nevada medicaid and nevada check up - division of health care

Sonora High

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 - Sonora 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: 1/30/2014

About This School

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

School

School Name Sonora High

Street 430 North Washington St.

City, State, Zip Sonora, Ca, 95370-5526

Phone Number 209-532-5511

Principal Todd Dearden, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

55723895536503

District

District Name Sonora Union High

Phone Number (209) 533-8510

Web Site www.sonorahs.k12.ca.us

SuperintendentFirst Name

Michael

SuperintendentLast Name

McCoy

E-mail Address [email protected]

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

Sonora High School is located in the city of Sonora, the county seat of Tuolumne County. Situated in the foothills of the Sierra, Nevada, Sonora is the largestcommunity and only incorporated city in the county. It is the largest city in several of the surrounding foothill count ies. Sonora is the governmental, commercial,and service center for the greater Sonora area. Sonora High School’s CBEDS enrollment is 1064. The economic history of the county is characterized by mining (rock and gold), t imber and tourism. The present economy is also linked to recreat ion, smallbusiness, and federal and state agencies. The largest employer in Tuolumne County is Sierra Conservat ion Center, a state prison. The next largest, excludinggovernmental agencies and public schools, are the Sonora Regional Medical Center, Wal-Mart, and Black Oak Casino. Sonora High School offers a comprehensive, four-year program of study in the Sonora Union High School District . Other District programs include two alternat ivehigh schools, Dario Cassina High School (cont inuat ion) and Theodore Bird High School (independent study), and Tuolumne County offers a Community DaySchool. In addit ion to Sonora High School special educat ion program, the Tuolumne County Office of Educat ion program for the severely handicapped is availableto our students and housed on our campus. Sonora High School offers programs to meet a w ide range of student ability levels. The special educat ion program includes special day classes, and resourcestudents. The school has T it le I Reading and math programs. Vocat ional educat ion offerings include courses from industrial arts (auto, construct ion, agriculture, business, and photography.) There is also an extensiveRegional Occupat ional Program (ROP) that includes twelve courses. The overall part icipat ion in school act ivit ies by the students at Sonora High School is high. The school has an excellent athlet ic program offering studentsopportunit ies to part icipate in sixteen sanct ioned California Interscholast ic Federat ion (CIF) sports, several of which have teams at the freshmen, sophomore, andvarsity levels. The performing arts program (band, choir, and drama) is outstanding, and there is a high degree of part icipat ion by the students. Sonora HighSchool offers a zero-period leadership course that focuses on student government and student act ivit ies, and there are a w ide variety of clubs at the school thatenable students w ith various interests to connect to the school. The school is fortunate to have an excellent relat ionship w ith the community. Local business and service clubs are very support ive and provide monetary helpfor many of the act ivit ies that occur on campus. One very evident example is our local scholarship program. Almost $200,000 in scholarships is awarded to seniorsannually. The school sponsors community service act ivit ies as evidenced by the annual community canned food drive at Christmas, and many of the classes “adopta family” during the Christmas season.Mission:“Sonora High School, a place where students feel a sense of ownership and recognit ion, is committed to providing a personal educat ional program that engagesstudents in a challenging, broad-based curriculum where they recognize the value of their educat ion and define success for themselves."

We Believe:• That personal accountability and integrity are fundamental• That a strong work ethic benefits the individual and society• That successful relat ionships are based on honesty and respect• That every individual has the potent ial to make a posit ive contribut ion• That families share the responsibility for a successful society• That community service benefits all• That learning is a cont inuous process

ESLR’S


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mailto:[email protected]

www.sonorahs.k12.ca.us

mailto:[email protected]



Sonora High School expects its students to be accountable to, and responsible for the follow ing:

1. Meet or exceed California State Standards for all academic areas.

2. Develop a viable post high school plan.

3. Tolerate and respect diversity.

4. Demonstrate civic and personal responsibility.

5. Communicate appropriately in a variety of media.

6. Value educat ion, a healthy lifestyle, and life-long learning.

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

At Sonora High School, parents are involved in their students’ educat ion in a variety of ways. A very extensive Principal’s Newsletter, The W ildcat Roar, is mailedeach quarter and contains information on every aspect of the school. Eight t imes during the year, the school formally communicates grades to parents, mailingprogress reports four t imes and report cards four t imes.Each autumn, the parents of T it le I/SCE students are invited to an organizat ional meeting where the program is described and quest ions are answered. Thatmeeting takes place before the formal Back-to-School Night, which provides parents an opportunity to meet student ’s teachers and learn about courses andprograms. Toward the end of the school year, parents are invited to Sonora-in-the-Round, an exposit ion in the gym that affords departments and programs anopportunity to show off all they do.Through the direct ion of the School Site Council, a database of parent volunteers is now available to the staff at Sonora High School. A Parent VolunteerQuest ionnaire is distributed through the August Principal’s Back to School Packet. The quest ionnaire asks very direct ly where and in what capacity parents may beable to help the school. A volunteer at the school has organized the database to help teachers find people who can meet specific needs. We have used thedatabase to find parents eager to do tasks as varied as drive school vehicles to different events, chaperon act ivit ies, judge senior projects, file forms, and evenhelp proctor the California High School Exit Exam.The Sonora High School Golden Regiment Marching Band Boosters, a large and dedicated group of parents, are very involved each year in the whirlw ind ofact ivit ies that surround the band.


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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 56% 62% 62% 53% 57% 59% 54% 56% 55%

Mathematics 22% 25% 24% 22% 25% 24% 49% 50% 50%

Science 63% 64% 76% 60% 59% 73% 57% 60% 59%

History-Social Science 50% 55% 56% 47% 49% 51% 48% 49% 49%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0

10

20

30

40

50

60

70

Math Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

5

10

15

20

25

30


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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

10

20

30

40

50

60

70

80

History Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

10

20

30

40

50

60

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 59% 24% 73% 51%

All Students at the School 62% 24% 76% 56%

Male 58% 27% 79% 61%

Female 67% 22% 73% 50%

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

American Indian or Alaska Nat ive 54% N/A N/A N/A

Asian N/A N/A N/A N/A

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

Hispanic or Lat ino 58% 15% 66% 39%

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

White 63% 26% 77% 58%

Two or More Races 65% 31% N/A 64%

Socioeconomically Disadvantaged 51% 20% 67% 39%

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

Students w ith Disabilit ies 31% 18% N/A 11%

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


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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 66% 60% 71% 63% 58% 67% 59% 56% 57%

Mathematics 54% 55% 59% 52% 52% 56% 56% 58% 60%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0

10

20

30

40

50

60

70

80

Mathematics 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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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 33% 30% 37% 44% 40% 16%

All Students at the School 29% 31% 40% 41% 42% 17%

Male 34% 32% 34% 39% 44% 17%

Female 24% 29% 47% 43% 40% 17%

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 N/A N/A N/A N/A N/A N/A

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

Hispanic or Lat ino 45% 31% 24% 55% 31% 14%

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

White 27% 31% 42% 39% 44% 17%

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

Socioeconomically Disadvantaged 37% 31% 32% 53% 37% 11%

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

Students w ith Disabilit ies 100% N/A N/A 100% N/A N/A

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


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The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of studentsmeeting the fitness standards for the most recent test ing period. For detailed information regarding this test, and comparisons of a school’s test results to the district andstate, see the CDE PFT Web page.


California Physical Fitness Test Results (School Year 2012-13)California Physical Fitness Test Results (School Year 2012-13)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

9 18.7% 27.7% 34.0%


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http://www.cde.ca.gov/ta/tg/pf/



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 6 6 6

Similar Schools 1 1 3

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 17 14 1

Black or African American

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino

Native Hawaiian or Pacific Islander

White 22 5 5

Two or More Races

Socioeconomically Disadvantaged -11 4 24

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 738 783 816 770 4,655,989 790

Black or African American 6 7 296,463 708

American Indian or Alaska Nat ive 12 794 16 768 30,394 743

Asian 5 5 406,527 906

Filipino 2 2 121,054 867

Hispanic or Lat ino 111 705 118 701 2,438,951 744

Native Hawaiian or Pacific Islander 2 3 25,351 774

White 588 794 652 780 1,200,127 853

Two or More Races 12 783 13 758 125,025 824

Socioeconomically Disadvantaged 314 737 365 718 2,774,640 743

English Learners 3 4 1,482,316 721

Students w ith Disabilit ies 68 521 82 525 527,476 615

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 No 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 No No

Met Percent Proficient - Mathematics Yes Yes

Met API Criteria Yes Yes

Met Graduat ion Rate Yes Yes


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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 In PI In PI

First Year of Program Improvement 2011-2012 2011-2012

Year in Program Improvement Year 3 Year 3

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 20.0%


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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 9 250

Grade 10 313

Grade 11 265

Grade 12 236

Total Enrollment 1064

Grade 9 Grade 10 Grade 11 Grade 120

50

100

150

200

250

300

350

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 0.7

American Indian or Alaska Nat ive 1.8

Asian 0.8

Filipino 0.4

Hispanic or Lat ino 14.6

Native Hawaiian or Pacific Islander 0.3

White 80.0

Two or More Races 1.0

Socioeconomically Disadvantaged 41.9

English Learners 1.0

Students w ith Disabilit ies 8.6

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%15%

83%

1%

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

2010-11 2011-12 2012-13


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* 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.

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 27.4 12 15 15 28.8 8 13 16 26.0 13 14 14

Mathematics 27.2 8 17 10 30.5 5 9 15 27.0 8 12 10

Science 30.4 2 10 9 30.2 3 10 7 29.0 4 6 11

Social Science 30.1 6 6 22 32.5 4 4 18 30.0 7 4 21

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

The Sonora Union High Sschool District has a Comprehensive District Safety Plan that is updated whenever there is a change, and approved by the School Board. The last revision for both documents are dated June 12, 2012. The Safety Plan includes:

• Assessment of school crime committed on school campuses and at school-related funct ions• Child abuse report ing procedures• Disaster procedures• Suspension and expulsion policies• Procedures to not ify teachers of dangerous pupils• Discriminat ion and harassment policies• School w ide dress code policies• Procedures for safe ingress and egress• Policies enacted to maintain a safe and orderly environment• Rules and procedures on school discipline• Hate crime report ing procedures

Sonora Union High School District (SUHSD) has adopted the Standardized Emergency Management System (SEMS) developed by the State of California and theNational Incident Management System established by Homeland Security President ial Direct ive as the template for responding to emergencies. The EmergencyOperat ions Plan details the Incident Command System and Emergency Response Teams. This plan presents specific procedures to be used in preparing for, andresponding to, school emergencies. Its primary object ives are: to save lives and minimize injuries, to provide fast and effect ive responses to emergency situat ions,and to ensure the efficient and safe evacuat ion of the school building if necessary.


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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 12.00 15.50 23.10 28.80 18.00 24.50

Expulsions 0.60 0.80 1.20 1.00 1.00 1.10

Suspensions

2010-11 2011-12 2012-130

5

10

15

20

25

30School Suspensions

District Suspensions

Expulsions

2010-11 2011-12 2012-130.0

0.2

0.4

0.6

0.8

1.0

1.2School Expulsions

District Expulsions


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School Facilities

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

Overall Facility Rate (School Year 2012-13)

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

With the passing of Proposit ion “J” we should be able to make great strides in modernizingthe Sonora Union High School campuses. Several issues w ill be addressed such as:• Ant iquated drinking fountains• Interior wall restorat ion• Underground water line infrastructure• Alarm, electrical and phone systems • Locks and doors• Several roofing projects• Building paint• Technology updat ing • And grounds safety and modernizat ion

The list shows only brief descript ions of areas of our campus that w ill be improved.

System InspectedRepairStatus

Repair Needed andAction Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces PoorCleaning & Refinishing

Cleanliness: Overall Cleanliness, Pest/Vermin Infestat ion

Good

Electrical: Electrical FairCont inued repairs &

upgrades

Restrooms/Fountains: Restrooms,Sinks/ Fountains

FairCont inued upgrades

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/ Doors/Gates/Fences

Good

Overall Rat ing Fair


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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 52 49 47 57

Without Full Credent ial 0 0 0 0

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

2 0 0 0

2010-11 2011-12 2012-130

10

20

30

40

50

60Teachers 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

11 12 15

Total Teacher Misassignments* 11 12 15

Vacant Teacher Posit ions 0 0 0

2011-12 2012-13 2013-140.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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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 100 0

All Schools in District 100 0

High-Poverty Schoolsin District

100 0

Low-Poverty Schoolsin District

0 0


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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 1.6 665.0

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

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.0 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.0 N/A

Resource Specialist (non-teaching) 0.0 N/A

Other 0.0 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: December 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 Curriculum Area Textbooks and instructional materialsFrom most recent

adoption?Percent students lacking own

assigned copy

Reading/Language ArtsEnglish 1/LIterature & Language Arts 3rd Course

2005

English 2/LIterature & Language Arts 4th Course2005



No 0.0

MathematicsAlgebra I/California Algebra1 2008

Geometry/California Geometry 2008

Algebra 2/California Algebra 2 2008

Trigonometry-Analysis/Precalculus w ith Limits 2001

Calculus AB & BC/Calculus of a Single Variable 2008

No 0.0

ScienceHonors Biology/Modern Biology 2007

General Biology/Biology 2007

AP Bilogy/Biolog 2007

CP Bioloby/Biology 2007

Chemistry &Honors Chem/ Chemistry 2007

Physics/ Holt Physics 2006

AP Physics/ Physics 2007

Anatomy & Phisiology/ Essent ials of Anatomy &Physiology/ 2007

No 0.0

History-Social ScienceAP European History/The Western

Heritage since 1300/2011AP US Govt & Polit ics/American Govt

Readings & Cases/1991AP US Govt & Polit ics/American Govt-

Cont inuity & Change/2006AP US History/The American Pageant

12th Ed./2004AP US History/The American

Spirit(Supplemental Reader)/2006Economics/Economics-Principles in

Act ion/2006Government/US Govt-Democracy in

Act ion/2006Psychology/Understanding

Psychology/2000US History/The American-

Reconstruct ions to the 21st Century/2006

No 0.0


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US History/The Americans-Reading Study Guide/2006

US History/The Americans-Workbook/2006

World History/World History—Modern T imes/2006

Foreign LanguageFrench 1/Discovering French; Bleu/2004French 2/Discovering French; Blanc/2004

French 3-4/Discovering French/Rouge/2004

AP Spanish 4/Encuentros Maravillosos/2002

Spanish 4/Asi Somos/1990AP Spanish/Una Vez Mas/1999

No 0.0

HealthLife Skills/Life Skills/2005

No 0.0

Visual and Performing ArtsGuitar/Guitar Method/2011

Guitar/Guitar 1/2011Ceramics/Hands in Clay 5th/2009

No 0.0

Science Laboratory Equipment(grades 9-12)

No 0.0


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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.

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 $5,385 $794 $4,591 $70,407

District N/A N/A $6,617 $67,761

Percent Difference – School Siteand District

N/A N/A N/A N/A

State N/A N/A $5,537 $69,602

Percent Difference – School Siteand State

N/A N/A N/A N/A

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

Sonora High School’s programs and services are most ly funded through a combinat ion of State and Federal funds w ith augmentat ion from other sources such asgrants and local funds. These funds provide the resources for all educat ional programs, administrat ive staff, support staff, and facilit ies. Funds are generally dividedinto three categories: 1) unrestricted general funds, 2) categorical funds, and 3) specially designated funds such as grants and lottery funds, etc.The total budget for Sonora High School for the 2011-12 school year was $ 5,966,786. This is the total site budget for the follow ing programs:

The educat ional programs and staff include:1. Curriculum and Instruct ion2. Teaching Staff3. Special Educat ion Staff (SDC and Resource)4. Instruct ional Support Staff5. Library and Instruct ional Media6. Books, Materials, and Equipment7. Computer Labs and Technology Support8. Student Act ivit ies9. Interscholast ic Athlet ics

The educat ional support programs and staff include:1. School Administrat ive Staff2. District Administrat ive Staff – outside of site budget3. Guidance and Counseling Staff4. Health and Services

Other support services and staff include:1. Clerical Staff2. Campus Security3. Plant Operat ions – outside of site budget4. Maintenance – outside of site budget5. Buildings and Grounds – outside of site budget6. Food Services – outside of site budget7. Pupil Transportat ion – outside of site budget


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

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

http://www.ed-data.org



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

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 $36,686 $41,956

Mid-Range Teacher Salary $64,016 $66,299

Highest Teacher Salary $79,259 $85,517

Average Principal Salary (Elementary) $00 N/A

Average Principal Salary (Middle) $00 N/A

Average Principal Salary (High) $123,001 $118,994

Superintendent Salary $142,700 $156,140

Percent of Budget for Teacher Salaries 32.0% 36.0%

Percent of Budget for Administrat ive Salaries 8.0% 6.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


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


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 6.7 4.9 4.1 6.9 6.5 5.1 16.6 14.7 13.1

Graduat ion Rate 91.76 92.41 94.24 90.99 90.78 91.46 74.72 77.14 78.73

Dropout/Graduation Rate Chart

2009-10 2010-11 2011-120

20

40

60

80

100Dropout Rate (1 year)

Graduation Rate


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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 234 290 418,598

Black or African American 1 1 28,078

American Indian or Alaska Nat ive 3 6 3,123

Asian 4 4 41,700

Filipino 2 2 12,745

Hispanic or Lat ino 26 34 193,516

Native Hawaiian or Pacific Islander 1 1 2,585

White 195 239 127,801

Two or More Races 1 6,790

Socioeconomically Disadvantaged 68 96 217,915

English Learners 15 18 93,297

Students w ith Disabilit ies 14 17 31,683

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

Sonora High offers a number of programs that prepare students to enter the workforce. After complet ing courses at Sonora High, some students pursueadvanced CTE training at technical inst itutes, junior colleges, and four-year schools. Many students enter the world of work immediately. Regional Occupat ionalPrograms (RWOP) in Automotive Maintenance, Building Cabinetry Construct ions, Cosmetology, Health Careers, Food Preparat ion and Serving, and Photographyprepare high school students and adults for entry-level jobs. The Business Program also offers a variety of classes from introductory to advanced levels.

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 576

Percent of pupils complet ing a CTE program and earning a high school diploma 29.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 18.0

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


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UC/CSU Course Measure Percent

2012-13 Students Enrolled in Courses Required for UC/CSU Admission 59.9

2011-12 Graduates Who Completed All Courses Required for UC/CSU Admission 30.8


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*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 0 N/A

English 2 N/A

Fine and Performing Arts 0 N/A

Foreign Language 4 N/A

Mathematics 2 N/A

Science 4 N/A

Social Science 2 N/A

All Courses 14 2.8


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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

A consistent, coordinated professional development program for the faculty and staff is of the utmost importance. Professional development is provided throughstaff development days, conference and workshop attendance, collaborat ive t ime on Wednesday mornings, and training offered on campus.


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nevada medicaid and nevada check up - division of health care

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