school profile mission statement - axiom analytix · using thematic schemes. lessons are written to...

1McClellan High (Continuation) Published: May 2008

School ProfileMcClellan High School is the continuation program for the Center Unified School District, the only school in the district that serves this function. An academic year consists of three trimesters of twelve weeks each; students are required to earn 220 credits to graduate. McClellan classrooms are student centered, students have opportunities to earn credits outside of the classroom setting, electives and student government is student generated; needs-based counseling is offered in a supportive classroom setting. The campus site offers a variety of learning opportunities in a secure location.

Mission StatementIt is the mission of McClellan High School to provide alternative means for students to achieve a high school diploma. To provide a supportive, structured education designed to guide students who require or prefer alternatives in reaching their goals. In addition to these goals, it is our aim to help students develop positive self concepts and establish successful relationships with others; encourage the creative individual in every student; and to prepare students in becoming contributing citizens of society.

To meet these goals, McClellan High School is dedicated to:

• Using integrated thematic curriculum across discipline lines

• Supporting CAHSEE standards in instruction

• Providing experiential lessons designed to help students retain meaningful information

• Building interpersonal relationships and communication skills

• The structured emphasis of writing skills and strategies in every discipline

• Offering Regional Occupation Programs in Retail Sales and Merchandising and Medical Assistance.

Parent InvolvementInvolvement opportunities for parents are made available through our School Site Council, parent representative sitting on that board have direct input into how discretionary funds are allocated and disbursed. Parents are asked to help with special campus events, donations, and community service opportunities and events.

Contact InformationParents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the McClellan High (Continuation) at (916) 338-6440.

Enrollment By GradeThis chart illustrates the enrollment trend by grade level for the past 3 school years.

Student Enrollment by Ethnic Group2006-07

Percentage

African American 21.1%

American Indian 0.8%

Asian 6.0%

Caucasian 44.4%

Filipino 0.8%

Hispanic 21.8%

Pacific Islander 1.5%

Multiple or No Response 3.8%

Enrollment Trend by Grade Level2004-05 2005-06 2006-07

9th 35 75 56

10th 25 30 38

11th 19 26 22

12th 19 17


Class SizeAverage class sizes vary by grade level and subject area taught. The table indicates the average class size by grade level or subject area, as well as the number of classes offered in reference to their enrollment.

Discipline & Climate for LearningMcClellan staff is committed to establishing and maintaining appropriate student behavior as an essential precondition of learning. There is a school wide emphasis on the importance of learning and addressing conditions that inhibit learning.

McClellan staff share and communicate high expectations for appropriate student behavior. These expectations are established from the first day a student enters our school ground in the intake process.

McClellan has established clear and broad-based rules. Rules, consequences, and procedures are developed with input from students, are clear, and are made known to everyone in the school. Student participation in developing and reviewing school discipline programs ensures a sense of ownership and belonging. McClellan’s Peer Mediation and Peer Council teams are built around these practices.

McClellan creates a warm school climate, characterized by a concern for students as individuals. Teachers and administrators take an interest in the personal goals, achievements, and problems of students and support them in their academic and extracurricular activities. Administrators are visible in hallways and classrooms, talking informally with teachers and students by name.

The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted.

Safe School PlanThe McClellan Safe School Plan includes a comprehensive procedural manual for all teachers in the event of a school crisis or emergency. This plan was put together under state and Federal guidelines to insure that these procedures are established. This plan was updated on 2/21/07.

All school staff has assigned roles and responsibilities with direct lines of communication established to insure consistent information. Monthly safety and emergency drills are conducted to insure that students and staff are aware of emergency procedures. The plan contains detailed schematics of the school, rooms and all utilities to assist emergency personnel responding to the school.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

05 06 07 05 06 07 05 06 07 05 06 07

English 92 58 12 - - 8 - 1 - 1 1 -

Mathematics 33 39 14 2 1 2 - 1 - 1 1 -

Science 45 23 14 - - 4 - 1 - 1 - -

Social Science 36 31 13 - 1 6 1 1 - 1 1 -

Suspensions & ExpulsionsSchool District

04-05 05-06 06-07 04-05 05-06 06-07

Suspensions 110 106 73 1100 1280 958

Suspension Rate 80.92% 54.89% 17.47% 21.17% 16.40%

Expulsions 8 9 6 17 22 14

Expulsion Rate 8.16% 6.87% 4.51% 0.27% 0.36% 0.24%

School FacilitiesA million dollar renovation took place in 1992 upgrading classrooms and the site to a facility adequate to the demands of the next millennium. PTA donations have enhanced the existing facility. Maintenance and repair occurs in a timely manner upon request. All classrooms, restrooms, and other school offices are cleaned and sanitized at a minimum of once each school day.

Teacher AssignmentCenter Joint Unified recruits and employs the most qualified credentialed teachers. For the 2006-07 school year, McClellan High (Continuation) had 9 fully 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.

School Facility ConditionsDate of Last Inspection: 04/24/2008

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Gas Leaks X

Mechanical Systems X

Windows/Doors/Gates/Fences (Interior and Exterior) X

Interior Surfaces (Floors, Ceilings, Walls, and Window Casings)

X

Hazardous Materials (Interior and Exterior) X

Structural Damage X

Fire Safety X

Electrical (Interior and Exterior) X

Pest/Vermin Infestation X

Drinking Fountains (Inside and Outside) X

Restrooms X

Sewer X

Roofs (observed from the ground, inside/outside the building)

X

Playground/School Grounds X

Overall Cleanliness X

Teacher Credential StatusSchool District

04-05 05-06 06-07 06-07

Fully Credentialed 4 7 9 274

Without Full Credentials 0 0 0 16

Working Outside Subject 0 0 0 0


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 2005-06 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.

Staff DevelopmentStaff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then they share their experiences and knowledge with district colleagues. The district dedicated 3 days to staff development annually for the past two years. Topics for staff development during the 2006-07 school year included: student discipline, behavior support plans, effective teaching strategies, and technology.

Counseling & Support StaffIt is the goal of McClellan High (Continuation) to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The counselor to pupil ratio is 1:240. The table lists the support service personnel available at McClellan High (Continuation).

Curriculum DevelopmentMcClellan High School’s instructional program is based on structure, consistency and connections. The instructional program is founded on accepted best practices; classroom lessons are structured and modeled using thematic schemes. Lessons are written to meet California State Curriculum standards, and the U.S. Labor Secretary’s

Commission on Achieving Necessary Skills (SCANS). These standards address the demands of the workplace. By preparing students to meet these demands, it is McClellan’s goal for students to achieve employment proficiency. Consistency is stressed by using common instructional

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.00% 0.00%

District 93.00% 7.00%

High-Poverty Schools in District 0.00% 0.00%

Low-Poverty Schools in District 83.10% 16.90%

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Academic Counselor 1 .5

strategies, and planning formats. Academic connections are developed by cross-curricular units of instruction, while personal connections are made possible by McClellan’s low classroom sizes and concerned staff.

McClellan’s Leadership team is composed of the entire staff. Input from teachers, support staff, administrators, parents, students and community members is essential in the operations of this school. This team provides structure for effective shared decision-making at the school level.

Instructional MaterialsCenter Joint Unified held a Public Hearing on August 15, 2007, and determined that each school within the District has sufficient and good quality textbooks, instructional materials, or 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 and supplementary materials are adopted according to a cycle developed by the State Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

District ExpendituresCenter Joint Unified spent an average of $6,657.73 to educate each student (based on 2005/06 FY audited financial statements). The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient

9th-12th English/Language Arts Prentice Hall N/A Yes

9th-12th History/Social Science

McDougal Littell N/A Yes

9th-12th History/Social Science Prentice Hall N/A Yes

9th-12th Mathematics CPM Educational N/A Yes

10th-11th Mathematics Houghton Mifflin N/A Yes

9th-12th Science Houghton Mifflin N/A Yes

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,196

From Restricted Sources $1,489

From Unrestricted Sources $4,707

District


Percentage of Variation between School & District 6.81%

State


Percentage of Variation between School & State 4.78%

Misassignments/Vacancies05-06 06-07 07-08

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


District Revenue SourcesIn addition to general state funding, McClellan High (Continuation) receives state and federal funding for the following categorical funds and other support programs: (enter information from consolidated application)

Teacher & Administrative Salaries as a Percentage of Total BudgetThis 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 districts 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 Web site.

School Site Teacher SalariesThe chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on FY 2005-06 financial statements).

Physical FitnessIn the spring of each year, McClellan High (Continuation) is required by the state to administer a physical fitness test to all students in grades nine. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test.

Average Salary InformationTeachers - Principal - Superintendent

2005-06 District State

Beginning Teachers $34,000 $38,479

Mid-Range Teachers $55,726 $60,306

Highest Teachers $71,233 $74,193

Elementary School Principals $85,900 $92,985

Middle School Principals $90,892 $98,305

High School Principals $98,814 $107,384

Superintendent $144,555 $155,314

Salaries as a Percentage of Total Budget

Teacher Salaries 44.3% 40.8%

Administrative Salaries 5.6% 5.7%

Average Teacher SalariesSchool & District

School $52,946

District $57,619

Percentage of Variation 8.11%

School & State

All Unified School Districts $58,776

Percentage of Variation 9.91%

Percentage of Students in Healthy Fitness Zone2006-07 Test Results

9th Grade

School

School Overall 29.7%

School (Boys) 34.4%

School (Girls) *

District

District Overall 27.7%

District (Boys) 28.2%

District (Girls) 27.2%

State

State Overall 29.3%

State (Boys) 30.1%

State (Girls) 28.4%


California Standards TestThe 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 combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown. Summative scores are not available for Math (grades 8-11), Science (available for grades 5 and 8 only), and grade 9 Social Science. For results on course specific tests, please see http://star.cde.ca.gov.

California Standards Test (CST)Combined % of Students Scoring at Proficient and Advanced Levels

Language Arts Social Science

9 10 11 10 11

05 06 07 05 06 07 05 06 07 05 06 07 05 06 07

All Students

School 21 3 16 8 6 8 15 0 8 0 10 0 5 0 7

District 46 45 51 41 43 41 36 46 39 37 31 28 40 47 43

State 43 44 47 36 37 37 36 36 37 31 30 29 37 35 35

Males

School 16 2 14 0 13 10 27 * 4 0 20 0 9 * 4

District 37 40 47 38 33 37 36 46 31 42 32 34 49 52 39

State 38 40 43 32 33 33 33 33 33 34 33 34 37 37 37

Females

School 28 6 * * 0 * * * 14 * 0 * * * 14

District 54 51 58 44 51 43 37 47 47 32 29 20 32 42 47

State 48 48 53 41 42 41 39 39 41 28 27 26 36 34 33

Socioeconomically Disadvantaged

School 5 0 21 * * 7 * * 20 * * * * * 20

District 33 33 42 28 31 27 27 29 36 24 19 20 28 27 40

State 26 27 32 20 21 21 21 21 22 18 17 17 23 21 22

Hispanic

School * 0 * * * * * * 8 * * * * * 0

District 36 27 35 22 35 24 39 53 28 19 20 15 36 43 37

State 26 28 32 20 21 23 21 21 23 17 17 18 23 21 22

Caucasian

School 35 7 18 * * 15 * * 10 * * * * * 10

District 49 50 58 49 46 46 36 45 44 42 36 31 37 48 46

State 61 63 66 53 54 55 50 50 52 44 45 44 48 48 48

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


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. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language-arts and math separately for the most recent testing period.

Academic Performance IndexThe 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 similar schools.

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.

CAHSEE By Subject2004-05 2005-06 2006-07

School District State School District State School District State

English 15.0 58.2 49.0 * 61.0 51.1 12.0 57.3 48.6

Mathematics 15.8 58.4 45.2 * 60.3 46.8 24.1 63.7 49.9

CAHSEE By Student GroupEnglish Mathematics

Not Proficient Proficient Advanced Not

Proficient Proficient Advanced

All Students 88.0 8.0 4.0 75.9 24.1 *

Male 86.7 6.7 6.7 70.6 29.4 *

Female * * * 83.3 16.7 *

White * * * 54.5 45.5 *

API School Results

04-05 05-06 06-07 2007 API Growth Score

Statewide Rank B B B

Similar Schools Rank B B B

All Students

Actual Growth 93 -98 60 513

B - This is either an LEA or 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. Growth, target,

and rank information are not applicable to LEAs.

Only numerically significant subgroups for each reporting period are required to be presented in this report card. Numerically significant

subgroups are comprised of (1) at least 100 students with valid test scores or (2) at least 15% of the school population tested and contains at least 50

students with valid scores.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI Not in PI

First Year in PI - -

Year in PI (2007-08) - -

# of Schools Currently in PI - 0

% of Schools Identified for PI - 0.00%


Adequate Yearly ProgressNo 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’s, and the former school would be required to provide the 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 Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, the table displays by student group the percent who met all state and local graduation requirements for grade 12 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 California Department of Education Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: “*” means that the student group is not numerically significant.

Dropout & Graduation RatesMcClellan High (Continuation) believes that effective instruction consists of the continuous building of new concepts upon existing ones and requires regular attendance and participation. In hopes of preventing and reducing dropouts, the following programs are made available to students: counseling groups with emphasis on life skills, afterschool sports programs, CAHSEE classes in Math and English to prepare students to pass the high school exit exam, ROP Retail Sales class for prepare student for employment, College and Career Center, ASVAB testing and analysis, and an Independent Study Program to meet the varied needs and challenges that enable students to complete their academic requirements.

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate No Yes No Yes

Percent Proficient Yes Yes No No

API School Results Yes Yes

Graduation Rate No Yes

Completion of High School Graduation RequirementsSchool District State

All Students 7.5% * *

African American 33.3% * *

Hispanic 100.0% * *

Caucasian 50.0% * *

* Statewide data was not available at the time of publication.

College Entrance InfoCalifornia high school students have two options for attending public universities in the State: Universities of California (UC), or California State Universities (CSU). There are eight UC campuses statewide, and 28 CSU schools. A college preparatory high school program includes a minimum of the following courses, referred to as the “A-G requirements.”

A: Two years of history/social science

B: Four years of English

C: Three years of college preparatory mathematics (Four recommended for UC)

D: Two years of laboratory science (Three recommended for UC)

E: Two years of a single language other than English (Three recommended for UC)

F: One year of visual/performing arts

G: One year of a college preparatory elective in one of the above subjects

All courses must be completed with a grade of “C” or better. The minimum GPA required for admission to a UC is 3.15, and 2.0 for the CSU system. For more information about admissions to UC schools, please visit www.ucop.edu/pathways. To prepare for entrance to a CSU school, visit www.csumentor.edu.

UC/CSU Course CompletionStudents at McClellan 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’.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Antelope and Roseville, which contain numerous computer workstations.

Data SourcesData within the SARC was provided by Center Joint Unified School District, retrieved from the 2006-07 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Graduation & Dropout Rates03-04 04-05 05-06

Dropout Rate 6.06% 3.06% 4.29%

Graduation Rate 93.30% 90.00% 68.00%

UC/CSU Course Enrollment

% of Student Enrollment in Courses Required for UC/

CSU Admission

% of Graduates Who Completed All Courses Required for UC/CSU

Admission

4.8% 0.0%

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

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