew ide and similar schools’ API ranks. The statew ide API rank ranges from 1 to 10. A statew ide rank of 1 means that the school has anAPI score in the lowest ten percent of all schools in the state, while a statew ide rank of 10 means that the school has an API score in the highest ten percent of allschools in the state. The similar schools API rank reflects how a school compares to 100 stat ist ically matched “similar schools.” A similar schools rank of 1 means that the school’s academicperformance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academicperformance is better than at least 90 of the 100 similar schools.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2010-11 2011-12 2012-13

Statew ide 10 10 10

Similar Schools 8 10 9

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2010-11 Actual API Change 2011-12 Actual API Change 2012-13

All Students at the School 12 1 -8

Black or African American

American Indian or Alaska Nat ive

Asian 8 17 -1

Filipino

Hispanic or Lat ino

Native Hawaiian or Pacific Islander

White 17 -5 -7

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies


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http://www.cde.ca.gov/ta/ac/ap/



This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level.

The federal ESEA requires that all schools and districts meet the follow ing Adequate Yearly Progress (AYP) criteria:

• Part icipat ion rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics• API as an addit ional indicator• Graduat ion rate (for secondary schools)

For detailed information about AYP, including part icipat ion rates and percent proficient results by student group, see the CDE AYP Web page.

Academic Performance Index Growth by Student Group – 2012-13 Growth APIAcademic Performance Index Growth by Student Group – 2012-13 Growth API

ComparisonComparison

Group Number of Students School Number of Students LEA Number of Students State

All Students at the School 535 908 1,991 934 4,655,989 790

Black or African American 11 789 37 807 296,463 708

American Indian or Alaska Nat ive 1 3 30,394 743

Asian 103 948 323 963 406,527 906

Filipino 9 24 962 121,054 867

Hispanic or Lat ino 14 796 79 868 2,438,951 744

Native Hawaiian or Pacific Islander 1 4 25,351 774

White 387 906 1,407 933 1,200,127 853

Two or More Races 9 114 943 125,025 824

Socioeconomically Disadvantaged 0 0 2,774,640 743

English Learners 25 876 93 911 1,482,316 721

Students w ith Disabilit ies 68 757 260 786 527,476 615

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)

AYP Criteria School District

Made AYP Overall Yes No

Met Part icipat ion Rate - English-Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English-Language Arts Yes No

Met Percent Proficient - Mathematics Yes Yes

Met API Criteria Yes Yes

Met Graduat ion Rate Yes Yes


Page 11 of 28 of 25

http://www.cde.ca.gov/ta/ac/ay/


Schools and districts receiving federal T it le I funding enter Program Improvement (PI) if they do not make AYP for two consecut ive years in the same content area (ELAor mathematics) or on the same indicator (API or graduat ion rate). After entering PI, schools and districts advance to the next level of intervent ion w ith each addit ionalyear that they do not make AYP. For detailed information about PI ident ificat ion, see the CDE PI Status Determinat ions Web page .

Note: Cells shaded in black or w ith N/A values do not require data.

Federal Intervention Program (School Year 2013-14)Federal Intervention Program (School Year 2013-14)

Indicator School District

Program Improvement Status Not in PI Not in PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A 0

Percent of Schools Current ly in Program Improvement N/A 0.0%


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http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp



School Climate

Student Enrollment by Grade Level (School Year 2012-13)Student Enrollment by Grade Level (School Year 2012-13)

Grade Level Number of Students

Grade 9 188

Grade 10 206

Grade 11 173

Grade 12 175

Total Enrollment 742

Grade 9 Grade 10 Grade 11 Grade 120

50

100

150

200

250

Student Enrollment by Student Group (School Year 2012-13)Student Enrollment by Student Group (School Year 2012-13)

Group Percent of Total Enrollment

Black or African American 1.8

American Indian or Alaska Nat ive 0.1

Asian 19.4

Filipino 1.6

Hispanic or Lat ino 2.7

Native Hawaiian or Pacific Islander 0.1

White 72.0

Two or More Races 2.3

Socioeconomically Disadvantaged 0.5

English Learners 3.6

Students w ith Disabilit ies 12.9

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

1.8%0.1%

19.4%

1.6%2.7%0.1%

72%

2.3%


Page 13 of 28 of 25




* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* 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 isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2010-11 2011-12 2012-13

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2010-11 2011-12 2012-13

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 20.0 12 16 1 24.7 6 28 0 25.0 6 27 1

Mathematics 17.0 15 12 0 23.7 10 17 1 25.0 7 22 1

Science 19.8 10 15 2 24.7 8 19 0 26.0 6 19 3

Social Science 23.9 3 20 0 26.7 4 20 1 26.0 4 24

School Safety Plan (School Year 2012-13)School Safety Plan (School Year 2012-13)

Safety of students and staff is a primary concern of Piedmont High School. To ensure student safety, supervision is provided on campus at all t imes. Administratorsand a campus supervisor monitor students before and after school, and during lunch and break periods. Visitors to campus must register at the office and receiveauthorizat ion to enter the premises. While on campus, a pass must be displayed at all t imes. The Comprehensive School Site Safety Plan is updated annually in thefall by members of the School Advisory Council; revisions are shared immediately w ith all staff members. Key elements of the plan out line steps for ensuringstudent and staff safety during a disaster, District sexual harassment policies, and codes of student behavior. The school is in compliance w ith the laws, rules andregulat ions pertaining to hazardous materials and state earthquake standards. Fire, disaster and complete evacuat ion drills are conducted on a monthly basisthroughout the school year; intruder alert/lock-down drills are held periodically.


Page 14 of 28 of 25


Suspensions and Expulsions

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

School District

Rate * 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Suspensions 15.00 16.00 11.00 24.00 33.00 14.00

Expulsions 0.00 0.00 0.00 0.00 0.00 0.00

Suspensions

2010-11 2011-12 2012-130

5

10

15

20

25

30

35School Suspensions

District Suspensions

Expulsions

2010-11 2011-12 2012-13-1.0

-0.5

0.0

0.5

1.0School Expulsions

District Expulsions


Page 15 of 28 of 25



School Facilities

School Facility Good Repair Status (School Year 2013-14)

Overall Facility Rate (School Year 2013-14)

School Facility Conditions and Planned Improvements (School Year 2013-14)School Facility Conditions and Planned Improvements (School Year 2013-14)

Piedmont High School has was part ially modernized in conjuct ion w ith the District 's Seismic Safety Bond Program. The "30's" building was renovated, but otherbuildings on the campus not deemed a seismic collapse hazard ("10's","20's","40's", "Alan Harvey Theater" and "Binks Gym") have not been modernized. Priorit iesfor PHS maintenance w ill be roof repairs and replacement.

System InspectedRepairStatus

Repair Needed and Action Taken orPlanned

Systems: Gas Leaks,Mechanical/HVAC,Sewer

Good

Interior: InteriorSurfaces

Good

Cleanliness: OverallCleanliness, Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

GoodFaculty restrooms to be renovated in 2013-

14

Safety: Fire Safety,Hazardous Materials

Good

Structural: StructuralDamage, Roofs

Fair"10's" building roof is near the end of its

useful life. The "20's" building w ill requireroof repairs. The "40's" building is nearingthe end of its useful life, and w ill undergo

repairs in 2014-15. The "BinksGym" roof remains funct ional, w ith occasional

minor leaks. The "Alan Harvey Theater"roof w ill be re-evaluated pending elect ionresults of a community bond measure to

address fire/life safety and accessibility issuesident ified as part of the Seismic Safety Bond

Program survey conducted in 2006.

External:Playground/SchoolGrounds, W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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Teachers

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2010-11

2011-12

2012-13

2012-13

With Full Credent ial 38 39 41 177

Without Full Credent ial 0 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

2 2 2 20

2010-11 2011-12 2012-130

5

10

15

20

25

30

35

40

45Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2011-

122012-

132013-

14

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 17 of 28 of 25


The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, anappropriate California teaching credent ial, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and PrincipalQuality Web page.

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

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 98 2

All Schools in District 98 2

High-Poverty Schoolsin District

0 0

Low-Poverty Schoolsin District

98 2


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http://www.cde.ca.gov/nclb/sr/tq/


Support Staff


* One Full-T ime Equivalent (FTE) equals one staff member working full-t ime; one FTE could also represent two staff members who each work 50 percent of full-t ime.

Academic Counselors and Other Support Staff (School Year 2012-13)Academic Counselors and Other Support Staff (School Year 2012-13)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 2.6 294.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 1.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 1.6 N/A

Social Worker 0.0 N/A

Nurse 0.1 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 0.0 N/A

Other N/A


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Curriculum and Instructional Materials

This sect ion describes whether the textbooks and instruct ional materials used at the school are from the most recent adopt ion; whether there are sufficient textbooksand instruct ion materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instruct ional materials.

Year and month in which data were collected: September 2013

Quality, Currency, Availability of Textbooks and Instructional Materials (FiscalQuality, Currency, Availability of Textbooks and Instructional Materials (Fiscal

Year 2013-14)Year 2013-14)

Core CurriculumArea Textbooks and instructional materials

Frommost

recentadoption?

Percentstudentslacking

ownassigned

copy

Reading/LanguageArts Piedmont School district sets a high priority upon ensuring that sufficient textbooks and instruct ional materials are

available to support the school’s instruct ional program. A Public Hearing was held on September 27, 2012 and it wasdetermined that each school in the Piedmont Unified School District had sufficient and good quality textbooks andinstruct ional materials and/or science laboratory equipment. All students, including English Learners, are given their

own individual standard aligned textbooks in core subjects for use in the classroom and to take home. All textbooksand instruct ional materials used w ithin the District are aligned w ith the California State Content Standards and

Frameworks. Piedmont School District follows the State Board of Educat ion’s six year adopt ion cycle for core contentmaterials. All teachers in the District have the opportunity to review the textbooks and provide feedback.

Recommendations for final adopt ion are submitted to the Board of Educat ion for approval. For 2012/13, all textbooksand instruct ional materials at Piedmont High School were in adequate supply and fair to excellent condit ion. 100% of

students in each core subject area possessed the necessary textbooks and instruct ional materials.

For Reading/Language Arts, no assigned textbooks – several fict ion and non-fict ion books are read.

0.0

MathematicsAdvanced Mathematical Concepts Algebra 1, Algebra 2 (Glencoe) Calculus (W iley) Discovering Algebra, Discovering

Geometry, Flat land, Workshop Stat ist ics

Yes 0.0

ScienceBiology (Miller-Levine) Biotechnology, Chemistry (Zumdahl) Chemistry in the Community, Chemistry Principles and

React ions, Conceptual Physical Science, Environmental Science, Introduct ion to Human Body, Physical /Earth Science,Physics (Giancoli) Physics Principles and Problems

Yes 0.0

History-SocialScience A History of Western Society, American Pageant, The Americans, Const itut ional Law, Economics; Principles and

Pract ices, Exploring Psychology, 40 Studies That Changed Psychology, History of the Modern World, Street Law,World Geography, World History: Connect ions to Today

Yes 0.0

Foreign LanguageAP French: Preparing for the Exam, AP Spanish: Preparing for the Exam, Buen Viaje 1, Buen Viage 2, Buen Viage 3,

Connaissances et React ions, Conversat ion in Spanish, Cuentos de Eva Luna, Dama del Alba, Discovering French –Blanc, Discovering French – Bleu, Discovering French – Rouge, En un Acto, Jia You!, La Casa de Bernardo Alba, LaDama del Alba, Le Pet it Prince, Mejor Dicho, Ni Hao 1, Ni Hao 2, Ni Hao 3, Ni Hao 4, (Simplified and Advanced) Oh,

China, Panorama Methode Francais, Pasajes Lengua, Promenades and Perspect ives, Taiwan Today, Tesoro Hispanico,Tete a Tete, Una Ves Mas

0.0

HealthNo text

0.0

Visual andPerforming Arts No text

0.0

ScienceLaboratoryEquipment(grades 9-12)

All students at Piedmont High School have access to science labs and an adequate supply of science laboratoryequipment w ithin the science classrooms. Science lab equipment includes, but is not limited to, microscope, ring

stands, clamps, support rings, ut ility clamps, test tubes, test tube holders, test tube brushes, crucible tongs, flasks,beakers, and Bunsen burners. For more information about the school’s science equipment, texts, instruct ional

materials, and/or programs, please contact the main office.

0.0


Page 20 of 28 of 25



School Finances


Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district orgoverning board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by adonor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Educat ion & Per-pupil Spending Web page. For information onteacher salaries for all districts in California, see the CDE Cert ificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district , seethe Ed-Data Web site.

For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)

LevelTotal Expenditures

Per PupilExpenditures Per Pupil (Supplemental

/ Restricted)Expenditures Per Pupil (Basic /

Unrestricted)Average Teacher

Salary

School Site $10,078 $1,022 $9,056 $72,377

District N/A N/A $10,926 $72,710

Percent Difference – School Siteand District

N/A N/A -17.10% -0.05%

State N/A N/A $5,537 $63,166

Percent Difference – School Siteand State

N/A N/A 63.00% 14.50%

Types of Services Funded (Fiscal Year 2012-13)Types of Services Funded (Fiscal Year 2012-13)

Piedmont High School ut ilizes T it le I Funding for transfer students to Millennium High School

Teacher and Administrative Salaries (Fiscal Year 2011-12)Teacher and Administrative Salaries (Fiscal Year 2011-12)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $43,260 $38,578

Mid-Range Teacher Salary $65,227 $59,799

Highest Teacher Salary $86,227 $78,044

Average Principal Salary (Elementary) $123,517 $95,442

Average Principal Salary (Middle) $120,257 $98,080

Average Principal Salary (High) $124,732 $106,787

Superintendent Salary $207,000 $150,595

Percent of Budget for Teacher Salaries 40.0% 37.0%

Percent of Budget for Administrat ive Salaries 6.0% 6.0%


Page 22 of 28 of 25

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

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

http://www.ed-data.org

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


Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


Page 23 of 28 of 25


School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

University of California

Admission 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 highschool graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. Theserequirements 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.

California State University

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

Specific high school coursesGrades in specified courses and test scoresGraduat ion from high school

Some campuses have higher standards for part icular majors or students who live outside the local campus area. Because of the number of students who apply, a fewcampuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students whograduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, applicat ion, and fee information see the CSUWeb page.

Dropout Rate and Graduation RateDropout Rate and Graduation Rate

Indicator


2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Dropout Rate 0.5 1.0 0.0 0.9 0.9 0.5 16.6 14.7 13.1

Graduat ion Rate 99.48 99.02 100.00 99.13 98.65 99.50 74.72 77.14 78.73

Dropout/Graduation Rate Chart

2009-10 2010-11 2011-120

20

40

60

80

100

120Dropout Rate (1 year)

Graduation Rate


Page 24 of 28 of 25

http://www.universityofcalifornia.edu/admissions/

http://www.calstate.edu/admission/admission.shtml



This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of the school’s most recentgraduat ing class, meeting all state and local graduat ion requirements for grade twelve complet ion, including having passed both the ELA and mathematics port ions of theCAHSEE or received a local waiver or state exemption.

Note: “N/D” means that no data were available to the CDE or LEA to report.

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2012


All Students 172 199 418,598

Black or African American 4 5 28,078

American Indian or Alaska Nat ive 3,123

Asian 36 37 41,700

Filipino 2 2 12,745

Hispanic or Lat ino 9 12 193,516

Native Hawaiian or Pacific Islander 2,585

White 114 133 127,801

Two or More Races 7 10 6,790

Socioeconomically Disadvantaged 1 1 217,915

English Learners 2 3 93,297

Students w ith Disabilit ies 25 39 31,683

Career Technical Education Programs (School Year 2012-13)Career Technical Education Programs (School Year 2012-13)

It is the goal of Piedmont High School that students understand the importance of academic subjects and experience how employees apply subject learning towork situat ions. The school’s programs focus on preparing students to think conceptually, communicate effect ively, and apply skills in real-world contexts.Curriculum and instruct ional strategies that foster crit ical thinking, problem-solving, leadership, and academic skills are consistent ly taught to the students toensure work-readiness skills. Richard Kitchens is the primary contact for Piedmont Unified School District ’s Career Technical Committee. Students in Grades ninethrough twelve receive counseling from school personnel regarding career paths and courses of study. Counselors present students w ith a broad array of careeropportunit ies and facilitate select ion of a career path based on individual interests, goals, strengths, and abilit ies. Twelfth Grade students are exposed to resumewrit ing, interest inventories, and interview techniques. Piedmont High School’s career path and vocat ional programs include Partnership Academies, WorkExperience, Regional Occupat ional Program (Journalism, Biotechnology, Environmental Science, and Sports Medicine) Career Fair, Advancement Via IndividualDeterminat ion, and Workability. Speakers from the community, job shadowing opportunit ies and work experiences, use of technology, career-related researchprojects, the Career Center, and community service projects are made available for the students to heighten their awareness of opt ions for educat ion, training,and employment beyond high school.

Career Technical Education Participation (School Year 2012-13)Career Technical Education Participation (School Year 2012-13)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 0

Percent of pupils complet ing a CTE program and earning a high school diploma 0.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0


Page 25 of 28 of 25



Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2012-13 Students Enrolled in Courses Required for UC/CSU Admission 82.8

2011-12 Graduates Who Completed All Courses Required for UC/CSU Admission 89.5


Page 26 of 28 of 25



*Where there are student course enrollments.

Advanced Placement Courses (School Year 2012-13)Advanced Placement Courses (School Year 2012-13)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 7 N/A

English 2 N/A

Fine and Performing Arts N/A

Foreign Language 7 N/A

Mathematics 6 N/A

Science 4 N/A

Social Science 2 N/A

All Courses 28 9.2


Page 27 of 28 of 25


Instructional Planning and Scheduling

This sect ion provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Professional DevelopmentProfessional Development

Staff members build teaching skills and concepts throughout the year by part icipat ing in conferences and workshops. For the past four years, the District hasannually offered staff development t ime where teachers are offered a broad-based variety of professional growth opportunit ies in curriculum, teaching strategies,and methodologies. For addit ional support in their profession, teachers may enlist the services of the District ’s Beginning Teacher Support and Assistance (BTSA)facilitator and/or Peer assistance and Review (PAR) program.


Page 28 of 28 of 25

SARC Report for Piedmont High 2012-13.pdf · the district, the county, and the state. Specifically,...

Documents

Transcript of SARC Report for Piedmont High 2012-13.pdf · the district, the county, and the state. Specifically,...