ACUSD School Accountability Report Cards (SARCs) · • The percentage of students who have...

Amador County Unified School District

School Accountability Report Cards (SARCs)

January 22, 2020

Amador High

School Accountability Report Card

Reported Using Data from the 2018-19 School Year

California Department of Education

By February I of each year, every school in California is requ ired by state law to publish a School Accountability Report Card (SARC).The SARC contains 1nformat1on about the condttion and pe rformance of each Caflfornia public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required t o prepare a Local Control and Accountability Plan (LCAP), wh ich describes how they intend to meet annual school-specific goals for all pupils, with specific activtt1es to address state and local priorities. Addttionally, data reported in an LCA P is to be consistent wtth data reported in the SARC.

• For more informat ion about SARC requirements, see the California Department of Education (CDE) SARC web page at https:l/www.cde.ca.gov/ta/ac/ sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF web page at https:/lwww.cde.ca.gov/fg/aa/lc/.

• For addtt ional information about the school, parents/guardians and communtty members sl10uld contact the school principal or the district office .

DataQuest

DataQuest is an online data tool located on the COE DataQuest web page at https:l/dg.cde.ca.gov/dataguest/ that contains add itional informat ion about this school and comparisons of the school to t he district and t he county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e .g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding Eng fish learners).

Internet Access

Int ernet access is available at public libraries and other locations that are pubkly accessib le (e.g., the California Stat e Library). Access to the Internet at libraries and pubk locations 1s generally provided on a first-come, first-served basis. Other use restrict ions may inck.Jde the hours of operation, the length of time that a workstation may be used (depending on availabiltty), the t ypes of software programs available on a workstation, and the abrnty to print document s.

Mrs. Jessica Dorris, Principal 9 Principal, Amador High

About Our School

Having attended Amador High School myself, I am extremely grateful to not only be a part of the staff but to lead the school as Principal. Amador is a very special school with a strong history of promoting academic excellence and cultivating students of character who care deeply for our community . Although our students take diverse academic paths, there is a common sentiment about w hat it means to be a Buffalo . It isn't a temporary affiliation for students' high school years; it is a w ay of life, an ident ity that extends from one generation to the next. For many student s, Amador High is the place where they begin to see how their talents and passions can be channeled into something concrete in the futu re. As students walk through the campus, albeit a !Hie too slowly during passing periods, t hey catch their first glimpses of their destinies. Not all at once, of course, but through a series of opportunities and experiences and successes and challenges.

It is this remarkable quality that truly defines our school. Amador is an impressively beautifu l campus with all the charm Sutter Creek has to offer. In addttion, our teachers and counselors work diligently to provide students with academic opportunities that rival that of large schools. Our students are t alented musicians, artists, athletes, actors, scholars, and agriculturalists. They demonstrate leadership and strong work ethic, patience, and good humor. All of these accomplishments, however, are more significant within the context of what Amador is really about. To many, Amador is w here real life f inally begins; tt is the training ground to prepare our students for all that is to come. I hope you have enjoyed seeing a window into the world of Amador High. I know I never tire of the view myse~.

Jessica Dorris

Principal, Amador High

Contact

Amador Htgh

330 Spanish St.

Sutter Creek, CA 95685-9701

Phone: 209-257-7300

Email: [email protected]

mailto:[email protected]:l/dg.cde.ca.gov/dataguesthttps:/lwww.cde.ca.gov/fg/aa/lchttps:l/www.cde.ca.gov/ta/ac/sa

About This School Contact Information (School Year 2019-20)

District Contact Information (School Year 2019-20)

District Name Amador County Unified

Phone Number (209) 223-1750

Superintendent Amy Slavensky

Email Address aslave nsky@amadorcoc. k I 2. ca . us

Website http://www.amadorcoe.org

School Description and Mission Statement (School Year 2019-20)

Amador High School's commun~y inspires students to achieve academic and professional goals today while empowering them to become compassionate citizens of tomorrow.

Last updated: 1/ 16/2020

School Contact Information (School Year 2019-20)

School Name

Street

City, State, Zip

Phone Number

Principal

Email Address

County- District-School (CDS) Code

Amador High

330 Spanish St.

Sutter Creek, Ca, 95685-9701

209-257-7300

Mrs. Jessica Dorris, Principal

11doms@acusd .org

03739810330753

Last updated: J/16/2020

mailto:[email protected]:http://www.amadorcoe.org

Student Enrollment by Grade Level (School Year 2018-19)

Grade 9

Grade 10

Grade 11

Grade 12

Grade Level

Total Enrollment

Number of Students

160

174

186

150

670

200

150

100

50

Grade 9 Grade 10 Grade 11 Grade 12

Student Enrollment by Student Group (School Year 2018-19)

Last updated: 1/16/2020

Student Group

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Student Group {Other)

Socioeconomically Disadvantaged

English Learners

Students w~h Disab il~ies

Foster Youth

Homeless

Percent of Total Enrollment

0.31 %

2.04 %

0.47 %

0. 16 %

16.33 %

0 . 16 %

72 .37 %

8 . 16 %

Percent of Total Enrollment

0.36 %

0.02 %

11.40 %

0 .70 %

0.90 %

A. Conditions of Learning

State Priority: Basic

The SARC provides the fo llow ing informatoon relevant to the State proo r~y : Basic (Priority 1 ):

• Degree to which teachers are appropriat ely assigned and fully credenlialed in the subject area and for the pupils they are teaching ; • Pupils have access to standards-aligned instruct ional matenals; and • School facihtoes are maintained in good repa.

Teacher Credentials

School School School District

2 017 2018 2019 2 01930

Teachers - 18 - 19 - 20 20 T eache·s wflh Full Creck•nnal

T~aches without Full C1 ech::nual With full Credential 28 26 28 172 • Teache1s Tcachnig Oubtde SubJcctA1ea or Comp~ence

25

Without Full Credential 3 8

Teachers Teaching Ou tside Subject 3 0 0 2 20

Area of Competence (with full

credent ial)

15

10

1.0 0 2.0

Lasr updated: l / 16/ 2020

Teacher Misassignments and Vacant Teacher Positions

2017- 2018- 2019

Indicator 18 19 20

2.5

M1sas.signmentS of Tt:;icht!f!> of Eng l1sti Le~'ll n\?f~ Misassignments of Teachers of English 0 0 0 Total Tt!aChl.'t M•SJ~Jnn~nu• Learners • Vacant Teather Po~t.on~

Total Teacher M1sassignment s• 0 0 0

Vacant Teacher Pos~ions 0

2017-18 201&-19 2019-20

Note : "Misassignments" refers to the number of positoons tiffed by teachers who lack legal aut honzatoon to l each that grade level, subject area, student group, etc. • Total Teacher Misassignments includes the number o f Misassignments of Teachers of Engl1Sh Learners.

Lasr updated: 1/ 16/2020

Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019-20) Year and month 1n which the data were collected: January 2019

Subject

Reading/l anguage Arts

Mathematics

Science

History-Social Sc~nce

Foreign Language

Health

Visual and Performing Arts

Science Lab Eqpmt

(Grades 9-12)

Textboo ks and Other Instructional Materials/ y ear of

Adopt ion

Houghton Mifflin Harcourt California Collections (2016)

Vo cabulary for the Co llege Bound Student (Levine)

The Language of Composition (Shea, Scanlon, Aufses)

Literature and Composition (Shea, Scanlon, Aufses,

Jago)

AP Languag e and Composition Examination (Dr. Richard

Vogel)

AP Literature and Composition Examination (Dr. Richard

Vogel)

Algebra 1 : CPM

Geometry: CPM

Algebra 11: CPM

PreCalcu lus/ Trig: Houghto n Mifflin

Calculus: CPM Analysis, Houghton Mifflin,

Calculus/Single Variable

AP Calculu s: Houghton Mifflin , Calculus/Single Variable

Biology and Ag Biology: Glencoe California Edition

Physics: Glencoe, Physics Principles and Problems

Chemistry: Glencoe, Chemistry Matter and Chang e

Life Science: Holt, Biology California

AP Biology: Pearson Biology AP Edition

Anatomy and Physiology : Mosby Anthony's, Anatomy

and Physiology

World Geography: Glencoe 2005

World Histo ry : Prent ice Hall, The Modern World 2007,

The

Americans:

Reconstruction to the 21st Century

AP European History: Western Civmzation

AP US History: The American Pageant

AP World History: The World 's History

AP Government : Glencoe/McGraw-Hill

Economics : New Ways of Th inking

Realidades All: 2011

Holt, Rinehart and Winston : Allez Viens

Pearson

Health:Glencoe

Art History: Prent ice Hall

Everything about Theatre:

Meriwether Publishing

N/A

From Most Recent

Adopt ion ?

Yes

Yes

Yes

Yes

Yes

Yes

N/ A

Percent Studen t s Lacking Own

Assigned Copy

0.00 %

0.00 %

o.oo %

0.00 %

0.00 %

0.00 %

0.0 %

0.0 %

Note: Cells with N/ A values do not require data. last updated: 1/16/2020

School Facility Conditions and Planned Improvements

Amador High Schoors buildings and 39 classrooms are cleaned and maintained on a regular basis by the school's custodians and the district maintenance department. The custodians and Principal walk through the restrooms during the day to assure that they are sanitary and in proper working condition. The pnncipal walks the site daily to look for hazards and, if found, they are addressed immediately.

Last updated.· 1/16/2020

School Facility Good Repair Status

Year and month of t he most recent FIT report: October 2019

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, MechanicaVHVAC, Sewer Good

Interior: Interior Surlaces Good

Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good

Electrical: Electrical Good

Restrooms/ Fountains: Restrooms, Sinks/Fountains Good

Safet y: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

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

Overall Facility Rate

Year and month o f the most recent FIT report: Octobe r 2019

Overall Rating Exemplary Last updated: 1/15/2020

B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the folowing nformatoon relevant to the State proor~y : Pup~ Achievement ( Proority 4):

• Statewid e assessments (1.e ., California Assessment of Student Performance and Progress [CAASPP] System, which incl.ides the Smarter Balanced Summative Assessments for students 111 the general education populatoon and the Caiforma Alternate Assessment s [CAAs] for Eng•sh language arts/ l~eracy (ELA) and mathemat ics grven on grades three t hrough eight and grade eleven . Only ehglble students may participate in the admnistrat KJn of t he CAAs. CAAs ~ems are aligned with aternate achievement standards, which are linked w~h the Common Core State Standards [CCSS] for students with the most significant cognit ive dlsabil~ies ); and

• The percentage of student s who have successfu lly completed courses that satisfy the requirements for ent rance to t he University of California and t he California State University, or career technical education sequences or programs of study.

CAASPP Test Result s in ELA and Mathematics for All Students Grades Th ree through Eight and Grade Eleven Percentage of Students Meeting o r Exceeding the State Standard

School School Dist rict District State State

Subject 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19

Enghsh Language Arts/ L~eracy (g rades 3-8 and 11 ) 63.0% 63.0% 45.0% 47 .0% 50.0% 50 .0%

Mathemat ics (grades 3-B and 11) 29 .0% 31.0% 29 .0 % 32 .0% 38.0% 39.0%

Note: Percentages are not calculated when t he number of students tested IS ten or less, either because the number of students in this category IS too smaA for stat tSt ical accuracy or to protect student prrvacy.

Note: ELA and Mathematics test resu lts include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who me t or exceeded t he standard on the Smarter Balanced Summative Assessment plus t he total number of student s who met the standard (i.e., achieved Leve l 3-A lternate) on the CAAs divided by the total number of students who pa1ticipated in both assessments.

last updated: 1/ 16/ 2020

CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2018- 19)

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 175 174 99.43% 0.57% 62.64%

Male 86 86 100.00% 0 .00% 61.63%

Female 89 88 98 .88% 1.12% 63.64%

Black or African American 0%

American Indian or Alaska Native 0%

Asian 0 0 0% 0% 0%

F~1p1no 0 0 0% 0% 0%

HtSpanic or Lat1110 31 31 100.00% 0.00% 51.61 %

Native Hawaiian or Pacific Islander 0%

White 130 129 99.23% 0 .77% 65.89%

Two or More Races 0%

Socioeconomically Disadvantaged 66 65 98.48% .52% 47.69%

English Learners 0 0 0% 0% 0%

Students w~h DtSabilities IS 15 100.00% 0.00% 0.00%

Students Receiving Migrant Education Services 0 0 0% 0% 0%

Foster Youth 0%

Homeless

Note : ELA test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" 1s calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (1.e ., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note : Double dashes( --) appear in the table when the number of students os ten or less, either because the number of students in thos category IS too small for statist ical accuracy or to protect student privacy.

Note: The number of st udents tested includes all students who participated in the test whether they received a score or not; however, the number of st udent s tested IS not the number that was used t o calcu late the achievement level percentages. The achievement level percentages are calculated using only students who received scores.


CAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2018-19)

Student Gro up Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

An Students 175 173 98.86% 1.14% 31.21%

Male 86 86 100 .00% 0.00% 30.23%

Female 89 87 97.75% 2.25% 32.18%



Asian 0 0 0% 0% 0%

Fi~pino 0 0 0% 0% 0%

Hispan ic or Latino 31 31 100.00% 0.00% 12.90%

Nat ive Hawaiian or Pacific Islander 0%

White 130 129 99.23% 0.77% 35.66%


Soc10economically Disadvantaged 66 65 98 .48% 1.52% 18.46%

English Learners 0 0 0% 0% 0%

Students wah Disabilities 15 15 100.00% 0.00% 6.67%


Foster Youth 0%

Homeless

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Akernate ) on t he CAAs divided by t he total number of student s who participated in both assessments.

Note: Double dashes( --) appear 1n the table when the number of students 1s ten or less, e~her because the number of students in this category IS t oo small for statistical accuracy o'r to protect student privacy.

Note: The number of students tested includes al students who participated in the test whether they received a score or not ; however, the number of students t ested is not the number that was used to calculate the achievement level percentages. The achievement level percent ages are calculated using only students who received

scores.

Last updated: 1/ 16/ 2020

CAASPP Test Results in Science for All Students

Grades Five, Eight and High School

Percentage of Students Meeting or Exceeding the State Standard

School School District District State State Subject 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19

Science (g rades 5, 8, and high schoo l) N/ A N/ A N/A N/A N/A N/A

Note: Cells wit h N/A values do not require data.

Note: This is a placeholder for t he California Science Test (CAST) which was administ ered operationally during the 2018-19 school year. However, these data are not

available for inclusion in the 2018-19 SARC posting due Februa1y l, 2020 . These dat a will be included 1n the 2019- 20 SARC posting due February 1, 202 1.


Career Technical Educ

2018-19 Pupils Enrolled H1 Courses Required for UC/CSU Adm1SS10n 96.50%

2017-18 Graduates who Completed Al Courses Requ~ed for UC/CSU Adm1SS10n 2~ .60%

9

last updared: 1/16/2020State Priority: Other Pupil Outcomes

The SARC provides the folowong onformatoon relevant to the State pnor~y. Other Pupj Outcomes (Proority 8):

• Pupil out comes 1n the subject area of physical educatoon

California Physical Fitness Test Results (School Year 2018-19}

Grade Percentage of Students Meeting Four of Six Percentage of Students Meeting F'ive of Six Percentage of St udents Meeting Six of Six

Level Fitness Standards Fitness Standard s Fitness Standards

80.00% 61.50% 37.90%

Note: Percentages are not calculated and double dashes( ·· ) appear in the t able when the number of students tested is ten or less, eit her because the number of students in this cat egory is too small for stat istical accuracy or to protect student privacy .

l ast updated. 1/ 16/ 2020

C. Engagement

State Priority: Parental Involvement

The SARC provides the following in formation relevant to the Stat e priority: Parental Involvement (Priority 3) :

• Effort s t he school dist rict makes to seek parent input 1n making decisions for t he school district and each school srte

Opportunities for Parental Involvement (School Year 2019-20)

Interested parents may attend School Site Council meetings held six times each school year. This organization acts as an advisory group to the

principal and staff.

The Booster Club meets regularly with the athletic d irector and supports the school's co-curricular activities and programs. The athlet ic teams,

drama and

music programs also have parent support groups organized by the teachers of those programs.

Various events and activities such as Homecoming and dances are enhanced with the participation of parent volunteers.

Parents interested in becoming involved are adv ised to contact the school principal at (209) 257-7341.

last updated: 1/ 16/2020State Priority: Pupil Engagement

The SARC provides the follow ing 1nformat10n relevant to the State priority: Pupil Engagement (Priority 5) :

• High school dropout rates; and • High school graduation rates

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

School District State

Indicator 2015-16 2015- 16 2015-16

Dropout Rate 4 .70% 10.30% 9.70%

Graduation Rate 95.30% 89.70% 83.80%

School Schoo l District District State State

Indicator 2016-17 2017-18 2016-17 2017-18 2016-17 2017- 18

Dropout Rate 2.80% 2.70% 9. 10% 3 .90% 9 .10% 9.60%

Graduation Rate 97.20% 96.60% 87 .90% 89 .90% 82.70% 83.00%

Dropout / Graduatio n Rate (Four-Year Cohort Rate) Chart

60

IUU

Dropout A.at~

GraduatiO•l RMe

20

2015-16 2016-17 2017-IS

For the formu la to calculate the 2016-17 and 20 17-18 adjust ed cohort graduatoon rate, see the 2018-19 Data Element Defn~ oons document located on the SARC web page at https:/lwww cde.ca oov/ ta/ac/ sa/.

Lase updated: 1/ 16/ 2020

https:/lwww

State Priority: School Climate

The SARC provides the following information relevant lo the State priority: School Climate (Priority 6) :

• Pupil suspenSK>n rates; • Pupil expulsion rates; and • Other local measures on the sense of safet y

Suspensions and Expulsions

School School School District District District State State State

Rate 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19

Suspensions 9 .50% 5.80% 8.50% 6.50% 5.70% 5.70% 3.60% 3.50% 3.50%

Expulsions 0 .00% 0.00% 0 .30% 0 .00% 0.00% 0 .00% 0.10% 0. 10% 0.10%


School Safety Plan (School Year 2019-20)

We review an d co rrect all reported safety h azard s immediately. We schedule t ime during each staff m eeting to d iscuss safety issues. W e have developed a School Safety Plan which includes procedures for emergencies, exit routes, and inventories of emergency supplies. The plan is on our school w ebsite and t here are copies in the office for our p arents. We review the School Safety Plan ann ually and we share t he plan with all staff during a school wide staff m eeting. Our school safety plans go to the board annually. W e p ractice fire, active shooter, lock d own and earthquake drills three t im es per year and hold trainings for staff on emergency preparedness in late April. We have also formed a Schoo l Crisis Team for emergencies and all staff members h ave assignments.

All visitors and volunteers must sign in at the m ain office and wear an identification lanyard. Th e staff will approach and quest ion any person on campus who is not known o r id entified. We do have a closed campus at lunch.

The assistant principal and campus supervisor monito r the grounds for half an hour before classes begin and for half an h our after dismissal. Local law enforcement are on call and readily available for support and emergency


D. Other SARC Information The 111format1on in thlS sect10n is required to be in the SARC but is not included 1n the state pnontoes for LCFF.

Average Class Size and Class Size Distribution (Secondary) (School Year 2016-17)

Number of Classes * Number of Classes * Number of Classes • Subject Average Class Size 1 -22 23-32 33+

English 19.00 19 13 6

Mathemat ics 20.00 12 14 2

Science 22.00 8 13 0

Social Science 22 .00 13 11 5

• Number of classes indicat es how many c lassrooms fal int o each size category (a range of total students per classroom). At the secondary school level, this information 15 reported by subject area rather than grade level.


Number o f Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-2 2 23-32 33+

Eng lish 20.00 17 13 9

Mathemattes 18.00 17 10 6

Science 19.00 12 11

Social Scie nee 2 1.00 15 10 9

• Number of classes ind teates how many classrooms fan into each size category (a range of t otal students per classroom). At the secondary school level, t his information is reported by subject area rather than grade level.


Number of Classes• Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+

English 19.00 18 17 5

Mathemat ics 20.00 14 9 4

Science 22.00 7 12 0

Social Science 20.00 lS 16 5

• Number of classes indicat es how many classrooms fall int o each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Ratio of Academic Counselors to Pupils (School Year 2018-19)

Title Ratio*•

Counselors• 374 .0

•one FuN Tome Equrvalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work SO percent of full tone. **Average Number of Pupils per Counselor


Student Support Services Staff {School Year 2018-19)

Title Nu mber o f FTE* Assigned t o Schoo l

Counselor (Academic, Social/Behavio1al or Career Development) 0 .10

Libraoy Media Teacher (Librarian ) 0 .00

Library Media Services Staff (Paraprofessional) 0 .90

Psychologost 0 .20

Social Worker 0.00

Nurse 0. 10

Speech/Language/Hearing Specialist 0.20

Resource Specialist (non-teaching ) 0.00

Other 0.20

•one Full Tome Equivalent (FTE) equals one st aff member working full t ime; one FTE could also represent two staff members who each work SO percent or full tome.


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017-18) Expenditures Per Pupil Expenditures Per Pupil

Level Total Expenditures Per Pupil {Restricted) {Unrestricted) Average Teacher Salary

School S~e $5784.66 $ 197.75 $5586.90 $701 27. 26

Dist rict N/ A N/ A $0.00 $71860.00

Percent Difference - School S~e and Dist rict N/A N/ A 185.00% -4 .30%

State N/A N/A $7506 .64 $64369.00

Percent Difference - School Site and State N/ A N/A -3.00% -9.20%

Note: Ce lls with N/ A values do not require data.

Last updated: 1/16/ 2020

Types of Services Funded {Fiscal Year 2018-19)

Working under the LCAP Amador High School is adding a true graphic design pathway as well as updating our programs and facilities. Currently we offer a broad array of support and intervention services, AP courses and electives that include art, drama, music, agriculture, hospital, technology and culinary arts.


http:64369.00http:71860.00http:70127.26

Teacher and Administrative Salaries (Fiscal Year 2017-18}

Category District Amount State Average For Districts In Same Category

Beg111ning Teacher Salary

Mid -Range Teacher Salary

Highest Teacher Salary

Average Principal Salary (Elementary)

Average Principal Salary (Middle)

Average Principal Salary (High)

Superintendent Salary

Percent of Budget for Teacher Salaries

Percent of Budget for Administrative Salaries

$46,671

$67,262

$88,601

$94 ,141

$97,278

$107,184

$164 ,800

30.00%

6 .00%

$46,208

$72 ,218

$92,742

$ 134,864

$118,220

$127 ,356

$186,821

33.00%

6.00%

For detailed 1nformat10n on salanes, see the COE Certificated Salaries & Benefit s web page at https://www .cde.ca.gov/ ds/ fd / cs/ .

Teacher Salary Chart

100000

Principal Salary Chart

120000

soooo 100000

60000

80000

60000

40000

20000

Mid· Range Teacher Salary

Aves age Pnnc1pal Salary

(Elemenli!ry)

A VCI age PnnopJI s~kwy

(Middle)

AVt.'tJge Pr1nu p ,1I S~lary

(H1qh)

last updated: 1/16/ 2020

Advanced Placement (AP) Courses (School Year 2018-19)

Subject

Computer Science

Engksh

Flfle and Performing Arts

Foreign Language

Mathematics

Science

Social Science

An Courses

Note: Cels w~h N/ A val.Jes do not requ ire data.

Number of AP Courses Offered *

0

4

0

0

0

6

13

~where there are student course enrollments of at least one student.

Professional Development

Measure

Number of school days dedicated to Staff Development and Continuous Improvement

Percent of Students In AP Courses

N/ A

N/A

N/ A

N/A

N/ A

N/A

N/ A

2S .50%


2017-18 2018- 19 2019- 20

4.S 4.5 4 .5


Argonaut High



california Department of Education

-----. -::!!!."--::T~::;T ----- --· ~r-r.- ~ --- • - . ·-·---,- .._,.,._.,. - -=--~ -- - ~-- -~ .--

By February 1 of each year, every school in calfornia is required by state law to pubish a School Accountabiity Report card (SARC).The SARC contains information about the condit ion and performance of each Calfomia pubic school Under the Local Control Funding Formula (LCFF) al local educational agencies (LEAs) are required to prepare a Local Control and Accountabiity Plan (LCAP), which describes how they intend to meet annual school-specific goals for al pupils, with specific activities to address state and local priorities. Additionaly, data reported in an LCAP is to be consistent w ith data reported in the SARC.

• For more information about SARC requirements, see th$

About This School

Contact Information (School Year 2019-20)

District Contact Information (School Year 2019-20)

District Name Amador County Unified

Phone Number (209) 223-1750

Superintendent Amy Slavensky

Email Address aslavensky@amadorcoe. kl 2 .ca. us

Website http:llwww.amadorcoe.oro

School Description and Mission Statement (School Year 2019-2~)

Argonaut High School ls a California Distinguished and Gold Ribbon Award-wiming school with t he Calfornia Department of Education. We are proudly part of the Amador County Pubic Schools wlhi1 the Amador County Unified School District .

Sluated in rural Northern caifornia, approximat etf one hour east of Sacramento, Argonaut High is a comprehensive four-year pubic high school located in Jackson, the county seat of Amador. We have 530 student s wlhin grades 9-12.

Argonaut High School is home of the Mustangs - wel known for t hei exceptional footbal program under Head Coach Rick Davis.

Our offerings are wel rounded with many advanced AP courses, sports programs, clubs, and enrichment opportunities.


School Contact Information (School Year 2019-20)

School Name

Street

City, State, Zip

Phone Number

Principal

Email Address

Website

County-District-School (CDS) Code

Argonaut High

501 Argonaut Ln.

Jackson, ca, 95642-2020

209-257-7700

Troy Gassaway, Pmcipal

troy.gassaway@acusc!.oro

https:l/argonauths.amadorcoe.org/

03739810334755


http:https:l/argonauths.amadorcoe.orgmailto:troy.gassaway@acusc!.orohttp:llwww.amadorcoe.oro

Student Enrollment by Grade Level (School Year 2018-19)- - -- - I Grade Level Number of Students j '

I

I 175 Grade 9 148 Grade 10 145

Grade 11 109

Grade 12 113

Total Enrotnent 515

Grade9 Grade IO Grade II Grade 12


Student Enrollment by Student Group (School Year 2018-19) !

Student Group Percent of Total fnrohent I

Black or African American 0.80 %

American Indian or Alaska Native 2.30 %

Asian 1.30 %

FYipino 0.40 %

Hispanic or Latino 23.20 %

Native Hawaian or Pacific Islander 0.40 %

White 64.60 %

Two or More Races 6.30 % -;

Student Group (Other) Percent of Total Enrollment I

Socioeconomicaly Disadvantaged 37.60 %

English Learners 0.80 %

Students with Disabilties 15.00 %

Foster Youth 0.80 %

Homeless 0.40 %



The SARC provides the folowing information rek!vant to the State priority: Basic (Priorly 1):

• Degree to which teachers are appropriately assigned and fully credentiak!d i1 the subject area and for the pupis they are teachilg; • Pupils have access t o standards-aligned instructional materials; and • School faciities are mailtailed i1 good repair

Teacher Credentials


20 17 20 18 2019 20 1930

Teachers -18 -19 -20 20 . Teachers with Full Credential Teachers wittiout Full Credential

Wlh FuU Credential 28 26 28 172 .• TeachersTeaching Outside Subject Area of Competence25

Wlhout Ful Credential 2 3 8

!

Teachers Teachilg Outside Subject 3 0 0 20

Area of Competence (w ith full

credential) '__I

15

10

.. .....~' a -.-¢::U L aO

o.o l.O 2.0


Teacher Misassignments and Vacant Teacher Positions

20 17- 2018- 2019Indicato r 18 19 20

3.5 Misassignments of Teachers of English Learners

Misassignments of Teachers of English 3 0 Total Teacher Misassignments'

Learners J.o.:;.- 1• VacantTeacher Positions

Total Teacher Misassignments• 2 2

Vacant Teacher Positions 0 0 0 ,. ~ 2.0~...

1.5

1.0

0.5

0.01()oo__________'°""__________oQ 2017-18 201&-19 201~20

Note: " Misassignments" refers to the number of positions filled by teachers who lack legal authorization to t each that grade level, subject area, student group, etc. • Total Teacher Misassignments includes the number of Misassignments of T eachers of English Learners.


Quality, Currency, Availability of Textbooks and Other Instructional Materials {School Year 2019-20) Year and month in which the data were collected: January 2019

Subject

Readng/ language Arts

Mathematics

Science

History-Social Science

Foreign language

Health

Visual and Performing Arts

Science Lab Eqpmt

(Grades 9-12) . ...., · =. --=----;._·· = _,., :;--~

Textbooks and Other Instructional Materials/year of Adoption

Houghton Miffln Harcourt California Collections (2016)

Vocabulary for the Colege Bound Student (Levine)

The Language of Composition (Shea, Scanlon, Aufses)

Lterature and Composition (Shea, Scanlon, Aufses, Jago)

AP Language and Composition Examination (Dr. Richard

VogeQ

AP Literature and Composition Examnation (Dr. Richard

Vogel)

Vocabulary for Achievement (Houghton Miffln)

Algebra 1: CPM

Geometry: CPM

Algebra II: CPM

PreCalcukJs/Trig: Houghton Miffln

Cak:ulus: CPM Analysis, Houghton Miffln, Cak:ukJs/Single

Variable

AP Cak:ukJs: Houghton Mifflin, Cak:ulus/Single Variable

Biology and Ag Biology: Glencoe California Edition

Physics: Glencoe, Physics Principles and Problems

Chemistry: Glencoe, Chemistry Matter and Change

LWe Science: Holt, Biology Caifomia

AP Biology: Pearson Biology AP Edition

Anatomy and Physiology: Mosby Anthony's, Anatomy and

Physiology

World Geography: Glencoe 2005

World History: Prentice Hall, The Modern World 2007, The

Americans:

Reconstruction to the 21st Century

AP European History: Western Civiization

AP US History: The American Pageant

AP Work! History: The Work:l's History

AP Government: Glencoe/ McGraw-Hi!

Economics: New Ways of Thinking

AP Human Geography: Human Geography: People, Place and

Culture (Wiley)

Realidades AU: 2011: Holt, Rinehart and Winston: Alez Viens

Pearson

Health :Glencoe

Art History: Prenti:e Hal

Everything about Theatre : Meriwet her Publishing

N/ A

_._....,.... -=-·

From Most Recent Adoption?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

N/A

Percent Students lacking Own Assigned Copy

0.00 %

0 .00 %

0.00 %

0.00 %

0.00 %

0.00 %

0.0 %

0.0 %

Note: Cells with N/ A vakJes do not require data. Last updated: 1/3/2020

School Facility Conditions and Planned lmprove~ents

Argonaut High Schoors buildi1gs and 39 classrooms are cleaned and maintained on a regular basis by the schoors custodians and t he district maintenance department. The custodians and Principal wal< through the restrooms dumg the day to assure t hat t hey are sanitary and in proper worKing condltbn. The prilcipal wal

B. Pupil Outcomes


The SARC provides the folowing information relevant to the State pnority: Pup~ Achievement (Pnorty 4):

• Statewide assessments (i.e., caifornia Assessment of Student Performance and Progress [CAASPP] System, which ind.1des the Smarter Balanced Summative Assessments for students in the general education population and the caifomla Alternate Assessments [CAAs] for Engish language arts/iteracy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are inked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabities); and

• The percentage of students who have successfuly completed courses that satisfy the requi"ements for entrance to the University of califomla and the caifomia State University, or career technical education sequences or programs of study.

CAASPP Test Results In ELA and Mathematk:s for AH Students Grades Three through Eight and Grade Eleven Percental'e of ~!u~ents Meet~g ~r Exce4!di_!lg the State Standard


Engish Language Arts/ Literacy (grades 3-8 and 11) 49.0% 66.0% 45.0% 47 .0% 50.0% 50.0%

Mathematics (grades 3-8 and 11) 26.0% 31.0% 29.0% 32.0% 38.0% 39.0%

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

Note: ELA and Mathematics test results ind.1de the Smarter Balanced Summative Assessment ·and the CAA. The "Percent Met or Exceeded" is catulated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summatlve Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.




Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is cak:ulated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes(--) appear in the table when the number of students is ten or less, dher because the number of students in this category is too smal for statistical accuracy or to protect student privacy.

Note: The number of students tested ncludes al students who participated n the test whether they received a score or not; however, the number of students tested is not the number that was used to cak:ulate the achievement level percentages. The achievement level percentages are cak:ulated using only students who received scores.




Student Group Total EnroMment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

Al Students 94 93 98.94% 1.06% 31.18%

Male 49 48 97.96% 2.04% 22.92%

Female 45 45 100.00% 0.00% 40.00%



Asian 0%

Filipino 0 0 0% 0% 0%

Hispanic or Latino 28 27 96.43% 3.57% 14.81%


White 55 55 100.00% 0.00% 38.18%


Socioeconomicaly Disadvantaged 46 45 97.83% 2.17% 20.00%

Engish Learners 00%

Students with Oisabiities 18 18 100.00% 0.00% 0.00%


Foster Youth 0%

Homeless ---- "7'S" - =

Note: Mathematics test results ind.Jde the Smarter Balanced Summative Assessment and the CAA . The " Percent Met or Exceeded" is cak:ulated by takng the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plls the total number of students who met the standard (i.e., achieved Leve l 3- Alemate) on the CAAs divided by the total number of students who partic.,ated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is t en or less, either because the number of students i1 t his category is too smal for statistical accuracy or to protect student privacy.

Note: The number of students tested inclides al students who participated i1 the test whether they received a score or not ; however, the number of students tested is not the number that was used to cak:ulate the achievement level percentages. The achievement level percentages are cak:ulated using only students who received scores.


CAASPP Test Results in Science for All Students Grades Five, Eight and High School Percentage of Students Meeting or Exceeding the State Standard

School School District District State State

Subject 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

Note: Cels with N/A vaues do not require data.

Note: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018-19 school year. However, these data are not available for incusion in the 2018-19 SARC posting due February 1, 2020. These data will be included in the 2019-20 SARC posting due February 1, 2021.


Career Technical Education (CTE) Programs (School Year 2018-19)

The Career Technical Education Programs are open to any and al students enroled in our School District. The list of CTE classes available for ?ACUSD students is as follows:

Introduction to Agriculture Mechanics Advance Agricul:ure Mechanics Advance Agricul:ure Construction Agriculture Fabrication Advanced Power Agriculture Mechanics Veterinary Science Agriculture Business Agricultural Engineering & Mechanics Agriculture Leadership & Communications Early Childhood Education Intro to Foods Foods 1-2 Culinary Foods I: Cuinary Fundamentals Cufinary 2: World Cuisine Cufinary 3: Honors International Cuisine Cu~nary 4: Hotel & Restaurant Management Floral Design Advanced Floral Design ROP Health Careers Graphic Design Advanced Graphic Design Digital Photography Digital Art Advanced Digital Photography Introduction to Computer Science Computer Programming and Game Design Video Production and Broadcast Joumaism Advanced Game Design: 3D Modeling and Animation Introduction to Engineering Design Fire Science Introduction to Technology Welding Technology I Welding Technology II


Career Technical Education (CTE) Participation (School Year 2018-19) Measure CTE Program Participation

Number of Pupils Participating in CTE 379

Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 40.00%

Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education

UC/CSU Course Measure Percent

2018-19 Pupils Enrolled in Courses Required for UC/CSU Admission 93.40%

2017-18 Graduates Who Completed Al Courses Required for UC/CSU Admission 34.50%

Last updated: 1/16/2020State Priority: Other Pupil Outcomes

The SARC provides the folowing information relevant to the State priority: Other PupH Outcomes (Priority 8):

• Pupil outcomes in the subject area of physical education

california Physical Fitness Test Results (School Year 2018-19)

Grade Percentage of Students Meeting Four of Six Percentage of Students Meeting Five of Six Percentage of Students Meeting Six of Six

level Fitness Standards Fitness Standards Fitness St andards

9 74 .90% 57.10% 39.30%

Note: Percentages are not calculated and double dashes(--) appear in the table when the number of students t ested is ten or less, e~her because t he number of students in this category is too smaa for statistical accuracy or to protect student privacy.


C. Engagement


The SARC provides the folowlng Information relevant to the State priority: Parental Involvement (Priority 3):

• Efforts the school district makes to seek parent ilput in makilg decisions for the school district and each school site

Opportunities for Parental Involvement (School Year 201~20)

Argonaut High has many clubs and organizations that encourage parental involvement, including the Argonaut Booster Club, Argonaut Band Boosters, the

Quarterback Club, the School Site Council, t he Boosters Club Steering Committee, the Ag Boosters and Principal Forums. Many parents informaly he~ with

athletics, drama, music and clubs v1ith their various activities.

Parents and the business community have made huge contributions to our school by providing services, faciity improvement , materials, equipment, labor and

expertise. If you would like to become involved, contact our school principal.

Last updated: 1/3/2020 State Priority: Pupil Engagement

The SARC provides the folowing ilfonnation relevant to the State priority: Pupil Engagement (Priority 5):


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

School District State

Indicator 2015-16 2015-16 2015-16

Dropout Rate 7.60% 10.30% 9.70%

Graduation Rate 92.40% 89.70% 83.80%


Indicator 2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

Dropout Rate 2.40% 2.60% 9.10% 3.90% 9.10% 9.60%

Graduatlon Rate 97.60% 96.60% 87.90% 89.90% 82.70% 83 .00%

Dropout / Graduation Rate (Four-Year Cohort Rate) Chart

Dropout Rate v Graduation Rate

80

60

20

0

For the fonnula to cal::ulate the 2016-17 and 2017-18 adjusted cohort graduation rate, see the 2018-19 Data Element Definitions document located on the SARC web page at httos://www .cde.ca.gov/ta/ac/sa/.


- - -


The SARC provides the folowing information relevant to the State priority: School Climate (Priority 6):

• Pup~ suspension rates; • Pupil expulsion rates; and • Other klcal measures on the sense of safety


School School School District District District State State State

Rate 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19

Suspensions 5.10% 10.10% 10.00% 6.50% 5.70% 5.70% 3.60% 3.50% 3.50%

Expulsions 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.10% 0.10% 0.10% o.: -·-··

last updated: 1/ 16/2020

School ~fety Plan (~hool Year 2019-20)

Our School Safety Plan follows the district adopted protocol for responding to varous possllle emergencies. Each classroom has a fip chart to consul in case of an emergency. We conduct fire and earthquake drils and klckdown pract ice. We have increased safety tremendously by instalng a school wide communication system n 2005.

A school resource officer, counseklrs, the campus supervisor and custodial staff al het> in patrolng the campus during school hours to promote safety,

prevent violent or destructi'lle behavior and to maintail a clean campus. We enforce the Student Conduct Code to ensure safety and a poslti'lle learning

environment .

We report safety hazards and system maJunct ions and the district maintenance staff responds as quickly as possble.

Additionaly, five security cameras have been instaled on campus.

Our school safety plan is reviewed annualy, taken to the school board for adoption and available for view ing at the site or district office .


D. Other SARC Information The i:lformation i1 this section is required to be i1 the SARC but is not incllded in the state priorities for LCFF.

Average Class S~ze_ an(j C:::l~ss Size Distribut_ion (Secondary) (~h_ool Year 2016-17) Number of Classes * Number of Classes* Number of Classes *

Subject Average Class Size 1-22 23-32 33+

Engish 22.00 8 16

Mathematics 19.00 13 10 0

Science 18.00 9 6

Social Science 21.00 11 11

* Number of classes indicates how many classrooms fal into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Aver~g_~ Cl~~s Size a_nd_Class Size Distribution (Sec".lndary) (School _'(ear 2~17-18)

Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+

Englsh 15.00 24 12 0


Science 12.00 14 2 2

Social Science 15.00 18 7 3

• Number of classes indicates how many classrooms fal into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Avera9e Class Size and Class Size DistriblJ~On (Secondary) (School Year 2018-19) Number of Classes * Number of Classes * Number of Classes*

Subject Average Class Size 1-22 23-32 33+

Engish 20.00 12 11 3

Mathematies 19.00 12 11 0

Science 17.00 16 5 0


• Number of classes indieates how many classrooms fal into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Ratio of Academic Counselors to Pupils (School Year 2018-19)

Title Ratio**

Counselors* 474.00

•one Ful Time Equivalent ( FTE) equals one staff member working ful time; one FTE could also represent two staff members who each work SO percent of ful time. nAverage Number of Pupils per Counselor


Student Support Services Staff (School Year 2018-19)

Title Number of FTP Assigned to School

. Counselor (Academic, SociaVBehavloral or career Development) 0.10

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (ParaprofessionaQ 0.90

Psychologist 0.40

Social Worker 0.00

Nurse 0 .10

: Speech/Language/Hearing Speciafist 0.10

Resource Speciaist (non-teaching) 0.00

Other 0.20 - ---~ --- - - - ___ J

*One FuH Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work SO percent of full time.


Expenditures Per Pupil and 5!=_hool Site Teacher Salaries (Fiscal Year 2017-18)

Expenditures Per Pupil Expenditures Per Pupll

Level Total Expenditures Per Pupil (Restricted) (Unrestricted) Average Teacher Salary

School Site $7682.26 $13.80 $7668.46 $70564.98

District N/ A N/A $0.00 $71860.00

Percent Difference - School Site and District N/A N/A 195.00% --0.50%

State N/ A N/A $7506.64 $72949.00

· Percent D~ference - School Site and State N/A N/A 10.00% -4.00%

- .

Note: Cels with N/A val.Jes do not require data.


Types of Setvices Funded (Fiscal Year 2018-19)

The 20t4-2015 Caifornia budget introduced the Local Control Fundilg Formula (LCFF), dramaticaly reformng California's educational funding system.

The LCFF elminates most categorical funding streams, replacng them with funds based on each LEA's student demographic profile. The LCFF nstitutes a change in LEA accountabiity for unrestricted funding i1 the form of a three-year, annualy renewed, Local Control Accountabity Plan {LCAP).

We offer a broad array of support and intervention services, AP courses and electives that inc~de art, drama, music, agriculure, hospital, technology and cufnary arts.


http:72949.00http:71860.00http:70564.98

Teacher and Administrative Salaries (Fi~al Year 2~17-:--18) Category District Amount State Average For Districts In Same Category

Begnning Teacher Salary $46,671 $46,208

Mid-Range Teacher Salary $67,262 $72,218

Highest Teacher Salary $88,601 $92,742

Average Pmcipal Salary (Elementary) $94,141 $ 134,864

Average Principal Salary (Middle) $97,278 $118,2201

Average Pmcipal Salary (High) $107,184 $127,356

Superintendent Salary $164,800 $186,823

Percent of Budget for Teacher Salaries 30.00% 33.00%

Percent of Budget for Administrative Salaries 6.00% 6.00%

For detailed informatiJn on salaries, see the COE Certificated Salaries & Benef~s web page at https:/lwww.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart Principal Salary Chart

100000 120000

100000

80000

80000

60000

60000

40000 40000

2000020000

Average Principal Salary Average Principal Salary Average Principal Salary 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary . (Elementary) (Middle) (High)


https:/lwww

Advanced Placement (~P} Courses (School Year 2018-19} Subject Number of AP Courses Offered * Percent of Students In AP Courses

Computer Science

English

Fine and Performing Arts

Foreign Language

Mathematics

Science

Social Scie nee

AN Courses

0

2

0

0

2

2

9

15

N/ A

N/A

N/ A

N/ A

N/ A

N/ A

N/A

35.30%

Note: Cels with N/ A vaves do not require data.

* Where there are student course enrolments of at least one student.


Measure

Number of school days dedicated to Staff Devebpment and Continuous Improvement

2017-18

4.5


2018-19 2019-20

4.5 4.5


Independence High (Continuation)




By February 1 of each year, every school in Caifornia is required by state law to pubish a School Accountabiity Report Card (SARC).The SARC contans information about the condit ic>n and performance of each Caifornia pubk school. Under the Local Control Funding Formula (LCFF) al local educational agencies (LEAs) are required to prepare a Local Control and Accountabiity Plan (LCAP), which descnbes how they intend to meet annual school-specific goals for aH pupils, with specific actillities to address state and local priorities. Additlonaly, data reported in an LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (COE) SARC web page at bttps·l/www.cde.ca.gov/ ta/ac/ 53/ .

• For more information about the LCFF or LCAP, see the COE LCFF web page at https:l/www.cde.ca gov/ fq/aa/lc/.

• For additional Information about the school, parents/guardians and community members shoukl contact the school principal or the district office .

DataQuest

DataQuest is an onine data tool located on the COE DataQuest web page at https:l/dg.cde .ca.gov/dataauestl that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrolment, high school graduates, dropouts, course enrolme nts, staffing, and data regarding Engish learners).

Internet Access

Internet access is available at public ibraries and other locations that are pubicly accessible (e.g., the Caifornia State Library). Access to the Internet at ibraries and pubic bcatlons is generaiy provided on a first-come, first-served basis. Other use restrictions may incklde the hours of operation, the length of tine that a workstation may be used (dependng on availabiity), the types of software programs available on a workstation, and the abiity to print documents.

Frank (Butch) Wagner, Principal 9 Principal, Independence High (Continuation)

About Our School

Contact

Independence High (Conti'luation)

525 Independence Dr.

Sutter Creek, C4 95685-9669

Phone: 209-257-5100

Emal: [email protected]

mailto:[email protected]:l/dg.cde.ca.gov/dataauestlhttps:l/wwwhttp:bttps�l/www.cde.ca.gov

Student Enrollment by Grade Level (School Year 2018-19) Grade Level Number of Students

Grade 10 2 25

Grade 11 19

Gracie 12 23 20

Total Enrolment 44

15

10

Grade 10 Grade II Grade 12


student Enrollment by Student Group (School Year 2018-19)

Student Group Percent of Total Enrollment


American Indian or Alaska Native 6.80 %

Asian 2.30 %

Filipino 0.00 %

Hispanic or Latino 11.40 %

Native Hawaiian or Pacific Islander 0.00 %

Wh~e 68.20 %

Two or More Races 4.50 %

Student Group (Other) Percent of Total Enrollment

Socioeconomicaly Disadvantaged 59.10 %

Engish Learners 0.00 %

Students with Disabiities 18.20 %

Foster Youth 0.00 %

Homeless 13.60 %

Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019-20} Year and month In which the data were collected:

Textbooks and Other Instructional Materials/year of Subject Adoption

Reading/Language Arts California Collections • Houghton Miffln Harcourt

Mathematics APEX Online, Pilot

CyberHigh Online

Algebra I : Pren tice Hall

Geometry: Prentice Han

Science Bioklgy and Ag Biology: Glencoe Calfornia

APEX Onlile Plot

CyberHigh Online

History-Social Science History: Prentice Han, The Modern Work:I

The Americans: ReconstructiOn to the 21st Century

Government n America Economics: A New Way of Thnkng

APEX Onine

CyberHigh

Foreign Language Realidades: Hol, Rnehart and Winston : Alez Viens

Pierson

Health Health: Glencoe

Visual and Performng Arts

Science Lab Eqpmt (Grades N/ A

9-12)

Note: Cells wth N/ A vaues do not require data.

From Most Rec:ent Adoption?

Yes

Yes

Yes

Yes

Yes

Yes

N/A

Percent Students Lacking Own

Assigned Copy

0.00 %

0.00 %

0.00 %

0.00 %

0.00 %

0.00 %

0.0 %

0.0 %


B. Pupil Outcomes


The SARC provides t he folowing information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., Calfornia Assessment of Student Performance and Progress [CAASPP] System, which ind.ides the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for Engish language arts/iteracy [ELA) and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administrat ion of the CAAs. CAAs items are aligned with akemate ach ievement standards, which are finked with the Common Core State Standards (CCSS) for students w~h the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of Californ ia and the Caifornia State University, or career technical education sequences or programs of study.

CAASPP Test Results In ELA and Mathematics for AD Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard


Engish Language Arts / Literacy (grades 3-8 and 11) 6.0% 16.0% 45.0% 47.0% 50.0% S0.0%

Mathematics (grades 3-8 and 11) 0.0% 0.0% 29.0% 32.0% 38.0% 39.0%

Note: Percentages are not cali:ulated when the number of students tested is ten or less, either because t he number of students in this category is too smaH for statistical accuracy or to protect student privacy.

Note: ELA and Mathematics test results incl.Jde the Smarter Balanced Summative Assessment and the CAA. T he "Percent Met or Exceeded" is cak:ulated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus t he total number of students who met the standard (i.e., achieved Leve l 3-Akernate) on t he CAAs divided by the total number of students who participated in both assessments.


CAASPP Test Results in Mat hematics by St udent Group Grades Three t hrough Eight and Grade Eleven (School Year 2018- 19)

Student Group Total Enrollment Number Tested Percent Tested Percent Not Test ed Percent Met or Exceeded

Al Students 31 23 74.19% 25.81% 0.00%

Male 20 17 85.00% 15.00% 0.00%

Female 11 6 54.55% 45.45% 0.00%


American Indian or Allska Native 0%

Asian 0 0 0% 0% 0%

Aipino 0 0 0% 0% 0%

Hispanic or Latino 0%

Native Hawaiian or Pacific Islander 0 0 0% 0% 0%

White 20 13 65.00% 35.00% 0.00%


Socioeconomicalty Disadvantaged 23 17 73.91 % 26.09% 0.00%

Engish Learners 0 0 0% 0% 0%

Students with Disabiities 0%


Foster Youth 0 0 0% 0% 0%

Homeless

Note: Mathemat ics test results include the Smarter Balanced Summative Assessment and the CAA. The " Percent Met or Exceeded" is calculated by taking the t otal number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Altemate) on the CAAs divided by the total number of students who partic.,ated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too smal for statistical accuracy or to protect student privacy.

Note: The number of students tested includes al students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement leve l percentages. The achievement level percentages are calculated using only students who received scores.


2017-18 Graduates Who Completed Al Courses Requi'ed for UC/CSU Admission 0.00%

C. Engagement


The SARC provides the folowing ilformation relevant to the State priority: Parental lnvot.lement (Priority 3) :

• Efforts the school district makes to seek parent input in making decisions for the school district and each school site

Opportunities for Parental Involvement (School Year 2019-20)

Independence High is always looking for parents and commun~y members to volunteer at our site. Because of the f11T1ited number of students, it is difficuk to get parents invot.led In areas where they are needed. We have been somewhat successful in recruiting parent and community vollnteers for our School Site Counci (SSC). There are parent volunteer sign-up forms in the office during Back to School Night and Open House. We also ask for SSC volunteers in our maiings to parents at the beginning of each school year and in our maiings home in the Spring for the folowing school year.

We had an incredible response from members of our community when we iwited them to participate in our career Week at school. These events have

been very positNe for our students and have helped them to make informed decisi>ns about their futures.

In Spring of each year, we hold Open House during the day and serve llnch. This event has been very successful. Students and their parents participate and a good proportion of our community visits. They tour our school, have llnch, tal< to the teachers and socialize with others attending the event. Each fal we have Parent Awareness/Back to School Night. We invite parents to come to the school and learn about when their children wiN be doing over the course of the school year. On this occasion, we ask parents to help wlh fiek:f trips, district parent committees and other actNities that need parent invot.lement. To volunteer at our school, please contact the school principal at 209-257-5100.

Last updated: 1/ 16/2020State Priority: Pupil Engagement

The SARC provides the folowing information relevant to the State prior~y: Pupil Engagement (Priority 5):


Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District St ate

Indicat o r 2015-16 2015-16 2015-16

Dropout Rate 36.70% 10.30% 9.70%

Graduation Rate 63.30% 89.70% 83.80% ~.:":-;-. :- ..;;;;:.;..


I ndicator 2016- 17 2017-18 2016-17 2017-18 2016-17 20 17-18

Dropout Rate 'lS.20% 5.80% 9.10% 3.90% 9.10% 9.60%

Graduation Rate 32.30% 65.40% 87.90% 89.90% 82.70% 83.00%

Dropout/Graduation Rat e (Four-Year Cohort Rat e) Chart


The SARC provides the folowing nformation relevant to the State priority: School Climate (Priority 6):

• Pupa suspension rat es;

• Pupil expulsion rates; and . Ot her bcal measures on the sense of safety


School School School District District District State State State Rate 2016-17 2017-18 2018- 19 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19

Suspensions 15.50% 9 .90% 12.70% 6.50% 5.70% 5 .70% 3.60% 3.50% 3.50%

Expulsions 0.00% 0 .00% 0.00% 0.00% 0.00% 0.00% 0.10% 0.10% 0.10%


School Safety Plan {School Year 2019-20)

Each September, our staff reviews our School Safety Plan. It inckJdes emergency numbers, a disaster preparedness plan and instructions for evacuating t he bu iding.

We have posted a map next to each door in every c lassroom that shows designated areas for evacuation .

Earfy i1 the Fal Semester our Safety Plan is reviewed by our Site Council and then presented to the school board for approval. It is available to view in the school

office.



Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1 -22 23-32 33+

Engish 6.00 10 0 0


Science 0.00 0 0 0


• Number of classes indicates how many classrooms fal into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather t han grade level.

Aver~ge Class Siz~ and Class Size Distribution (Secondary) (School Year 2017-18)

Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1 -22 23 ·32 33+

English 4.00 15 0 0


Science 10.00 3 0 0


• Number of classes indicates how many classrooms fal into each size category (a range of total students per classroom). At the secondary school level, this nformation is reported by subject area rather than grade level.

Average Cl~ss Size and Class Size Distribution (Secondary) (School Year 2018-19)

Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1 -22 23-32 33 +

English 14.00 4 0 0


Science 16.00 2 0 0


- -------"

* Number of classes indicates how many classrooms fal into each size category (a range of total students per classroom). At the secondary school level, this nformation is reported by subject area rather than grade level.


Expenditures_ ~er Pupil and School Site Teacher Salaries (Fiscal Year 2017-18) Expenditu~s Per Pupil Expenditures Per Pupil

Level Total Expenditures Per Pupil (Restricted) (Un restricted) Average Teacher Salary

School Site $12605.76 $0.00 $554653.57 $61522.95

District N/A N/A $0.00 $71860.00

Percent Difference - School Site and District N/A N/A 200.00% 7.00%

State N/ A N/ A $7506.64 $64369.00

Percent Dtference - School Site and State N/A N/A 79.00% 2.50%

Note: Cels with N/A valles do not require data.


Types of Services Funded (Fiscal Year 2018-19)

The 2015-2016 (aifornia budget introduced the Local Control Funding Formula (LCFF), dramaticaly reformng (alifornia's educational funding system.

The LCFF eiminates most categorical funding streams, replacing them with funds based on each LEA 's student demographic profile. The LCFF institutes a change in LEA accountabifty for unrestricted funding in the form of a three-year, annualy renewed, Local Control Accountability Plan (LCAP). Currently we offer a broad array of support and intervention services, two onlile credit recovery programs and are switchng t o a project-based learning, career Technica~ n tegrated school program.


http:64369.00http:71860.00http:61522.95http:554653.57http:12605.76

Advanced Placement (AP) Courses (School Year 2018-19)

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

Computer Science

English

Fine and Performing Arts

Foreign Language

Mathematics

Science

Social Science

Al Courses

0

0

0

0

0

0

0

0

N/ A

N/A

N/ A

N/ A

N/ A

N/ A

N/ A

0.00%

Note: Cels wtth N/ A val.Jes do not require dat a.

*Where there are student course enrollments of at least one student.


Measure

Number of school days dedicated to Staff Oevebpment and Contiluous Improvement

2017-18

4 .5


2018-19

4.5

2019-20

4.5


lone Junior High




By February 1 of each year, every school in California is requ.-ed by state law to publsh a School Accountabilty Report Card (SARC).The SARC contains intonnation about the condition and pertonnance of each Caitomia pubic school. Under the Local Control Funding Fonnula (LCFF) al local educational agencies (LEAs) are requ.-ed to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for al pupils, with specific activities to address state and local priorities. Additionaly, data reported in an LCAP is to be consistent with data reported in the SARC.

• For more intonnation about SARC requirements, see the California Department of Education (CDE) SARC web page at httos://www.cde.ca.gov/ta/ac/sa/.

• For more intonnation about the LCFF or LCAP, see the COE LCFF web page at https:l/www.cde .ca.gov/ fg/aa/!c/.

• For additional information about the schoo~ parents/guardians and communil;y members should contact the school principal or the district office .

DataQuest

DataQuest is an onlne data tool located on the CDE DataQuest web page at httos:l/dg.cde.ca.gov/dataouest/ that contains additional intonnation about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports tor accountabity (e.g., test data, enrolment, high school graduates, dropouts, course enrollments, staffng, and data regarding Englsh learners).

Internet Access

Internet access is available at public lbraries and other locatlons that are publcly accessble (e.g., the Caitomia State Library). Access to the Internet at lbraries and pubic locations is generaly provided on a first-

About This School Contact I nformation (School Year 201~20)

District Contact Information (School Year 2019-20) School Contact Information (School Year 2019-20)

District Name Amador Co unty Unified School Name lone Junior HighI -- ----1 Phone Number (209) 223-1750 Street 217 Rex Ave.

Superintendent Amy Slavensky City, State, Zip Jackson, ca, 95642-2020

i

Email Address aslavensky@amado rcoe. kl 2.ca. us Phone Number 209-257-5500

Website http://www.amadorcoe.org Principal Rich Modesti, Pmc~al

Email Address richard.modesti@acusc!.orn

County-District-School 03739816107395 (CDS) Code


School Description and Mission ~tement (Sch~I year 201~20)

lone Junior High Schoo~ a sixth, seventh and eighth grade middle school, is dedicated to prepamg aH students to be ~elong learners and responsible citizens. We have a population of more than 350 students and offer classes for a variety of special needs students. Our curriculum has a strong academic focus. We respect individual differences, and we believe in unlocking and supporting the st rength of each student. To complement our academic emphasis, we beieve t hat al students benefit from a rich variety of experiences.

Our school boasts an alematlve academic settilg for students requmg ext ra he~ before transferring to high school A limited after school athletic program is

offered for gi1s and boys.

School and staff members always weicome parent and community ilvolvement. We encourage you t o joil our Col Booster Cllb, School Site Councl (SSC)

and Promotion Ceremony Committ ee .

Ione Junior High School is committed to developing students who are confident and resient lfe-long learners. We strive to ensure high school preparation for al students, through rigorous and integrated curriculum, with a focus on colege and career readiness. We priortize an atmosphere of cooperation, with an emphasis on respect for ildlvldual differences, inclusion for al, and strong school community values."


mailto:richard.modesti@acusc!.ornhttp:http://www.amadorcoe.org

Student Enrollment by Grade ~evel (School Year 201&-19) Grade level

Grade 6

Grade 7

Grade 8

Total Enrolment

Number of Students

82

126

145

353

ISO

125

100

7S

so

25

Grade 6 Grade 7 Grades

Student Enrollment by Student Group (School Year 201&-19) Student Group Percient of Total Enrollment


Amencan Indian or Alaska Native 4.80 %

Asian 1.70 %

Fiipino 0.00 %

Hispanic: or Latino 22.10 %

Native Hawaian or Pacr.:: Islander 0.30 o/o

Whte 64.00 %

Two or More Races 5.40 %

Student Group (Other) Percent of Total Enrolment

Socloeconomic:aly Disadvantaged 45.00 %

Engish Learners 2.80 o/o

Students wth Disabities 23.80 o/o

Foster Youth 0.80 %

Homeless 0.00 %

/Ast updated: 1/ 16/ 2020



The SARC provides the following information relevant to the State priority: Basic (Priority 1 ):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School faciities are maintained in good repair

Teacher Credentials


2017 2018 2019 2019

17.5 Teachers -18 -19 -20 20 'Teachers with Full Credential

1:2,Teachers without Full Credential Wth Full Credential 15 14 14 172 l ·Te=ch:er~T =h~g~ t:sid· •;S: ject:A:•:• :or ~o: et: ~15.0¥"!----.-~=-~ a~ :s ~eac in: O:u::: ub~: r ~c m:p:en:ce'f Without Fun Credential 0 0 8 I

l I

12.5 Teachers Teaching Outside Subject 2

Area of Competence (with full

credentiaO 10.0

·:--===.,.:-- ~J

7.5 .

5.0

2,5 ... - . i

:::. :: :: % ·::. ~ 1.0 2.0

last updated: 1/16/2020

Teacher Misassignments and Vacant T~acher P()sitions

2017- 2018- 2019

Indicator 18 19 20

2.5 .

r Misassignments of Teachers of English Learners Misassignments of Teachers of English 0 0 I. Total Teacher Misassignments* Learners • Vacant Teacher Positions

2.0 Total Teacher Misassignments* 2

Vacant Teacher Pos~ions 0 0

1.5

L.OQ: B"IOO

0.5

o.oa----------stJ,...2017-18 201&-19 2019-20 Note: "Misassignments" refers to the number of pos~ions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. • Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

last updated: 1/16/2020

Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019-20) Year and month in which the data were colected: December 2019

Textbooks and other Instructional Materials/year of Subject Adoption

Readng/Language Arts Houghton Miffkl Harcourt : calitomia Collections

Mathematics CPM Core Connections: Courses 1-3 and Algebra

Science Pearson Prentice Hall: Prentice Haff caifomia Science

Explorer

(Grade 7 and 8)

History-Social Science

Foreign Language

Heal h

Visual and Perfonnng Arts

Science Lab Eqpmt {Grades NIA 9-12)

Not e: Cells wlh NIA vakles do not require data.

From Most Recent Adoption?

Yes

Yes

Yes

NIA

Peroent Students Ladcing own Assigned Copy

0.00 %

0.00 %

0.00 %

0.00 o/o

0.00 o/o

0.00 o/o

0.0 %

0.0 o/o

Last updat ed: 1/6/2020

School Facility Conditions and Planned Improvements

Ione Junior High Schoors buidlngs and 36 classrooms are cleaned and mailtailed on a regular basis by the schoors custodians and the district mailtenance department . The custodians and Prilcipal wak through the restrooms durilg the day to assure that t hey are sankary and il proper worl

B. Pupil Outcomes


The SARC provides the folowing information relevant to the State priority: Pup~ Achievement (Priority 4):

• Statewide assessments (i.e., california Assessment of Student Performance and Progress [CAASPP] System, which incl.Ides the Smarter Balanced Summative Assessments for students in the general education population and the caifomia Alternate Assessments [CAAs] for Engish language arts/iteracy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligble students may partic~ate In the admnistration of the CAAs. CAAs items are aligned with alternate achievement standards, which are finked with the Common Core State Standards (CCSS] for students with the most significant cognitive disabiities); and

• The percentage of students who have successfully completed courses t hat satisfy the requirements for entrance to the University of California and t he caifomia State University, or career technical education sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for Al Students Grades Three through Eight and Grade Eleven Percent~ge !Jf Students Meeti!'g or Exceed!!!g the State Sta~dard


Subject 2017 18 2018-19 2017-18 2018-19 2017-18 2018-19

Engish Language Arts/ Literacy (grades 3-8 and 11) 42.0% 43.0% 45.0% 47.0% 50.0% 50.0%

Mathematics (grades 3·8 and 11) 14.0% 17.0% 29.0% 32.0% 38.0% 39.0%

-

Note: Percentages are not cak:ulated when the number of students tested is ten or less, either because the number of students n this category is too smal for statistical accuracy or to protect student privacy.

Note: ELA and Mathematics test results incl.Ide t he Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is cak:ulated by taking t he total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (I.e., achieved Level 3-Atemate) on the CAAs divided by the total number of students who participated in both assessments.




Student Group Total Enrolment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

Al Students 373 369 98.93% 1.07% 42.82%

Male 182 182 100.00% 0.00% 31.32%

Female 191 187 97 .91% 2.09% 54.01%


American Indian or Alaska Native 16 16 100.00% 0.00% 25 .00%

Asian 0%

Filipino 0%



White 233 230 98 .71% 1.29% 48.26%

Two or More Races 19 19 100.00% 0.00% 31.58%

Socioeconomicaty Disadvantaged 179 178 99.44% 0.56% 30.34%

Engish Learners 18 17 94.44% 5.56% 35.29%

Students with Disabiities 78 77 98.72% 1.28% 11.69%


Foster Youth 0%

Homeless 0 0 0% 0% 0%

Note: ELA test results nclude the Smarter Balanced Summative Assessment and the CAA. The " Percent Met or Exceeded" is cak:ulated by taking the total number of students w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Altemate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes(--) appear i1 the table when the number of students is ten or less, either because the number of students i1 this category is too smaU for statistical accuracy or to protect student privacy.

Note: The number of students tested includes al students who participated n the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are cak:ulated using only students who received scores.




~---· - . --~- -· - -- -- -Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

Al Students 373 370 99.20% 0.80% 16.76%

Male 182 182 100.00% 0.00% 14.84%

Female 191 188 98.43% 1.57% 18.62%


American Indian or Alaska Native 16 16 100.00% 0.00% 12.50%

Asian 0%

• Filipino 0%


Native Hawaiian or Pacific !stander 0%

White 233 230 98.71% 1.29% 22.17%

Two or More Races 19 19 100.00% 0.00% 0.00%

Socioeconomicaty Disadvantaged 179 178 99.44% 0.56% 7.87%

Englsh Learners 18 18 100.00% 0.00% 0.00%

Students with Disabiities 78 78 100.00% 0.00% 2.56%


Foster Youth 0%

Homeless 0 0 0% 0% 0%

~ .:_-=:--==::_ :-~ r-:-~ :. .,. • -

Note: Mathematics test results ind.1de the Smarter Balanced SummatiVe Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Atemate) on the CAAs divided by the total number of students who participated n both assessments.

Note: Double dashes(- ) appear in the table when the number ot students is ten or less, either because the number of students n this category is too smal for statistical accuracy or to protect student p

ACUSD School Accountability Report Cards (SARCs) · • The percentage of students who have...

Documents

Transcript of ACUSD School Accountability Report Cards (SARCs) · • The percentage of students who have...